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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 2015)
  • Slovenia invests 1.3% of GDP in early childhood education, more than the OECD average of 0.8%.
  • Teacher's salaries remain below the OECD average and have not risen between 2005 and 2013. Between 2005 and 2013, Slovenian teacher's salaries remained stable overall, increasing by up to 10% between 2005 and 2009 for all levels of education and then being reduced again by around 10% between 2010 and 2013 due to the global crisis that also deeply affected Slovenia. Teachers' salaries in other OECD countries increased by 1-3% (depending on the level of education) over the same period.
  • Although teachers in Slovenia earn less than other tertiary educated workers, it is still above the OECD average for this benchmark. In Slovenia, primary teachers are paid 86% of what other tertiary educated workers earn, lower secondary teachers are paid 88%, and upper secondary teachers earn 94% of that benchmark salary (above the OECD average of 80%, 86% and 94% respectively).
  • In Slovenia, tertiary attainment among 25-34 year-olds doubled between 2000 and 2014 to 38%, but is still below the OECD average of 41%.
  • In 2014, the unemployment rate among young Slovenians with tertiary education was still well above the OECD average: 11.9% of 25-34 year-old tertiary degree holders were unemployed, compared to the OECD average of 7.5%.
  • Tertiary degree holders earn 75% more than 25-64 year-olds with only upper secondary education. This earnings premium is 15 percentage points higher than the average in other OECD countries.
  • Tertiary attainment rates are higher for 25-64 year-old women than for men at all tertiary education levels. While only 10% of Slovenian men have attained a master's degree or equivalent as their highest level of education, 16% of women have (OECD average 12%).
  • Among 25-64 year-olds, Slovenian women earn 94% of what men earn, across all levels of educational attainment (OECD average 80%). While the unemployment rate among Slovenian men was 8.3%, the unemployment rate for Slovenian women was 10.0% for all levels of educational attainment (OECD average unemployment rate for women of 7.6%).
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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.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    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 5/41 ) Download Indicator

    The level of upper secondary and post-secondary non-tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (56 %, rank 5/40 ) Download Indicator

    The proportion of 25-34 year-old men who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (93 %, rank 4/41 ) Download Indicator

    The proportion of 25-34 year-old women who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (95 %, rank 4/41 ) Download Indicator

    Slovenia has one of the largest shares of 25-64 year-old women whose highest education level is a master's or equivalent tertiary education degree. (16 %, rank 6/33 ) Download Indicator

    The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (2 %, rank 2/30 ) Download Indicator

    The share of 25-64 year-old men who attained a doctoral or equivalent tertiary education degree is one of the largest among countries with available data. (2 %, rank 3/30 ) Download Indicator

    The share of 25-64 year-old women who attained a doctoral or equivalent tertiary education degree is one of the largest among countries with available data. (2 %, rank 2/30 ) Download Indicator

    Participation in education

    The percentage of young people expected to graduate from vocational programmes in upper secondary education in Slovenia is comparatively high (67 %, rank 6/36 ) Download Indicator

    The share of graduates from upper secondary general programmes who are younger than 25 is one of the highest among OECD and partner countries with available data. (100 %, rank 1/33 ) Download Indicator

    The percentage of today's young people expected to graduate from a doctorate or equivalent programme in Slovenia ranks as one of the highest among OECD and partner countries with available data. (4 %, rank 1/40 ) 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. (21 %, rank 9/33 ) Download Indicator

    Excluding mobile students, the percentage of 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. (20 %, rank 6/24 ) Download Indicator

    Excluding mobile students, Slovenia has one of the highest percentages of young people expected to obtain a master's or an equivalent degree before the age of 30. (18 %, rank 5/21 ) Download Indicator

    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. (4 %, rank 1/24 ) Download Indicator

    Excluding mobile students, Slovenia has one of the highest percentages of young people expected to complete a doctorate or an equivalent education before the age of 30. (2 %, rank 1/21 ) 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. (58 Index, rank 5/23 ) Download Indicator

