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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 2017)
  • As of 2015, business, administration and law were the most popular fields of study among both recent tertiary graduates and new entrants into tertiary education, followed by health and welfare; education; and engineering, construction and manufacturing, at levels close to the OECD and EU22 averages. The selection of fields of study at tertiary level is strongly gender biased.
  • Vocational programmes are much more attractive than general ones among upper secondary students, with more than twice as many students enrolled in vocational programmes.
  • Annual public expenditure on educational institutions per student in 2014 was around 33% lower in the Slovak Republic than on average across OECD and EU22 countries.
  • Adults who do not attain tertiary education pay a particularly large penalty: the earnings disadvantage of workers who only completed upper secondary education is larger than the OECD and EU22 averages and this persists down the generations. Slovaks whose parents did not attain tertiary education are almost 15 percentage points less likely to attain it themselves than on average across OECD countries.
  • Teachers’ salaries in the Slovak Republic are almost three times lower than the average in OECD and EU22 countries. Their pay is also considerably lower than that of other tertiary-educated workers in the country.
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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. (91.7 %, rank 4/45 ) 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. (93.4 %, rank 5/45 ) 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. (86.6 %, rank 7/45 ) 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. (22 %, rank 37/46 ) Download Indicator

    Slovak Republic has one of the lowest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (1.2 %, 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. (37.6 %, 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. (2.6 %, 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. (40.7 %, rank 17/24 ) Download Indicator

    Participation in education

    Among OECD and partner countries with available data, Slovak Republic has one of the highest percentages of female graduates from tertiary programmes. (63.8 %, rank 2/31 ) Download Indicator

    The enrolment rate among 20-29 year-olds in Slovak Republic is one of the lowest among OECD and partner countries with available data. (20.5 %, rank 30/39 ) 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. (75.6 %, rank 34/42 ) 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. (823 Hours, rank 24/27 ) 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. (2707 Hours, rank 35/37 ) 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. (2707 Hours, rank 26/27 ) 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. (4117 Hours, rank 4/37 ) 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. (6824 Hours, rank 20/27 ) 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. (677 Hours, rank 29/37 ) 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. (677 Hours, rank 24/27 ) Download Indicator

    Classes are particularly small in lower secondary schools. (19 Students, rank 29/35 ) Download Indicator

    Classes are particularly small in primary schools. (18 Students, rank 29/35 ) Download Indicator

    The number of students per teacher in tertiary institutions is one of the smallest among OECD and partner countries with available data. (12.98 Ratio, rank 25/32 ) 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 7/39 ) 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 33/39 ) Download Indicator

    Classes in public primary institutions are comparatively small in Slovak Republic. (18 Students, rank 33/39 ) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Slovak Republic. (19 Students, rank 31/37 ) Download Indicator

    Classes in lower secondary private institutions are comparatively small in Slovak Republic. (18 Students, rank 29/34 ) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Slovak Republic. (8.33 Ratio, rank 20/21 ) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Slovak Republic. (13.81 Ratio, rank 13/18 ) 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. (13.12 Ratio, rank 22/27 ) Download Indicator

    Resources for education

    Annual expenditure per pupil at the pre-primary level is one of the lowest among OECD and partner countries with available data. (5596 USD Equivalent, rank 24/31 ) Download Indicator

    In Slovak Republic, public expenditure on education as a percentage of total public expenditure is comparatively low. (8.6 %, rank 32/40 ) Download Indicator

    The change between 2005 and 2012 in private expenditure on tertiary educational institutions is one of the smallest compared to other OECD and partner countries with available data. (99 Index, rank 20/29 ) Download Indicator

    Between 2010 and 2012, the change in expenditure on educational institutions (from primary to tertiary level) as a percentage of GDP, excluding subsidies, is among the biggest of all OECD countries and partner economies with available data. (101 Index, rank 8/34 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively big. (110 Index, rank 9/34 ) Download Indicator

    Teachers

    The number of days of instruction in a school year in pre-primary school is especially large. (204 Days, rank 6/30 ) Download Indicator

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively large in Slovak Republic. (1142 Hours, rank 7/27 ) Download Indicator

    Among 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels), Slovak Republic has one of the lowest percentages of those with good ICT (information and communication technologies) and problem-solving skills. (33.5 %, rank 12/15 ) Download Indicator

    The percentage of 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels) who report that moderate or complex ICT(information and communication technologies) skills are required at work is relatively high. (74.3 %, rank 7/15 ) Download Indicator

    The percentage of 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels) who report having the computer skills needed to do their job is quite high. (93.4 %, rank 4/15 ) Download Indicator

    Who the teachers are

    The share of women among teaching staff in primary education is one of the largest among OECD and partner countries with available data. (89.7 %, rank 10/42 ) 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. (71.7 %, rank 4/37 ) 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. (68.3 %, rank 2/17 ) 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. (59.2 %, rank 6/25 ) 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. (16004 USD Equivalent, rank 32/33 ) 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. (16004 USD Equivalent, rank 32/33 ) 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. (13108 USD Equivalent, rank 26/27 ) 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. (16004 USD Equivalent, rank 32/33 ) 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. (0.46 Ratio, rank 22/22 ) 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. (0.62 Ratio, rank 25/26 ) 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. (0.62 Ratio, rank 25/26 ) 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. (0.62 Ratio, rank 25/26 ) Download Indicator

    Starting salaries for teachers with minimum training in primary education are especially low. (12742 USD Equivalent, rank 35/37 ) Download Indicator

