Country
Data profiles:
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
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Educational outcomes
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. (4.7 %, rank 36/38 , 2018) 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. (5.1 %, rank 35/38 , 2018) Download Indicator
In Slovenia, the percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the lowest among countries with available data. (6.6 %, rank 38/46 , 2018) 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. (3.8 %, rank 1/36 , 2018) Download Indicator
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the highest among OECD and partner countries with available data. (66.6 %, rank 4/32 , 2017) Download Indicator
Attainment by gender
In Slovenia, the share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the smallest among countries with available data. (5.5 %, rank 39/46 , 2018) Download Indicator
The share of 25-64 year-old women who attained a bachelor's or equivalent tertiary education degree is one of the smallest among countries with available data. (7.8 %, rank 37/46 , 2018) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the highest among OECD countries and partner economies with available data. (14.8 %, rank 8/30 , 2018) Download Indicator
Participation in education
Among adults (25-64 years-old) with below upper secondary education, a low proportion participate in non-formal education. (14.2 %, rank 28/33 , 2016) Download Indicator
Participation rate of 25-64 year-olds in job-related non-formal education not sponsored by the employer is high in Slovenia, compared to other countries with available data. (12.2 %, rank 8/34 , 2016) Download Indicator
Participation rate of 25-64 year-olds in not job-related non-formal education is high in Slovenia, compared to other countries with available data. (21.1 %, rank 6/34 , 2016) Download Indicator
In Slovenia, a low proportion of 25-64 year-old men participate in job-related non-formal education sponsored by the employer. (68.5 %, rank 30/34 , 2016) Download Indicator
The enrolment rate among 15-19 year-olds in Slovenia is one of the highest among OECD and partner countries with available data. (93.4 %, rank 3/39 , 2017) Download Indicator
The enrolment rate of 40-64 year-olds in Slovenia is one of the lowest among OECD and partner countries with available data. (0.5 %, rank 34/39 , 2017) Download Indicator
In Slovenia, the average age of new entrants into master's long first degree (LFD) programmes is one of the lowest among OECD and partner countries with available data. (19.2 Years, rank 20/22 , 2017) Download Indicator
In Slovenia, the share of part-time students in master's programmes is relatively small. (8.1 %, rank 23/30 , 2017) Download Indicator
The share of part-time students in doctoral programmes in Slovenia is relatively large. (77 %, rank 3/29 , 2017) Download Indicator
In Slovenia, the proportion of new female entrants into master's long first degree (LFD) programmes is relatively high. (70.4 %, rank 2/24 , 2017) Download Indicator
Graduation expectancy
The percentage of young people expected to graduate from vocational programmes in upper secondary education during their lifetimes in Slovenia is comparatively high (63.2 %, rank 2/34 , 2017) Download Indicator
In Slovenia, the percentage of today's young people expected to graduate from an upper secondary general programme is one of the lowest among OECD and partner countries with available data. (32 %, rank 30/34 , 2017) 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. (20.8 %, rank 10/38 , 2017) Download Indicator
Graduation by field of education
The share of doctoral graduates in the field of arts and humaties in Slovenia is relatively large. (21.2 %, rank 2/45 , 2017) Download Indicator
The share of doctoral graduates in the field of sciences, journalism and information in Slovenia is relatively small. (4.5 %, rank 42/45 , 2017) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Slovenia is relatively small. (13.2 %, rank 40/45 , 2017) Download Indicator
The share of doctoral graduates in the field of engineering, manufacturing and construction in Slovenia is relatively large. (24.3 %, rank 4/45 , 2017) Download Indicator
Fields of education
In Slovenia, the percentage of new entrants to tertiary education in the field of health and welfare is relatively low. (8.3 %, rank 31/35 , 2017) Download Indicator
The share of female who enter tertiary education in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (20.8 %, rank 29/34 , 2017) Download Indicator
Student mobility
Slovenia has a small share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (2.2 %, rank 22/27 , 2017) Download Indicator
Slovenia is one of the least attractive destinations to foreign students compared to other OECD and partner countries with available data. (0.1 %, rank 37/46 , 2017) Download Indicator
The share of international students entering doctoral or equivalent programmes in Slovenia is relatively small. (7.7 %, rank 32/35 , 2017) Download Indicator
In Slovenia, international students from North America are least represented among all international students, compared to other OECD and partner countries with available data. (0.5 %, rank 41/45 , 2017) Download Indicator
In Slovenia, international students from Asia are least represented among all international students, compared to other OECD and partner countries with available data. (7.4 %, rank 38/45 , 2017) Download Indicator
In Slovenia, international students from Europe are most represented among all international students, compared to other OECD and partner countries with available data. (90.6 %, rank 2/45 , 2017) Download Indicator
In Slovenia, international students from Africa are lowest represented among all international students, compared to other OECD and partner countries with available data. (0.6 %, rank 43/45 , 2017) Download Indicator
In Slovenia, the proportion of new international entrants into master's long first degreee (LFD) programmes is relatively low. (8.1 %, rank 12/20 , 2017) Download Indicator
Student mobility by field of education
