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Slovak Republic
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Diagram of the education system



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Key

- Diagram of education system in country language

- Old diagram using ISCED 1997 classification

- General methodological notes for ISCED diagrams

Education system in Slovak Republic

Slovak Republic
Overview of the education system (EAG 2016)
  • Between 2008 and 2013, the Slovak Republic considerably increased its expenditure per student from primary to tertiary level. Even so, total expenditure at those levels amounted to 3.8% of gross domestic product (GDP), below the OECD average of 5.2%.
  • Teachers in the Slovak Republic are paid less than other tertiary-educated workers in the country and their salaries are below the OECD average.
  • Almost 60% of the adults in the Slovak Republic have vocational upper secondary or post-secondary non-tertiary level as their highest level of attainment, the largest share among the OECD countries.
  • The share of adults with tertiary education in the Slovak Republic is below average, but the share of adults with a master’s degree as their highest level of educational attainment is one of the highest across OECD countries.
  • Enrolment rates in early childhood education are relatively low in the Slovak Republic. In 2014, 64% of 3-year-olds and 74% of 4-year-olds were enrolled in pre-primary education, both considerably below the respective OECD averages.
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Educational outcomes

    The level of upper secondary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (91 %, rank 4/43 ) Download Indicator

    The level of upper secondary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (93 %, rank 7/43 ) Download Indicator

    The level of upper secondary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (86 %, rank 8/43 ) Download Indicator

    The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (21 %, rank 36/44 ) Download Indicator

    The level of tertiary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (13 %, rank 36/44 ) Download Indicator

    Participation in education

    Slovak Republic has one of the lowest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (1 %, rank 27/32 ) Download Indicator

    The percentage of today's young people expected to obtain a master's or an equivalent degree during their lifetime is one of the highest among OECD countries and partner economies with available data. (38 %, rank 2/38 ) Download Indicator

    Excluding mobile students, Slovak Republic has one of the highest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (3 %, rank 2/27 ) Download Indicator

    Excluding mobile students, Slovak Republic has one of the lowest percentages of young people expected to graduate from tertiary education during their lifetimes. (41 %, rank 17/24 ) Download Indicator

    Among OECD and partner countries with available data, Slovak Republic has one of the highest percentages of female graduates from tertiary programmes. (64 %, rank 2/31 ) Download Indicator

    The percentage of four-year-olds in early childhood and primary education in Slovak Republic is one of the lowest among OECD and partner countries with available data. (74 %, rank 28/34 ) Download Indicator

    Classroom environment

    In Slovak Republic, the intended instruction time for lower secondary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (837 Hours, rank 21/24 ) Download Indicator

    The total compulsory instruction time for primary students in Slovak Republic is one of the shortest among OECD and partner countries with available data. (2750 Hours, rank 32/34 ) Download Indicator

    In Slovak Republic, the total intended instruction time for primary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (2750 Hours, rank 23/24 ) Download Indicator

    The total compulsory instruction time for lower secondary students in Slovak Republic is one of the longest among OECD and partner countries with available data. (4183 Hours, rank 3/34 ) Download Indicator

    In Slovak Republic, total intended instruction time for primary and lower secondary students (in hours per year) is among the shortest among OECD and partner countries with available data. (6933 Hours, rank 18/24 ) Download Indicator

    In Slovak Republic, compulsory instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (688 Hours, rank 26/34 ) Download Indicator

    In Slovak Republic, the intended instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (688 Hours, rank 20/24 ) Download Indicator

    In Slovak Republic, compulsory instruction time for lower secondary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (837 Hours, rank 26/34 ) Download Indicator

    Classes are particularly small in lower secondary schools. (19 Students, rank 28/33 ) Download Indicator

    Classes are particularly small in primary schools. (18 Students, rank 29/33 ) Download Indicator

    The theoretical duration of primary and lower secondary education, in years, is one of the longest among OECD and partner countries with available data. (9 Years, rank 6/36 ) Download Indicator

    The number of grades that are part of compulsory primary education is one of the lowest among OECD and partner countries with available data. (4 Years, rank 31/36 ) Download Indicator

    The number of instruction days per year for lower secondary students is one of the highest among OECD and partner countries with available data. (191 Days, rank 10/35 ) Download Indicator

    Classes in public primary institutions are comparatively small in Slovak Republic. (18 Students, rank 29/33 ) Download Indicator

    Classes in in private primary institutions are comparatively small in Slovak Republic. (17 Students, rank 23/31 ) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Slovak Republic. (19 Students, rank 27/32 ) Download Indicator