    Excluding mobile students, Slovenia has one of the highest percentages of young people expected to graduate from tertiary education during their lifetimes. (58 Index, rank 2/19 ) 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. (49 %, rank 1/16 ) Download Indicator

    Among OECD and partner countries with available data, Slovenia has one of the highest percentages of female graduates from tertiary programmes. (61 Index, rank 5/24 ) Download Indicator

    Slovenia has one of the highest proportions of female graduates from bachelor's programmes. (63 %, rank 6/34 ) Download Indicator

    Slovenia has one of the highest proportions of female graduates from master's or equivalent programmes. (65 Index, rank 2/33 ) Download Indicator

    Compared to other OECD and partner countries, Slovenia has a large share of female graduates from doctoral or equivalent programmes. (55 Index, rank 5/40 ) 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. (92 %, rank 3/37 ) Download Indicator

    In Slovenia the percentage of young people expected to enter bachelor's or equivalent programmes during their lifetimes is comparatively high. (79 %, rank 3/36 ) Download Indicator

    The expected number of years in education for 15-29 year-olds in Slovenia is one of the highest among OECD and partner countries with available data. (9 %, rank 2/36 ) Download Indicator

    The expected number of years in education for 15-29 year-old men in Slovenia is one of the highest among OECD and partner countries with available data. (8 %, rank 6/36 ) Download Indicator

    The expected number of years in education for 15-29 year-old women in Slovenia is one of the highest among OECD and partner countries with available data. (9 %, rank 2/36 ) Download Indicator

    The percentage of young nationals expected to enter a short-cycle tertiary programme during their lifetime is comparatively high in Slovenia. (28 %, rank 6/16 ) Download Indicator

    The percentage of young nationals expected to enter a bachelor's or equivalent programme during their lifetime is comparatively high. (77 %, rank 1/22 ) Download Indicator

    The percentage of young nationals expected to enter a master's or equivalent programme during their lifetime is high compared to other OECD and partner countries with available data. (27 %, rank 5/22 ) Download Indicator

    The proportion of young nationals expected to enter a doctorate or equivalent programme during their lifetime is high compared to other OECD and partner countries with available data. (2 %, rank 6/22 ) Download Indicator

    The percentage of 25-years-old adults who enter tertiary education in Slovenia is relatively high. (93 %, rank 3/26 ) Download Indicator

    The percentage of female students entering master's or equivalent programmes in Slovenia is one of the highest compared to other OECD countries and partner economies. (61 %, rank 5/35 ) Download Indicator

    The share of female students entering doctorate or equivalent programmes in Slovenia is one of the largest compared to other OECD countries and partner economies. (54 %, rank 3/36 ) Download Indicator

    The percentage of young nationals expected to enter bachelor's or equivalent programmes before turning 25-years-old is among the highest of all OECD countries and partner economies with available data. (71 %, rank 1/20 ) Download Indicator

    Fields of education

    The proportion of female tertiary graduates in education is one of the highest among OECD and partner countries. (89 %, rank 4/36 ) Download Indicator

    The proportion of female tertiary graduates in the humanities and arts is one of the highest among OECD and partner countries. (72 %, rank 6/36 ) Download Indicator

    The proportion of female tertiary graduates in social sciences, business and law is one of the highest among OECD and partner countries. (70 %, rank 4/36 ) Download Indicator

    The proportion of female graduates in agriculture from tertiary programmes is one of the highest among OECD and partner countries. (61 %, rank 5/36 ) Download Indicator

    Classroom environment

    Classes are particularly small in lower secondary schools. (20 Students, rank 24/31 ) Download Indicator

    Classes are particularly small in primary schools. (19 Students, rank 23/32 ) Download Indicator

    The number of grades that are part of compulsory primary education is one of the highest among OECD and partner countries with available data. (6 Years, rank 4/36 ) 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. (14 %, rank 28/35 ) 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. (60 Index, rank 23/23 ) Download Indicator

    The estimated average annual tuition fee for national students in government-dependent private institutions for a master's or equivalent level education is one of the highest among OECD and partner countries with available data. (0 USD Equivalent, rank 4/6 ) Download Indicator

