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Slovenia
Overview of the education system (EAG 2023)
  • In Slovenia, 27% of 15-19 year-olds are enrolled in general upper secondary education and 52% in vocational upper secondary education. A further 3% are enrolled in lower secondary programmes and 12% in tertiary programmes. This compares to an OECD average of 37% enrolled in general upper secondary programmes, 23% in vocational upper secondary programmes, 12% in lower secondary programmes and 12% in tertiary programmes.
  • In Slovenia,46% of 25-34 year-olds have a vocational education and training (VET) qualification as their highest level of attainment: 39% at upper secondary level and 8% at short-cycle tertiary level.
  • In Slovenia,25-34 year-old workers with bachelor's attainment earn 48% more than their peers without upper secondary attainment, while those with master's or doctoral attainment earn 72% more.
  • Across all levels from primary to tertiary education, Slovenia spends USD 11 878 annually per full-time equivalent student (adjusted for purchasing power and including expenditure on research and development), compared to the OECD average of USD 12 647.
  • On average,annual statutory salaries for upper secondary teachers in general programmes with the most prevalent qualification and 15 years of experience are USD 53 456 across the OECD. In Slovenia, the corresponding salary adjusted for purchasing power is USD 48 062, which is equivalent to EUR 30 972.
  • In Slovenia, in full-time equivalent terms, there are 12 students per staff member in general upper secondary programmes (OECD average: 14 students per staff member) and 14 students for every teaching staff member in vocational upper secondary programmes (OECD average: 15 students per staff member).
    • | Education at a Glance 2023 | Country Note | Annexes from Education at a Glance 2023 | OECD Handbook for Internationally Comparative Education Statistics 2018 | Ministrstvo za izobrazevanje, znanost in sport (Ministry of Education, Science, Culture and Sport) | Statisticni urad (Statistical Office) | OECD Education Policy Outlook: Slovenia |
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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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    Attainment

    The level of below upper secondary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (4.8 %, rank 42/44 , 2022) Download Indicator

    The proportion of 25-64 year-olds who have attained a vocational upper secondary or post-secondary qualification is one of the highest among OECD and partner countries with available data. (46.2 %, rank 5/36 , 2022) Download Indicator

    The proportion of 25-64 year-olds who have attained a general upper secondary or post-secondary qualification is one of the lowest among OECD and partner countries with available data. (4.7 %, rank 36/38 , 2022) Download Indicator

    The proportion of 25-64 year-old men who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (4.9 %, rank 37/38 , 2022) Download Indicator

    The proportion of 25-64 year-old women who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (4.4 %, rank 37/38 , 2022) 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. (3.7 %, rank 1/37 , 2022) Download Indicator

    The proportion of 25-34 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (38.9 %, rank 3/36 , 2022) Download Indicator

    Attainment by gender

    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. (94 %, rank 3/44 , 2022) 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. (96.6 %, rank 2/44 , 2022) Download Indicator

    The share of 25-34 year-old men who attained below upper secondary education in Slovenia is one of the lowest among OECD and partner countries with available data. (6 %, rank 41/44 , 2022) Download Indicator

    The share of 25-34 year-old women who attained below upper secondary education in Slovenia is one of the lowest among OECD and partner countries with available data. (3.4 %, rank 42/44 , 2022) Download Indicator

    Slovenia has one of the smallest share of women among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (33.5 %, rank 33/36 , 2022) Download Indicator

    The share of 25-34 year-old women with general upper secondary or post-secondary non-tertiary education in Slovenia is one of the lowest among countries with available data. (7.9 %, rank 34/38 , 2022) Download Indicator

    The share of 25-34 year-old men with vocational upper secondary or post-secondary non-tertiary education in Slovenia is one of the highest among countries with available data. (47.6 %, rank 3/36 , 2022) Download Indicator

    Entrance

    The share of female new entrants integrating short-cycle tertiary programmes in Slovenia is comparatively small. (38 %, rank 30/34 , 2021) Download Indicator

    In Slovenia, the average age of new entrants in master's long first degree (LFD) programmes is one of the lowest among OECD and partner countries with available data. (19.3 Years, rank 21/25 , 2021) Download Indicator

