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Slovenia
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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 Slovenia

Slovenia
Overview of the education system (EAG 2016)
  • Public expenditure on primary to tertiary education in 2013 was 4.5% of gross domestic product (GDP), close to the OECD and EU22* average of 4.7%.
  • Management, organisation and funding policies are devised mainly by the central education authorities and the education system is mainly organised as a public service, meaning public funds are highly centralised.
  • If current patterns persist, 65% of young adults are expected to complete vocational programmes at some point in their lifetime, compared to 36% for general programmes, whereas across the EU22, the graduation rates for upper secondary general programmes are similar to the corresponding vocational rates.
  • Adults with foreign-born parents are less likely to have achieved higher educational attainment than their parents than those with native-born parents, for all levels of parental educational attainment.
  • Although Slovenia has a smaller share of adults with tertiary education than levels across the OECD and EU22, 41% of young adults aged 25-34 have achieved a tertiary-level education, nearly equivalent to the OECD average of 42% and EU22 average of 40%.
    • | Education at a Glance 2016 | Country Note EAG 2016 | Annexes from Education at a Glance 2016 | Glossary for Education at a Glance | Ministrstvo za izobrazevanje, znanost in sport (Ministry of Education, Science, Culture and Sport) | Statisticni urad (Statistical Office) |
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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 25-34 year-olds is one of the highest among OECD and partner countries with available data. (94 %, rank 3/43 ) Download Indicator

    Participation in education

    Excluding mobile students, Slovenia has one of the highest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (3 %, rank 1/27 ) Download Indicator

    Among OECD countries and partner economies with available data, Slovenia has one of the highest percentages of young people expected to graduate from tertiary education during their lifetime. (56 %, rank 6/30 ) Download Indicator

    Excluding mobile students, Slovenia has one of the highest percentages of young people expected to graduate from tertiary education during their lifetimes. (55 %, rank 5/24 ) Download Indicator

    Excluding mobile students, Slovenia has one of the highest percentages of young people expected to graduate from tertiary education before the age of 30. (46 %, rank 2/20 ) Download Indicator

    Among OECD and partner countries with available data, Slovenia has one of the highest percentages of female graduates from tertiary programmes. (59 %, rank 9/31 ) Download Indicator

    Compared to other OECD and partner countries, Slovenia has a large share of female graduates from doctoral or equivalent programmes. (57 %, rank 3/40 ) Download Indicator

    The enrolment rate among 20-29 year-olds in Slovenia is one of the highest among OECD and partner countries with available data. (32 %, rank 8/42 ) Download Indicator

    The enrolment rate among 15-19 year-olds in Slovenia is one of the highest among OECD and partner countries with available data. (93 %, rank 4/41 ) Download Indicator

    Classroom environment

    Classes are particularly small in lower secondary schools. (20 Students, rank 25/33 ) Download Indicator

    Resources for education

    The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (13 %, rank 29/37 ) Download Indicator

    In Slovenia, public expenditure on education as a percentage of total public expenditure is comparatively low. (8 %, rank 32/34 ) 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. (74 Index, rank 27/27 ) 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 smallest of all OECD countries and partner economies with available data. (95 Index, rank 20/28 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively small. (97 Index, rank 27/31 ) Download Indicator

    Teachers

    The number of pupils per teacher in pre-primary schools is one of the smallest among OECD and partner countries with available data. (9 Students, rank 29/32 ) Download Indicator

    The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (11 Students, rank 27/36 ) Download Indicator

    The number of hours per year primary teachers spend teaching in public institutions is comparatively small in Slovenia. (627 Hours, rank 25/30 ) Download Indicator

    Teachers' salaries

    The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1 Ratio, rank 8/22 ) Download Indicator

    The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1 Ratio, rank 8/22 ) Download Indicator

    The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1 Ratio, rank 7/22 ) 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 difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite high. (172 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 tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high. (172 Index, rank 8/37 ) Download Indicator


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    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.
    | Education policies: Attainment | Education policies: Labour market outcomes | OECD Better Life Index | OECD Employment Outlook | OECD Skills Strategy |
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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%).
    | Education policies: Equity |
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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.
    | Education policies: Access and Participation - Early childhood | Education policies: Access and Participation - Primary | Education policies: Access and Participation - Secondary | Education policies: Access and Participation - Vocational |
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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.
    | Education policies: Access and Participation - Tertiary |
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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.
    | Education policies: Finance and funding | PISA in Focus: Does money buy strong performance in PISA? | Education Indicators in Focus: Which factors determine the level of expenditure on teaching staff? |
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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%.
    | Education policies: Teachers | Attracting, Developing and Retaining Effective Teachers | OECD Teaching and Learning International Survey (TALIS) | International Summit on the Teaching Profession |
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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.