    The estimated average annual tuition fee for national students in government-dependent private institutions for a bachelor's or equivalent level education is one of the highest among OECD and partner countries with available data. (0 USD Equivalent, rank 5/7 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively small. (95 Index, rank 26/30 ) Download Indicator

    In Slovenia, public expenditure on pre-primary educational institutions as a percentage of GDP is comparatively high. (1 %, rank 5/29 ) Download Indicator

    Teachers

    The number of students per teacher in tertiary institutions is one of the largest among OECD and partner countries with available data. (18 Students, rank 10/28 ) Download Indicator

    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 31/35 ) Download Indicator

    The number of hours per year primary teachers spend teaching in public institutions is comparatively small in Slovenia. (627 Hours, rank 27/32 ) Download Indicator

    The number of days of instruction in a school year in pre-primary school is especially large. (219 Days, rank 5/28 ) Download Indicator

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively large in Slovenia. (1314 Hours, rank 5/26 ) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively high in Slovenia. (21 Ratio, rank 4/18 ) 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. (97 %, rank 2/38 ) 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. (79 %, rank 6/37 ) Download Indicator

    The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (75 %, rank 5/28 ) 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 4/20 ) 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 6/20 ) 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 5/21 ) Download Indicator

    Economic and social outcomes

    The employment rate among 25-64 year-olds without upper secondary education is comparatively low. (48 %, rank 30/37 ) Download Indicator

    The employment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (70 %, rank 31/37 ) Download Indicator

    The employment rate among 25-64 year-old men with tertiary education is comparatively low. (86 %, rank 28/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively high. (29 %, rank 5/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is comparatively high. (14 %, rank 7/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with tertiary education is comparatively high. (12 %, rank 5/37 ) Download Indicator

    The unemployment rate among 55-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively high. (10 %, rank 6/37 ) Download Indicator

    The unemployment rate among 25-64 year-old women with upper secondary or a post-secondary non-tertiary education is comparatively high. (11 %, rank 6/37 ) 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. (173 Index, rank 8/34 ) 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. (175 Index, rank 10/34 ) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds without an upper secondary education with income from employment) are one of the highest among countries with available data. (85 %, rank 2/33 ) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with upper secondary education and income from employment) are one of the highest among countries with available data. (88 %, rank 1/33 ) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with tertiary education and income from employment) are one of the highest among countries with available data. (82 %, rank 4/33 ) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the highest among countries with available data. (94 %, rank 2/33 ) Download Indicator

    The percentage of female graduates from upper secondary general programmes is one of the highest among OECD countries and partner economies with available data. (61 Index, rank 2/37 ) Download Indicator

    The unemployment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the highest of all OECD countries and partner economies for which data are available. (9 %, rank 5/38 ) Download Indicator

    The unemployment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is one of the highest of all OECD countries and partner economies for which data are available. (6 %, rank 5/32 ) Download Indicator

    The unemployment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the highest of all OECD countries and partner economies for which data are available. (3 %, rank 6/12 ) Download Indicator

    The unemployment rate among 25-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education is high compared to other OECD and partner countries. (14 %, rank 5/29 ) Download Indicator