    Participation in education

    The enrolment rate among 15-19 year-olds in Slovenia is one of the highest among OECD and partner countries with available data. (94.5 %, rank 2/42 , 2021) Download Indicator

    The proportion of upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (69.8 %, rank 2/44 , 2021) Download Indicator

    The enrolment rate of 20-24 year-olds in Slovenia is one of the highest among OECD and partner countries with available data. (56.2 %, rank 1/42 , 2021) Download Indicator

    The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (65.4 %, rank 5/43 , 2021) Download Indicator

    The enrolment rate of students aged 17 in vocational upper secondary programmes in Slovenia is one of the highest among OECD and partner countries with available data. (62.4 %, rank 3/40 , 2021) Download Indicator

    The enrolment rate of students aged 18 in vocational upper secondary programmes in Slovenia is one of the highest among OECD and partner countries with available data. (58.1 %, rank 2/40 , 2021) Download Indicator

    In Slovenia, the percentage of students enrolled in private institutions at early childhood educational and development level is comparatively low. (6.7 %, rank 44/47 , 2021) Download Indicator

    The share of vocational students as a share of short-cycle tertiary students is among the largest in all OECD and partner countries. (100 %, rank 1/33 , 2021) Download Indicator

    Slovenia has a share of short-cycle tertiary students enrolled in programmes giving full level completion with access to tertiary education that is higher than other OECD and partner countries; (100 %, rank 1/32 , 2021) Download Indicator

    The enrolment rate among students aged 15-19 in upper secondary programmes in Slovenia is one of the highest among OECD and partner countries with available data. (79.5 %, rank 2/45 , 2021) Download Indicator

    The enrolment rate among students aged 15-19 in upper secondary vocational programmes in Slovenia is one of the highest among OECD and partner countries with available data. (52 %, rank 1/40 , 2021) Download Indicator

    The share of female students enrolled in short-cycle tertiary programmes is one of the smallest among OECD countries and partner economies with available data. (38.5 %, rank 29/33 , 2021) Download Indicator

    Graduation

    The share of long first degree master's graduates in public institutions is relatively high in Slovenia. (100 %, rank 1/25 , 2021) Download Indicator

    Graduation by gender

    In Slovenia, the share of female first-time graduates in short-cycle tertiary programmes is one of the smallest among OECD countries and partner economies with available data. (41.4 %, rank 25/28 , 2021) Download Indicator

    In Slovenia, the share of female first-time bachelor's graduates is one of the largest among OECD countries and partner economies with available data. (63.2 %, rank 3/34 , 2021) Download Indicator

    In Slovenia, the share of female first-time master's graduates is relatively largest, compared to OECD and partner countries with available data. (70.4 %, rank 3/25 , 2021) Download Indicator

    Graduation by field of education

    The share of doctoral graduates in the field of arts and humaties in Slovenia is relatively large. (16 %, rank 4/44 , 2021) Download Indicator

    The share of doctoral graduates in the field of sciences, journalism and information in Slovenia is relatively small. (3.2 %, rank 44/44 , 2021) Download Indicator

    In Slovenia, the share of short-cycle tertiary vocational graduates in the field of services is relatively high compared to other OECD countries and partner economies with available data. (28.6 %, rank 3/37 , 2021) Download Indicator

    Graduation by field of education and gender

    In Slovenia, the share of female doctoral graduates in the field of business, administration and law is relatively high. (61 %, rank 5/43 , 2021) Download Indicator

    In Slovenia, the share of male tertiary graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (17 %, rank 41/44 , 2021) Download Indicator

    The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively high in Slovenia. (48.4 %, rank 4/44 , 2021) Download Indicator

    In Slovenia, the share of female graduates in tertiary education in the field of education is one of the largest among OECD countries and partner economies with available data. (88.1 %, rank 4/44 , 2021) Download Indicator

    Completion rates

    A relatively high share of students in upper secondary vocational programmes complete their studies within the theoretical programme duration. (76.6 %, rank 3/19 , 2021) Download Indicator