    Salaries of primary school teachers with minimum training after 10 years of experience are especially low. (15305 USD Equivalent, rank 33/34 ) Download Indicator

    Salaries of primary school teachers with minimum training at the top of scale are especially low. (17249 USD Equivalent, rank 32/33 ) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially low. (12742 USD Equivalent, rank 36/37 ) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (15305 USD Equivalent, rank 33/34 ) Download Indicator

    Salaries of lower secondary teachers with minimum training at the top of scale are especially low. (17249 USD Equivalent, rank 32/33 ) Download Indicator

    Starting salaries for upper secondary teachers with minimum training are especially low. (12742 USD Equivalent, rank 36/37 ) Download Indicator

    Salaries of upper secondary teachers with minimum training after 10 years of experience are especially low. (15305 USD Equivalent, rank 33/34 ) Download Indicator

    Salaries of upper secondary teachers with minimum training at the top of scale are especially low. (17249 USD Equivalent, rank 32/33 ) Download Indicator

    Starting salaries for pre-primary teachers with minimum training are especially low. (11391 USD Equivalent, rank 29/30 ) Download Indicator

    Salaries of pre-primary teachers with minimum training after 10 years of experience are especially low. (12537 USD Equivalent, rank 27/28 ) Download Indicator

    Salaries of pre-primary teachers with minimum training at the top of scale are especially low. (14126 USD Equivalent, rank 27/27 ) 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. (29 USD Equivalent, rank 29/32 ) 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. (1.24 Ratio, rank 21/27 ) 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 10/30 ) 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. (22 USD Equivalent, rank 31/32 ) 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. (28 USD Equivalent, rank 30/33 ) 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. (16451 USD Equivalent, rank 21/23 ) 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. (22307 USD Equivalent, rank 23/27 ) 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. (22307 USD Equivalent, rank 23/27 ) 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. (22291 USD Equivalent, rank 23/27 ) 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 8/37 ) 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. (126 Index, rank 24/30 ) Download Indicator


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    General findings
    • In most OECD countries, the most popular tertiary degrees held by adults are in business, administration or law. However, interest in science, technology, engineering and mathematics (STEM) grows with higher levels of education, with almost double the share of students graduating from these fields at doctoral level than at bachelor’s level in 2015.
    • STEM-related fields tend to benefit from higher employment rates on average across OECD countries though inequities persist: natural sciences, mathematics and statistics graduates are more likely to have similar employment rates as arts and humanities graduates – both lower than the rates enjoyed by engineers or ICT specialists.
    • Gender parity is still a distant dream for some fields of study. At the tertiary level, women still represent approximately only one in four entrants to engineering, manufacturing and construction, but three out of four entrants in health and welfare on average across OECD countries.
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    • On average across OECD countries, expenditure has been increasing at a much higher rate than student enrolments at all levels, particularly tertiary. Total expenditure on tertiary educational institutions increased by more than twice the rate of students over the same period, reflecting the priority given by government and society to higher education.
    • While public expenditure on educational institutions has clearly been rising, it did not keep up with the increase in GDP between 2010 and 2014 on average across OECD countries. This has led to a decrease of 2% in public expenditure on educational institutions as a percentage of GDP over the same period.
    • The share of public funding is significantly higher at lower levels of education than for tertiary education on average across OECD countries. While the public sector still provides 91% of the funds at primary, secondary and post-secondary non-tertiary levels, it only provides for 70% of total expenditure at tertiary level.
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    • The teaching profession is getting older, particularly at higher levels of education. On average across OECD countries, 35% of primary to secondary teachers were at least 50 years old in 2015, up 3 percentage points from 2005.
    • The profession is still largely dominated by women, who make up seven out of ten teachers on average across OECD countries. However gender parity improves at higher levels of education – while 97% of teachers at the pre-primary level are women, they make up 43% at the tertiary level.
    • Primary and secondary teachers’ salaries are low compared to other similarly educated full-time workers. While salaries increase with the level of education taught, they still range between 78% and 94% of the salaries of full-time workers with tertiary education on average across OECD countries.
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    • In a majority of OECD countries, education now begins for most children well before they are five years old – 78% of three-year-olds are enrolled in early childhood education on average across OECD countries.
    • The proportion of children enrolled in private early childhood education programmes is considerably greater than the private enrolment shares at primary and secondary levels. On average, 55% of children in early childhood educational development programmes and 33% in pre-primary programmes attend private institutions.
    • Public expenditure accounts for 83% of all resources allocated for pre-primary education and 71% of funding for early childhood educational development.
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    • Based on current patterns, it is estimated that on average across OECD countries, 80% of today’s young people will graduate from upper secondary education before the age of 25.
    • General upper secondary education programmes are more popular than vocational programmes: 57% of 15-19 year-old students are enrolled in general programmes, compared to 43% in vocational programmes.
    • Adults with upper secondary as highest attainment level have lower employment advantages and are least likely to recover from economic downturns that those that have attained tertiary education.
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    • Based on current patterns of graduation, an average of 49% of today’s young people across OECD countries are expected to graduate from tertiary education at least once in their lifetime.
    • People’s relative earning advantage increases with their level of tertiary education. On average across OECD countries, those with a short-cycle tertiary degree earn only about 22% more than those with upper secondary education, while those with a master’s, doctoral or equivalent degree earn about twice as much.
    • Students become more mobile as they reach higher tertiary education levels. International students account for only 5.6% of total enrolment in tertiary programmes, but over a quarter of enrolments at doctoral level across OECD countries.
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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 2017 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.