    The data table will display up to six selected countries.
    General findings
    • On average, over 80% of tertiary-educated people are employed compared with over 70% of people with an upper secondary or post-secondary non-tertiary education and less than 60% of people with below upper secondary education.
    • Across OECD countries, compared with adults with upper secondary education with income from employment, those with a tertiary degree earn about 60% 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.
    • First generation tertiary-educated adults and tertiary-educated adults whose parents also hold a tertiary degree share similar employment rates and pursue similar fields of study.
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    *The radar plot will by default not display more than five countries to avoid cluttering.
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    • OECD countries have made significant progress in narrowing gender gaps in educational attainment, pay and labour market participation. Nevertheless, in tertiary education, young women are still under-represented in the fields of mathematics, physical science and computing.
    • One in five 20-24 year-olds is neither employed nor in education or training. In addition, young people with lower attainment levels are more likely to be unemployed than their counterparts with higher attainment level.
    • Participation in employer-sponsored education is strongly related to proficiency levels in key skills such as literacy and numeracy as well as to educational attainment. About 57% of employed adults with good skills in ICT and problem solving participate in employer-sponsored formal and/or non-formal education, while only 9% of adults who cannot use a computer and lack of problem solving skills do.
    • When parents' education is taken into account, adults with tertiary education are 23 percentage points more likely than those with upper secondary or post-secondary non-tertiary education as their highest level of education to be among the top 25% in monthly earnings.
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    • In a majority of OECD countries, education now begins for most children well before they are 5 years old. Some 74% of 3-year-olds are enrolled in early childhood education across OECD countries.
    • The average primary school class in OECD countries has 21 students, and this average increases to 24 in lower secondary education. Larger classes are correlated with less time spent on actual teaching and learning and with more time spent on keeping order in the classroom. Specifically, one additional student added to an average-size class is associated with a 0.5 percentage-point decrease in time spent on teaching and learning activities.
    • Graduating from upper secondary education has become increasingly important in all countries. Analysing countries for which comparable trends data are available for 2005 and 2013, the first-time graduation rate at the upper secondary level increased from 79% to 84%.
    • Across OECD countries, 77% of individuals with a vocational upper secondary or post-secondary non-tertiary qualification are employed - a rate that is 7 percentage points higher than that among individuals with a general upper secondary education as their highest qualification.
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    • Even though tertiary attainment is increasing, entry rate to more advanced tertiary degrees such as master's and doctoral levels tend to be lower than bachelor. More than one in two students is expected to enter a bachelor degree programme, compared to about one in five for master degree programmes
    • In most OECD and partner countries, labour market opportunities are better for adults with a master's degree or equivalent than for adults with a bachelor's degree.
    • Doctoral students tend to be much more internationally mobile than other students in tertiary education, and they are also more likely to study sciences and engineering. Women are still under-represented in doctoral programmes. In most OECD countries in 2013, around 45% of advanced.
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    • On average, OECD countries spend USD 10 220 per student per year from primary through tertiary education, with large variations between levels of education : Educational institutions spend an average of 1.2 times more per secondary student and 1.8 times more per tertiary student than per primary student.
    • Public funding accounts for 83% of funds for educational institutions from primary to tertiary education; varying from 91% for primary, secondary and post-secondary non-tertiary educational institutions to 70% for tertiary institutions.
    • OECD countries spend an average of 5.3% of GDP on educational institutions from primary to tertiary education.
    • The share of private funding in tertiary education is increasing over the last 10 years, and the differentiation of tuition fees is increasing: About two thirds of private funding of tertiary institutions comes from households, through tuition fees.
    • More than 60% of current expenditure relates to compensation of teaching staff at primary and secondary levels. In most countries, salaries increased less since 2005 than between 2000 and 2005, and, only half of OECD countries show an increase in real terms between 2008 and 2013.
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    • Pre-primary and primary teachers earn 79% of the salary of a similarly-educated, 25-64 year-old full-time, full-year worker, lower secondary teachers are paid 81%, and upper secondary teachers are paid 83% of that benchmark salary.
    • Public school teachers teach an average of 1 005 hours per year at the pre-primary level, 772 hours at the primary level, 694 hours at the lower secondary level, and 643 hours at the upper secondary level of education. In countries with available data, the amount of teaching time in primary, lower secondary and upper secondary education remained largely unchanged between 2000 and 2013.
    • The teaching workforce across OECD countries is ageing with the proportion of secondary teachers aged 50 or older climbed by 3 percentages points between 2005 and 2013, on average among countries with comparable data.
    • Teacher appraisal is legislated/required by policy or regulation in three-quarters of OECD and partner countries with available data.
    • Despite the increased use of ICT in a student's life, the use of ICTs in learning and pedagogy remains scarce. This may be because, among other things, teachers feel they are not sufficiently skilled in using ICT.
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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.