    Classes in lower secondary private institutions are comparatively small in Slovak Republic. (18 Students, rank 26/32 ) Download Indicator

    Resources for education

    Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data. (6735 USD Equivalent, rank 27/36 ) Download Indicator

    Annual expenditure per pupil at the pre-primary level is one of the lowest among OECD and partner countries with available data. (4996 USD Equivalent, rank 26/30 ) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (5942 USD Equivalent, rank 29/38 ) Download Indicator

    Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (5795 USD Equivalent, rank 29/38 ) Download Indicator

    In Slovak Republic, public expenditure on education as a percentage of total public expenditure is comparatively low. (9 %, rank 27/34 ) Download Indicator

    The change between 2005 and 2012 in private expenditure on tertiary educational institutions is one of the largest compared to other OECD and partner countries with available data. (122 Index, rank 10/27 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively big. (106 Index, rank 5/31 ) Download Indicator

    Teachers

    The number of students per teacher in tertiary institutions is one of the smallest among OECD and partner countries with available data. (14 Students, rank 28/33 ) Download Indicator

    The number of hours per year primary teachers spend teaching in public institutions is comparatively large in Slovak Republic. (828 Hours, rank 10/30 ) Download Indicator

    The number of days of instruction in a school year in pre-primary school is especially large. (198 Days, rank 9/26 ) Download Indicator

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively large in Slovak Republic. (1109 Hours, rank 10/23 ) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Slovak Republic. (9 Ratio, rank 19/22 ) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Slovak Republic. (13 Ratio, rank 13/15 ) Download Indicator

    In Slovak Republic, the ratio of students to teaching staff in bachelor's and tertiary advanced research programmes is one of the lowest compared to other OECD and partner countries with available data. (14 Ratio, rank 23/29 ) Download Indicator

    Who the teachers are

    The share of teachers aged between 40 and 49 in secondary schools is especially low. (24 %, rank 32/35 ) Download Indicator

    The share of women among teaching staff in primary education is one of the largest among OECD and partner countries with available data. (90 %, rank 10/42 ) Download Indicator

    The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (78 %, rank 8/39 ) Download Indicator

    The share of women among teaching staff in upper secondary education is one of the largest among OECD and partner countries with available data. (72 %, rank 5/40 ) Download Indicator

    The share of women among teaching staff in post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (68 %, rank 3/17 ) Download Indicator

    The share of women among teaching staff in short-cycle tertiary education is one of the largest among OECD and partner countries with available data. (62 %, rank 4/24 ) Download Indicator

    The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the largest among OECD and partner countries with available data. (44 %, rank 10/33 ) Download Indicator

    Teachers' salaries

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (14865 USD Equivalent, rank 29/29 ) Download Indicator

    After 15 years of experience, an upper secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (14865 USD Equivalent, rank 29/29 ) Download Indicator

    After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (12177 USD Equivalent, rank 23/23 ) Download Indicator

    After 15 years of experience, a primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (14865 USD Equivalent, rank 29/29 ) Download Indicator

    The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0 Ratio, rank 19/19 ) Download Indicator

    The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 21/22 ) Download Indicator

    The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 21/22 ) Download Indicator

    The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 21/22 ) Download Indicator

    Starting salaries for teachers with minimum training in primary education are especially low. (11838 USD Equivalent, rank 33/33 ) Download Indicator

    Salaries of primary school teachers with minimum training after 10 years of experience are especially low. (14270 USD Equivalent, rank 30/30 ) Download Indicator

    Salaries of primary school teachers with minimum training at the top of scale are especially low. (16027 USD Equivalent, rank 30/30 ) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially low. (11838 USD Equivalent, rank 33/33 ) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (14270 USD Equivalent, rank 30/30 ) Download Indicator

    Salaries of lower secondary teachers with minimum training at the top of scale are especially low. (16027 USD Equivalent, rank 30/30 ) Download Indicator

    Starting salaries for upper secondary teachers with minimum training are especially low. (11838 USD Equivalent, rank 33/33 ) Download Indicator

    Salaries of upper secondary teachers with minimum training after 10 years of experience are especially low. (14270 USD Equivalent, rank 30/30 ) Download Indicator

    Salaries of upper secondary teachers with minimum training at the top of scale are especially low. (16027 USD Equivalent, rank 30/30 ) Download Indicator

    Starting salaries for pre-primary teachers with minimum training are especially low. (10583 USD Equivalent, rank 26/26 ) Download Indicator

    Salaries of pre-primary teachers with minimum training after 10 years of experience are especially low. (11648 USD Equivalent, rank 24/24 ) Download Indicator