    A relatively high share of students in upper secondary general programmes complete their studies within the theoretical programme duration. (85.1 %, rank 5/23 , 2021) Download Indicator

    A relatively high share of upper secondary students complete their studies up to two years later than the theoretical programme duration. (89.4 %, rank 4/21 , 2021) Download Indicator

    A relatively high share of students in upper secondary vocational programmes complete their studies up to two years later than the theoretical programme duration. (86.1 %, rank 3/18 , 2021) Download Indicator

    A relatively high share of students in upper secondary general programmes complete their studies up to two years later than the theoretical programme duration. (95.2 %, rank 2/21 , 2021) Download Indicator

    Fields of education

    In Slovenia, the percentage of new entrants to doctoral programmes in the field of agriculture, forestry, fisheries and veterinary is relatively low, compared to other countries with available data. (0.7 %, rank 33/37 , 2021) Download Indicator

    In Slovenia, the percentage of new entrants to doctoral programmes in the field of arts and humanities is relatively low, compared to other countries with available data. (4.5 %, rank 35/37 , 2021) Download Indicator

    In Slovenia, the percentage of new entrants to doctoral programmes in the field of social sciences, journalism and information is relatively high, compared to other countries with available data. (18.2 %, rank 3/37 , 2021) Download Indicator

    Student mobility

    In Slovenia, international or foreign students from North America are least represented among all international or foreign students, compared to other OECD and partner countries with available data. (0.4 %, rank 41/43 , 2021) Download Indicator

    In Slovenia, international or foreign students from Asia are least represented among all international or foreign students, compared to other OECD and partner countries with available data. (5.2 %, rank 40/43 , 2021) Download Indicator

    In Slovenia, international or foreign students from Europe are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (92.6 %, rank 1/43 , 2021) Download Indicator

    In Slovenia, international or foreign students from Oceania are least represented among all international or foreign students, compared to other OECD and partner countries with available data. (0 %, rank 40/43 , 2021) Download Indicator

    Student mobility by field of education

    In Slovenia, the percentage of international doctoral graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (3.8 %, rank 34/38 , 2021) Download Indicator

    In Slovenia, the percentage of international doctoral graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (15.4 %, rank 5/37 , 2021) Download Indicator

    Adult participation in non-formal education

    In Slovenia, the share of 25-64 year-olds with general upper secondary or post-secondary non-tertiary education participating in non-formal job-related education and training over the 4 weeks prior to the interview is relatively high, compared to other OECD and partners countries with available data. (13.7 %, rank 2/24 , 2022) Download Indicator

    In Slovenia, the share of 25-64 year-olds with tertiary education participating in non-formal job-related education and training over the 4 weeks prior to the interview is relatively high, compared to other OECD and partners countries with available data. (22.1 %, rank 4/25 , 2022) Download Indicator

    Expenditure in education and national wealth

    In Slovenia, international expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively high. (0 %, rank 3/33 , 2020) Download Indicator

    In Slovenia, expenditure on educational institutions as a percentage of GDP for tertiary education is high compared to 2015. (120 Index, rank 2/36 , 2020) Download Indicator

    In Slovenia, international expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively large. (0.1 %, rank 5/34 , 2020) Download Indicator

    Teachers

    The number of hours per year primary teachers spend teaching in public institutions is comparatively low in Slovenia. (627 Hours, rank 31/33 , 2021) Download Indicator

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively high in Slovenia. (1344 Hours, rank 3/27 , 2021) Download Indicator

    Who the teachers are

    The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (79 %, rank 5/37 , 2021) Download Indicator

    In Slovenia, the share of female teachers younger than 30 in tertiary education is relatively large. (57.6 %, rank 5/35 , 2021) Download Indicator

    In Slovenia, the share of short-cycle tertiary teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (43.7 %, rank 21/23 , 2021) Download Indicator

    In Slovenia, the share of tertiary teachers older than 50 is relatively high, compared to other countries with data available. (49.9 %, rank 4/34 , 2021) Download Indicator

    The percentage of teachers under 30 in early childhood educational development is especially low in Slovenia. (9.8 %, rank 17/19 , 2021) Download Indicator

