Slovak Republic
Explore the OECD's reports or draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.



Slovak Republic
Adult skills (Survey of Adult Skills, PIAAC, 2023)
  • In the Slovak Republic, adults aged 16-65 scored, on average, 254 points in literacy ( below the OECD average), 261 points in numeracy ( close to the OECD average), and 247 points in adaptive problem solving ( below the OECD average).
  • In literacy, 24% of adults ( OECD average: 26%) scored at Level 1 or below, meaning they have low literacy proficiency. At the other end of the spectrum, 3% of adults ( OECD average: 12%) scored at Levels 4 or 5 in literacy and are high performers. These adults can comprehend and evaluate long, dense texts across several pages, grasp complex or hidden meanings, and use prior knowledge to understand texts and complete.
  • In numeracy, 22% of adults ( OECD average: 25%) scored at or below Level 1 proficiency. At Level 1, they can do basic maths with whole numbers or money, understand decimals, and find single pieces of information in tables or charts, but may struggle with tasks needing multiple steps (e.g. solving a proportion). Those below Level 1 can add and subtract small numbers. Adults at Levels 4 or 5 are top performers ( 7% in the Slovak Republic, 14% on average across OECD countries and economies). They can calculate and understand rates and ratios, interpret complex graphs, and critically evaluate statistical claims.
  • In adaptive problem solving, 27% of adults ( OECD average: 29%) scored at or below Level 1 proficiency. Adults at Level 1 can solve simple problems with few variables and little irrelevant information, which do not change as they make progress towards the solution. They struggle with multi-step problems, or those needing monitoring of multiple variables. Some 1% of adults ( OECD average: 5%) scored at Level 4. They have a deeper understanding of problems, and can adapt to unexpected changes, even if they require a major re-evaluation of the problem.
  • When considering all three domains jointly, 14% of adults in the Slovak Republic ( OECD average: 18%) scored at the two lowest levels of these proficiency scales.
    • | Country note | Survey of Adult Skills (PIAAC) | Survey of Adult Skills 2023: Do Adults Have the Skills They Need to Thrive in a Changing World? | The Survey of Adult Skills - Reader's Companion | Understanding Skill Gaps in Firms: Results of the PIAAC Employer Module | Survey of Adult Skills 2023 Data Analysis Manual |

    Select first some countries to compare, choose the charts you wish to display and customise them.

    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:

    Graduation by gender

    In Slovak Republic, the share of female first-time bachelor's graduates is one of the largest among OECD countries and partner economies with available data. (62.3 %, rank 5/33 , 2023) Download Indicator

    Graduation by field of education and gender

    In Slovak Republic, the share of female graduates in tertiary education in all fields is one of the largest among OECD countries and partner economies with available data. (61.7 %, rank 10/44 , 2023) Download Indicator

    In Slovak Republic, the share of female graduates in tertiary education in the fields of arts and humanities is one of the largest among OECD countries and partner economies with available data. (68.3 %, rank 10/43 , 2023) Download Indicator

    In Slovak Republic, the share of female graduates in tertiary education in the fields of social sciences, journalism and information is one of the largest among OECD countries and partner economies with available data. (71.3 %, rank 9/43 , 2023) Download Indicator

    In Slovak Republic, the share of female graduates in tertiary education in the fields of business, administration and law is one of the largest among OECD countries and partner economies with available data. (63.8 %, rank 8/43 , 2023) Download Indicator

    In Slovak Republic, the share of female graduates in tertiary education in the fields of natural sciences, mathematics and statistics is one of the largest among OECD countries and partner economies with available data. (67.2 %, rank 5/43 , 2023) Download Indicator

    In Slovak Republic, the share of female graduates in tertiary education in the fields of information and communication technologies is one of the smallest among OECD countries and partner economies with available data. (17.7 %, rank 34/41 , 2023) Download Indicator

    In Slovak Republic, the share of female graduates in tertiary education in the fields of agriculture, forestry, fisheries and veterinary is one of the largest among OECD countries and partner economies with available data. (65 %, rank 7/43 , 2023) Download Indicator

    Student mobility

    (1 %, rank 8/46 , 2020) Download Indicator

    Literacy

    The percentage of adults scoring high (at Level 2 or 3) in Iiteracy is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (3 %, rank 28/31 , 2023) Download Indicator