    Salaries of pre-primary teachers with minimum training at the top of scale are especially low. (13128 USD Equivalent, rank 24/24 ) Download Indicator

    After 15 years of experience, an upper secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (11 USD Equivalent, rank 20/20 ) Download Indicator

    The ratio of pre-primary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 19/25 ) Download Indicator

    It takes lower secondary teachers longer to progress through the salary scale in Slovak Republic compared to other OECD and partner countries. (32 Years, rank 9/29 ) Download Indicator

    After 15 years of experience, a primary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (20 USD Equivalent, rank 28/28 ) Download Indicator

    After 15 years of experience, a lower secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (26 USD Equivalent, rank 28/29 ) Download Indicator

    The average actual pre-primary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (15099 USD Equivalent, rank 19/20 ) Download Indicator

    The average actual primary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (20618 USD Equivalent, rank 22/23 ) Download Indicator

    The average actual lower secondary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (20618 USD Equivalent, rank 22/23 ) Download Indicator

    The average actual upper secondary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (20475 USD Equivalent, rank 22/23 ) Download Indicator

    Economic and social outcomes

    Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite high. (182 Index, rank 7/37 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high. (170 Index, rank 9/37 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (115 Index, rank 16/25 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (127 Index, rank 22/29 ) Download Indicator


    The data table will display up to six selected countries.
    General findings
    • Labour market outcomes are better among the higher-educated: on average across OECD countries, the unemployment rate is 12.4% for adults with below upper secondary education, while it is 4.9% for the tertiary-educated.
    • In all OECD countries, earnings differentials between adults with tertiary education and those with upper secondary education are generally more pronounced than the difference between the earnings of those with upper secondary education and those with below upper secondary education. This suggests large earnings advantages for tertiary education. On average, adults with a master's, doctoral or equivalent degree earn almost twice as those with upper secondary education across OECD countries, and those with a bachelor's or equivalent degree earn 48% more, while those with a short-cycle tertiary degree earn only about 20% more.
    • Adults with higher qualifications were more likely to report desirable social outcomes, including good or excellent health, participation in volunteer activities, interpersonal trust, and political efficacy.
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    • Across all levels of educational attainment, the gender gap in earnings persists, and although women generally have higher educational attainment, a large gender gap in earnings is seen between male and female full-time workers with tertiary education.
    • Across OECD_countries, tertiary-educated women earn only 73% as much as tertiary-educated men. This gender gap of 27% in earnings for tertiary-educated adults is higher than the gender gap for adults with below upper secondary (24%) and adults with upper secondary or post-secondary non-tertiary education (22%).
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    • In a majority of OECD countries, education now begins for most children well before they are 5-years-old. Some 71% of 3-year-olds are enrolled in early childhood education across OECD countries.
    • Based on current patterns, it is estimated that an average of 85% of today's young people in OECD_countries will complete upper secondary education over their lifetime.
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    • Based on current patterns of graduation, an average of 36% of today's young people across OECD countries are expected to graduate from tertiary education at least once before the age of 30.
    • In 2014, a majority of first-time tertiary graduates (72%) earned a bachelor's degree, 12% earned a_master's degree and 16% earned a short-cycle tertiary diploma, on average across OECD countries.
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    • On average, OECD countries spend USD 10 493 per student per year on primary through tertiary educational institutions: USD 8 477 per primary student, USD 9 980 per lower secondary student, USD 9 990 per upper secondary student and USD 15 772 per tertiary student.
    • In 2013, OECD countries spent an average of 5.2% of their gross domestic product (GDP) on educational institutions from primary to tertiary education, ranging from 3.5% in Luxembourg to 6.7% in the United Kingdom.
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    • The average primary school class in OECD countries has 21 students, and this average increases to 23 in lower secondary education. These figures represent a decrease when compared to the OECD_average class sizes in 2005.
    • The difference in average class size between public and private institutions in primary education varies substantially across OECD countries, but is considerably larger in partner countries.
    • There are 15 students per teacher in primary education, on average across OECD countries. The_figure increases to 17 students per teacher, on average, at the tertiary level.
    • On average across OECD countries, pre-primary teachers' actual salaries are 74% of the earnings of a tertiary-educated 25-64 year-old full-time, full-year worker. Primary teachers are paid 81% of these benchmark earnings, lower secondary teachers 85% and upper secondary teachers 89%.
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    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG for more details about the data collections.

    For additional notes, please refer to annexes in the list of links below the introductory country profile text.