    In Slovenia, the percentage of teachers under 30 in pre-primary education is one of the lowest among OECD and partner countries with available data. (9.9 %, rank 32/36 , 2021) Download Indicator

    Teachers' salaries

    The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.84 Ratio, rank 5/21 , 2022) Download Indicator

    Ratio of student to teaching staff

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Slovenia. (9.3 Ratio, rank 16/20 , 2021) Download Indicator

    The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in Slovenia. (6.7 Ratio, rank 19/20 , 2021) Download Indicator

    In Slovenia, the number of students per teacher in independent private institutions tertiary education is one of the lowest among countries with available data. (9 Ratio, rank 22/23 , 2021) Download Indicator

    In Slovenia, the number of students per teacher in public institutions short-cycle tertiary education is one of the lowest among countries with available data. (9.5 Ratio, rank 17/21 , 2021) Download Indicator

    In Slovenia, the number of students per teacher in private institutions short-cycle tertiary education is one of the lowest among countries with available data. (8.8 Ratio, rank 14/18 , 2021) Download Indicator

    In Slovenia, the number of students per teacher in independent private short-cycle tertiary education is one of the lowest among countries with available data. (7 Ratio, rank 8/9 , 2021) Download Indicator

    In Slovenia, the number of students per teacher in independent private bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (10.2 Ratio, rank 17/19 , 2021) Download Indicator

    In Slovenia, the share of teachers' aides among contact staff in pre-primary education is one of the highest among OECD and partner countries with available data. (51.7 Ratio, rank 5/17 , 2021) Download Indicator

    Organisation of the education system

    The total compulsory instruction time for lower secondary students in Slovenia is one of the shortest among OECD and partner countries with available data. (2298 Hours, rank 36/38 , 2023) Download Indicator

    In Slovenia, compulsory instruction time for lower secondary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (766 Hours, rank 35/38 , 2023) Download Indicator

    Employment and educational attainment

    The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is high compared to other OECD and partner countries. (93.3 %, rank 5/40 , 2022) Download Indicator

    The employment rate among 55-64 year-olds with below upper secondary education is compartively low in Slovenia. (29.8 %, rank 43/44 , 2022) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-64 year-old women with tertiary education is comparatively high. (90.1 %, rank 2/45 , 2022) Download Indicator

    The employment rate among 55-64 year-old men with below upper secondary education is compartively low in Slovenia. (35.6 %, rank 43/44 , 2022) Download Indicator

    The employment rate among 55-64 year-old men with upper secondary or post-secondary non-tertiary education is compartively low in Slovenia. (56.8 %, rank 40/44 , 2022) Download Indicator

    The employment rate among 55-64 year-old women with below upper secondary education is compartively low in Slovenia. (25.5 %, rank 41/44 , 2022) Download Indicator

    Employment by field of education

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is high compared to other OECD and partner countries. (93.1 %, rank 3/31 , 2021) Download Indicator

    Unemployment and educational attainment

    The unemployment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (0.9 %, rank 20/21 , 2022) Download Indicator

    Among the unemployed population aged between 25 and 64, with below upper secondary education, the share of those who have been unemployed for less than 3 months is one of the smallest in Slovenia, compared to other OECD countries. (10.9 %, rank 25/28 , 2021) Download Indicator

    Among the unemployed population aged between 25 and 64 with below upper secondary education, the share of those who have been unemployed for at least 12 months is one of the largest in Slovenia, compared to other OECD countries. (56.9 %, rank 5/35 , 2021) Download Indicator

    Among the unemployed population aged between 25 and 64 with upper secondary or post-secondary non-tertiary education, the share of those who have been unemployed for less than 3 months is one of the smallest in Slovenia, compared to other OECD countries. (20.1 %, rank 24/28 , 2021) Download Indicator

    Among the unemployed population aged between 25 and 64 with upper secondary or post-secondary non-tertiary education, the share of those who have been unemployed for at least 3 months to less than 12 months is one of the smallest in Slovenia, compared to other OECD countries. (29.7 %, rank 24/28 , 2021) Download Indicator

    Inactivity and educational attainment

    The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Slovenia. (9.4 %, rank 42/44 , 2022) Download Indicator