    Numeracy

    The percentage of adults scoring high (at Level 2 or 3) in numeracy is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (7.1 %, rank 23/31 , 2023) Download Indicator

    Adaptive problem solving

    The percentage of adults scoring high (at Level 4) in adaptive problem solving in the Survey of Adult Skills (PIAAC) is low compared to other participating countries. (0.9 %, rank 26/31 , 2023) Download Indicator

    Skills differences between age groups

    The mean score in adaptive problem solving for 16-24 year-olds is low compared to other participating countries. (249 PIAAC Score, rank 24/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for 55-65 year-olds is high compared to other participating countries. (242 PIAAC Score, rank 10/31 , 2023) Download Indicator

    The mean literacy score for young adults (16-24 year-olds) is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (254 PIAAC Score, rank 26/31 , 2023) Download Indicator

    The mean literacy score for young people aged between 25 and 34 is low compared to other countries participating in PIAAC. (252 PIAAC Score, rank 27/31 , 2023) Download Indicator

    Skills differences by level of education

    The mean score in adaptive problem solving for adults with below upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (227 PIAAC Score, rank 4/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for adults with tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (257 PIAAC Score, rank 24/31 , 2023) Download Indicator

    The mean literacy score for adults without upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (218 PIAAC Score, rank 8/31 , 2023) Download Indicator

    The mean literacy score for adults with tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (269 PIAAC Score, rank 26/31 , 2023) Download Indicator

    The mean numeracy score for adults without upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (219 PIAAC Score, rank 10/31 , 2023) Download Indicator

    Skills by parents' educational attainment

    The mean score in adaptive problem solving for adults whose parents did not attain upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (236 PIAAC Score, rank 8/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for adults with at least one parent who attained tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (258 PIAAC Score, rank 23/31 , 2023) Download Indicator

    The mean literacy score with at least one parent with tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (269 PIAAC Score, rank 26/31 , 2023) Download Indicator

    Adults' skills

    The change in mean literacy score in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-19 PIAAC Score, rank 23/27 , 2023) Download Indicator

    The change in mean numeracy score in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-15 PIAAC Score, rank 23/27 , 2023) Download Indicator

    The change in mean literacy score, adjusted for demographic changes, in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-19 PIAAC Score, rank 20/21 , 2023) Download Indicator

    The change in mean numeracy score, adjusted for demographic changes, in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-15 PIAAC Score, rank 20/21 , 2023) Download Indicator

    Who the teachers are

    The share of teachers aged between 30 and 39 in secondary schools is especially large. (32.7 %, rank 9/37 , 2023) Download Indicator

    The share of women among teaching staff in pre-primary education is one of the largest among OECD and partner countries with available data. (99.6 %, rank 2/40 , 2023) Download Indicator

    The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (78.7 %, rank 6/39 , 2023) 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. (71.4 %, rank 6/41 , 2023) Download Indicator

    The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (78.9 %, rank 6/36 , 2023) Download Indicator

    The percentage of female teachers under 30 in lower secondary education is especially high in Slovak Republic. (77.1 %, rank 3/36 , 2023) Download Indicator

    The percentage of female teachers aged 50 or more in lower secondary education is especially high in Slovak Republic. (79.5 %, rank 7/36 , 2023) Download Indicator

    In Slovak Republic, the share of tertiary teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (54.3 %, rank 9/34 , 2023) Download Indicator

    The percentage of male teachers in pre-primary education is especially low in Slovak Republic. (0.4 %, rank 39/40 , 2023) Download Indicator

    The share of teachers under 30 in upper secondary vocational education is especially low in Slovak Republic. (5 %, rank 23/31 , 2023) Download Indicator

    The share of teachers aged 50 or more in post secondary non-tertiary education is relatively high in Slovak Republic, compared to the other countries with available data. (49.2 %, rank 5/20 , 2023) Download Indicator

    In Slovak Republic, the share of post secondary non-tertiary education teachers under 30 is one of the lowest among OECD and partner countries with available data (4.9 %, rank 16/20 , 2023) Download Indicator

    The share of teachers aged between 30 and 49 in post secondary non-tertiary education is relatively low in Slovak Republic, compared to other countries with available data. (45.9 %, rank 15/20 , 2023) 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. (26913 USD Equivalent, rank 40/40 , 2023) Download Indicator