    In Slovenia, the inactivity rate of 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the lowest among countries with available data. (7.4 %, rank 41/44 , 2022) Download Indicator

    In Slovenia, the inactivity rate of 25-64 year-olds with below upper secondary education is one of the highest among countries with available data. (44.9 %, rank 5/44 , 2022) Download Indicator

    In Slovenia, the inactivity rate of 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest among countries with available data. (4.7 %, rank 36/40 , 2022) Download Indicator

    In Slovenia, the inactivity rate of 25-34 year-olds with a short cycle tertiary education degree is one of the lowest among countries with available data. (7.4 %, rank 24/27 , 2022) Download Indicator

    Inactivity by gender and educational attainment

    In Slovenia, the inactivity rate of 25-64 year-old men without an upper secondary education is relatively high compared to other countries with available data. (34.7 %, rank 4/44 , 2022) Download Indicator

    In Slovenia, the inactivity rate of 25-34 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively low. (3.8 %, rank 29/33 , 2022) Download Indicator

    In Slovenia, the inactivity rate of 25-64 year-old women with tertiary education is relatively low. (7.6 %, rank 43/45 , 2022) Download Indicator

    Earnings and educational attainment

    The share of 25-64 year-old workers without an upper secondary education earning more than twice the overall median in Slovenia is one of the lowest among countries with available data. (0.3 %, rank 38/38 , 2021) Download Indicator

    The share of 25-64 year-old workers without an upper secondary education earning at or below half the overall median in Slovenia is one of the lowest among countries with available data. (0 %, rank 38/38 , 2021) Download Indicator

    The share of 25-64 year-old workers with upper secondary or post-secondary non-tertiary education earning more than twice the overall median in Slovenia is one of the lowest among countries with available data. (2.2 %, rank 38/39 , 2021) Download Indicator

    The share of 25-64 year-old workers with upper secondary or post-secondary non-tertiary education earning at or below half the overall median in Slovenia is one of the lowest among countries with available data. (0 %, rank 39/40 , 2021) Download Indicator

    The share of 25-64 year-old workers with tertiary education earning at or below half the overall median in Slovenia is one of the lowest among countries with available data. (0 %, rank 37/38 , 2021) Download Indicator

    Earnings, gender and educational attainment

    Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the highest among countries with available data. (88.6 %, rank 5/40 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the highest among countries with available data. (88.3 %, rank 3/40 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (among 25-64 year-olds with tertiary education and income from employment) are one of the highest among countries with available data. (85.5 %, rank 4/40 , 2021) 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. (96.8 %, rank 4/40 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (45-54 year-olds without an upper secondary education working full-time full-year) are one of the highest among countries with available data. (87.4 %, rank 5/37 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (45-54 year-olds with upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the highest among countries with available data. (86.2 %, rank 3/40 , 2021) Download Indicator

    Earnings by field of education

    Earnings of tertiary-educated adults who studied in the field of arts and humanities, social sciences, journalism and information are high, compared to earnings of all tertiary-educated adults in Slovenia. (91.7 %, rank 1/15 , 2020) Download Indicator

    Earnings of tertiary-educated adults who studied in the field of business, administration and law are low, compared to earnings of all tertiary-educated adults in Slovenia. (98.5 %, rank 16/17 , 2020) Download Indicator

    Earnings of tertiary-educated adults who studied in the field of information and communication technologies (ICT) are low, compared to earnings of all tertiary-educated adults in Slovenia. (107.2 %, rank 13/17 , 2020) Download Indicator

    Earnings of tertiary-educated adults who studied in the field of engineering, manufacturing and construction are low, compared to earnings of all tertiary-educated adults in Slovenia. (104.3 %, rank 15/17 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Slovenia who studied in the field of arts and humanities, social sciences, journalism and information are high, when compared to earnings of adults with an upper secondary education. (91.7 %, rank 2/14 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Slovenia who studied in the field of business, administration and law, are low, when compared to earnings of adults with an upper secondary education. (98.5 %, rank 15/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Slovenia who studied in the field of engineering, manufacturing and construction, are low, when compared to earnings of adults with an upper secondary education. (104.3 %, rank 12/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Slovenia who studied in the field of health and welfare, are high, when compared to earnings of adults with an upper secondary education. (127.8 %, rank 1/16 , 2020) Download Indicator

    Neither in education nor employed

    The share of youth who have been unemployed for less than 3 months and not in formal education or training among 18-24 year-olds in Slovenia is one of the lowest among countries with available data. (1 %, rank 23/27 , 2021) Download Indicator

    The share of women with general upper secondary or post-secondary non-tertiary education neither in employment nor in education and training (25-29 year-olds) in Slovenia is relatively low (5.3 %, rank 32/32 , 2022) Download Indicator

    The share of men with vocational upper secondary or post-secondary non-tertiary education neither in employment nor in education and training (25-29 year-olds) in Slovenia is relatively low (3.6 %, rank 28/29 , 2022) Download Indicator

    The share of men with upper secondary or post-secondary non-tertiary education neither in employment nor in education and training (25-29 year-olds) in Slovenia is relatively low. (5.6 %, rank 35/38 , 2022) Download Indicator

    The share of men who are unemployed NEET (15-29 year-olds) in Slovenia is relatively low. (2.5 %, rank 36/40 , 2022) Download Indicator

    The share of men who are unemployed NEET (18-24 year-olds) in Slovenia is relatively low. (2.9 %, rank 36/40 , 2022) Download Indicator

    The percentage of 18-24 year-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (8.2 %, rank 37/40 , 2022) Download Indicator

    Social outcomes

    In Slovenia, below upper-secondary education's average score for the perception of democracy and the importance given to citizens having the final say on the most important political issues by voting on them directly in referendums is relatively high, compared to other OECD and partner countries with available data. (8.8 Average score, rank 1/24 , 2020) Download Indicator

    In Slovenia, upper-secondary or post-secondary non-tertiary education's average score for the perception of democracy and the importance given to citizens having the final say on the most important political issues by voting on them directly in referendums is relatively high, compared to other OECD and partner countries with available data. (8.7 Average score, rank 1/24 , 2020) Download Indicator

    In Slovenia, tertiary education's average score for the perception of democracy and the importance given to citizens having the final say on the most important political issues by voting on them directly in referendums is relatively high, compared to other OECD and partner countries with available data. (8.9 Average score, rank 1/24 , 2020) Download Indicator

    In Slovenia, the share of adults with below upper secondary education who reported taking part in public demonstrations is relatively low, compared to other OECD and partner countries with available data. (1.8 %, rank 20/21 , 2020) Download Indicator

    In Slovenia, the share of adults with an upper secondary or a post-secondary non-tertiary education who reported taking part in public demonstrations is relatively low, compared to other OECD and partner countries with available data. (3.7 %, rank 20/24 , 2020) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                        
    
                            
    
                                
    • On average in OECD countries, the employment rate for younger adults (25-34 year-olds) with upper secondary or post-secondary non-tertiary education as their highest attainment is 83% for those with a vocational qualification and 73% for those with a general one.
    • Combined school- and work-based vocational programmes facilitate the transition into the labour market. In Denmark, Germany, Hungary, Ireland, Latvia and Switzerland, around nine out of ten upper secondary VET students are in a combined school- and work-based programme, but in 10 countries, the share is less than one in five.
    • Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
    • On average across OECD countries, 43% of teachers in vocational upper secondary programmes are aged 50 or over. This reflects an ageing VET teacher workforce, and also that some VET teachers join the teaching profession after an industry work experience.
    
                            
    
                            
    
                                | Spotlight on Vocational Education and Training | Education policies: Access and Participation - VET | Education policies: Finance and Funding - VET | Education policies: Labour market outcomes - VET | 
    
                            
    
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    • On average across OECD, 20% of adults (25-64 year-olds) still do not have an upper secondary qualification in 2022. Forty percent have an upper secondary or post-secondary non-tertiary qualification as their highest level of education, the same share as those with a tertiary degree.

    • Employment rates increase as educational attainment increases. Among 25-64 year-olds, the employment rate is 59% for those with below upper secondary attainment. This rises to 77% for adults with upper secondary or post-secondary non-tertiary attainment and 86% for those with tertiary attainment.