    In Slovak Republic, the change in statutory primary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively large. (118 Index, rank 7/33 , 2023) Download Indicator

    In Slovak Republic, the change in statutory lower secondary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively large. (118 Index, rank 7/33 , 2023) Download Indicator

    The average actual pre-primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (28791 USD Equivalent, rank 27/28 , 2023) Download Indicator

    The average actual primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (36992 USD Equivalent, rank 29/32 , 2023) Download Indicator

    The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (36992 USD Equivalent, rank 30/32 , 2023) Download Indicator

    The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (39222 USD Equivalent, rank 29/32 , 2023) Download Indicator

    After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (26913 USD Equivalent, rank 40/40 , 2023) Download Indicator

    After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (26913 USD Equivalent, rank 40/40 , 2023) Download Indicator

    After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (22053 USD Equivalent, rank 33/33 , 2023) Download Indicator

    After 15 years of experience, a primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (26913 USD Equivalent, rank 40/40 , 2023) Download Indicator

    Actual salaries for all academic staff in public institutions placed Slovak Republic among the countries with the lowest values. (48413 USD Equivalent, rank 16/16 , 2023) Download Indicator

    Teachers' salaries progression

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the least rewarding among OECD and partner countries with available data. (1.29 Ratio, rank 36/42 , 2023) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially low. (23371 USD Equivalent, rank 42/44 , 2023) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (26279 USD Equivalent, rank 40/40 , 2023) Download Indicator

    It takes lower secondary teachers longer to progress through the salary scale in Slovak Republic compared to other OECD and partner countries. (40 Years, rank 1/35 , 2023) Download Indicator

    In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively low. (1.29 Ratio, rank 36/42 , 2023) Download Indicator

    Ratio of student to teaching staff

    The ratio of students to teaching staff at the lower secondary level is especially high. (16.1 Ratio, rank 7/38 , 2023) Download Indicator

    In Slovak Republic, the number of students per teacher in public lower secondary education is one of the highest among OECD and partner countries with available data. (16.2 Ratio, rank 5/38 , 2023) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Slovak Republic. (15.4 Ratio, rank 6/37 , 2023) Download Indicator

    In Slovak Republic, the number of students per teacher in all public secondary education is one of the highest among OECD and partner countries with available data. (15.1 Ratio, rank 7/39 , 2023) Download Indicator

    In Slovak Republic, the number of students per teacher in all private secondary education is one of the highest among OECD and partner countries with available data. (14.1 Ratio, rank 9/36 , 2023) Download Indicator

    In Slovak Republic, the number of students per teacher in private institutions short-cycle tertiary education is one of the lowest among countries with available data. (8 Ratio, rank 18/18 , 2023) Download Indicator

    In Slovak Republic, the number of students per teacher in government-dependent private short-cycle tertiary education is one of the lowest among countries with available data. (8 Ratio, rank 11/11 , 2023) Download Indicator

    In Slovak Republic, the share of teachers' aides among contact staff in pre-primary education is one of the lowest among OECD and partner countries with available data. (4.6 Ratio, rank 18/18 , 2023) Download Indicator

    Organisation of the education system

    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. (828 Hours, rank 29/34 , 2023) 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. (2722 Hours, rank 36/42 , 2023) 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. (2722 Hours, rank 29/34 , 2023) 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. (4139 Hours, rank 5/42 , 2024) Download Indicator

    In Slovak Republic, total intended instruction time for lower secondary students is among the longest compared to other countries with available data. (4139 Hours, rank 6/34 , 2024) 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. (680 Hours, rank 26/34 , 2024) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                        
    
                            
    
                                
      In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
      In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
      The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.


      
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).


      
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            
                
    
            
    
        
    
        
    
            
        
    
        
    
            
        
    

        
        
		
        
		
    
			
    
				Key
            
    
            Diagram of funding flows - Slovak Republic
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
				Key
            
    
            Country Reviews for Slovak Republic
            
    
            
    
			
    
        
    
		
              
              
              
              
              
        
    
            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: https://www.oecd.org/en/about/members-partners.html
            

    
			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: 2026 for school year 2025/2026.
			

    
	    *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 2024 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.