    • Civic engagement tends to increase as educational attainment increases. Across the OECD countries and accession countries participating in the European Social Survey (ESS) Round 10, around 10% of individuals with tertiary attainment have participated in a public demonstration in the previous 12 months, whereas 6% of individuals with upper secondary or post-secondary non-tertiary educational attainment have done so. 

    • The most common form of participation in adult learning is non-formal education and training, mostly job related. Slightly more than one in ten adults (25-64 year-olds) participate in non-formal education and training on average across OECD and accession countries reporting data with a four-week reference period, of which almost 80% have engaged in at least one job-related learning activity.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
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    • On average, 18% of children under 2 and 43% of 2-year-olds were enrolled in early childhood education (ECEC) programmes in 2021 but other ECEC services also play a significant role. In Japan, 26% of children under 2 and 53% of 2-year-olds are enrolled in ECEC services outside ISCED 0. 

    • In Canada, Ireland and New Zealand, vocational programmes mostly serve those who have completed their initial schooling, and less than 12% of 15-19 year-old upper secondary students are pursuing VET. In contrast, there are 11 OECD countries where the majority of 15-19 year-olds enrolled in upper secondary education are in vocational programmes.

    • Most upper secondary VET students are in programmes that offer direct access to tertiary education. Countries where around 30% or more vocational students enrolled in programmes that lead to full level completion without direct access to tertiary education tend to be those with multiple vocational tracks and bridging options to allow progression to higher levels of education. 

    • On average, 72% of students who enter upper secondary education graduate within its theoretical duration across countries with available data. Two years after the end of the theoretical duration, the average completion rate has increased to 82%. 

    • Students who entered a general upper secondary programme have a higher rate of completion (87%) than those who entered in a vocational programme (73%) in nearly all countries two years after the end of the theoretical programme duration. 

    • The COVID-19 pandemic had a very uneven impact on international student flows across countries during the period 2019-2021. While the share of mobile students fell by 6 percentage points in Australia and 9 percentage points in New Zealand, it increased in several countries and remained unchanged in many others.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
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    • Across OECD countries, expenditure per student averages around USD 10 700 at the primary level, USD 11 900 at secondary and USD 18 100 at tertiary level. This reflects the fact that higher levels of education often require teachers to have more advanced qualifications and specialised knowledge which are usually accompanied by higher salaries.

    • Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
    • Upper secondary vocational programmes receive between 3% and 17% of all funding for primary to tertiary educational institutions. Post-secondary non-tertiary programmes, which are often vocational, receive as much as 7% of funding (in Ireland) and short-cycle tertiary as much as 10% (in Canada).

    • In 2020, on average across OECD countries, 84% of the funding for primary to tertiary educational institutions came directly from government sources, 15% from private sources and 1% from non-domestic (international) sources. 

    • Higher education levels tend to have higher teachers' salary costs per student. On average across OECD countries, they rise from USD 3 614 per student in primary education to USD 4 424 in lower secondary education. This is mostly due to a combination of higher teachers' salaries and instruction time, and shorter teaching hours.
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
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    • Students across the OECD receive an average of 7 634 hours of compulsory instruction during their primary and lower secondary education, ranging from 5 245 hours in Poland to double that in Australia (11 000 hours).

    • Teachers' actual salaries at pre-primary, primary and general secondary levels of education are 81-95% of the earnings of tertiary-educated workers on average across OECD countries and other participants.

    • School heads' actual salaries are more than 51% higher on average than those of teachers across primary and secondary education in OECD countries and other participants.

    • More than three-quarters of the OECD countries have national, or central, examinations in the final years of upper secondary education (in general programmes). A large majority of these countries use these examinations to grant students access to tertiary education.

    
                            
    
                            
    
                                | Education policies: Teachers | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
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            Diagram of funding flows - Slovenia
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
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            Country Reviews for Slovenia
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
        
    
            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/
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.  
			

    
	    *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 averages.
		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 2021 for more details about the data collections.
            

    
			B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China:
Beijing, Shanghai, Jiangsu and Zhejiang.
			

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