The percentage of international tertiary students enrolled in the field of social sciences, journalism and information in Slovenia is relatively high. (16.4 %, rank 7/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of business, administration and law in Slovenia is relatively low. (16 %, rank 29/36 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of engineering, manufacturing and construction in Slovenia is relatively high. (21.7 %, rank 5/37 , 2017) 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 35/36 , 2019) Download Indicator
The total compulsory instruction time for primary and lower secondary student in Slovenia is among the shortest among OECD and partner countries with available data. (6389 Hours, rank 31/36 , 2019) 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 36/36 , 2019) Download Indicator
Classes in lower secondary public institutions are comparatively small in Slovenia. (20 Students, rank 25/34 , 2016) Download Indicator
Expenditure in education and national wealth
In Slovenia, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (1 %, rank 29/35 , 2016) Download Indicator
In Slovenia, private expenditure on educational institutions as a percentage of GDP on tertiary education from final source of funds is relatively low. (0.1 %, rank 30/35 , 2016) Download Indicator
Public and private expenditure in education
The share of private expenditure on pre-primary education is one of the largest among OECD and partner countries with available data. (24.9 %, rank 8/31 , 2016) Download Indicator
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 , 2016) Download Indicator
In Slovenia, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively low. (8.8 %, rank 29/38 , 2016) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively large . (81.6 %, rank 9/35 , 2016) Download Indicator
Change in total public expenditure, for primary to tertiary education, as a percentage of total government expenditure between 2010 and 2016 in Slovenia is one of the lowest among OECD and partner countries with available data. (87 Index, rank 27/29 , 2016) Download Indicator
Expenditure on all children aged 3 to 5 enrolled in early childhood and primary education is one of the highest in Slovenia compared to OECD and partner countries with available data. (25 USD Equivalent, rank 7/30 , 2016) Download Indicator
Tuition fees
The estimated average annual tuition fee for national students in independent private institutions for a bachelor's or equivalent level education is one of the lowest among OECD and partner countries with available data. (0 USD Equivalent, rank 15/15 , 2017) Download Indicator
The estimated average annual tuition fee for national students in independent private institutions for a master's or equivalent level education is one of the lowest among OECD and partner countries with available data. (0 USD Equivalent, rank 12/12 , 2017) 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 5/8 , 2017) 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 7/9 , 2017) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (9.3 Ratio, rank 35/38 , 2016) Download Indicator
Who the teachers are
The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (88 %, rank 1/39 , 2017) Download Indicator
The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (77.8 %, rank 5/32 , 2017) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially low. (6.5 %, rank 26/34 , 2017) Download Indicator
Teachers' salaries
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. (0.9 Ratio, rank 10/27 , 2017) Download Indicator
The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Slovenia. (0.9 Ratio, rank 13/22 , 2017) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the lowest in Slovenia relatively compared to OECD and partner countries with available data. (27935 USD Equivalent, rank 16/23 , 2017) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the lowest in Slovenia. (41567 USD Equivalent, rank 16/23 , 2017) Download Indicator
Principals' salaries
The average lower secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (53010 USD Equivalent, rank 16/23 , 2017) Download Indicator
Unemployment and educational attainment
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. (53.8 %, rank 10/38 , 2018) 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. (17.7 %, rank 26/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with 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. (25.8 %, rank 25/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for at least 12 months is one of the largest in Slovenia, compared to OECD countries. (40.6 %, rank 9/38 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Slovenia. (8.2 %, rank 42/42 , 2018) Download Indicator
Earnings and educational attainment
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. (168 Index, rank 10/37 , 2016) Download Indicator
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. (82.6 %, rank 8/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education and income from employment) are one of the highest among countries with available data. (86 %, rank 4/37 , 2016) 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. (83.1 %, rank 3/37 , 2016) 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. (93.6 %, rank 4/37 , 2016) Download Indicator
Neither in education nor employed
The proportion of 15-19 year-olds who are neither employed nor in education or training is comparatively small in Slovenia. (1.9 %, rank 39/40 , 2018) Download Indicator
The percentage of 15-19 years-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (1.9 %, rank 39/39 , 2018) Download Indicator
The percentage of 15-19 years-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (2 %, rank 39/40 , 2018) Download Indicator
Migrant background
The proportion of 25-34 year-old foreign-born people who have attained tertiary education is one of the lowest among OECD and partner countries with available data. (19.3 %, rank 27/30 , 2015) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full- and part-time with tertiary education are high compared to those of native-born with the same characteristics. (105 Index, rank 4/21 , 2016) Download Indicator
The percentage of foreign-born aged between 15 and 29 who are neither employed nor in education and training is one of the highest among OECD and partner countries with available data. (23.8 %, rank 8/29 , 2015) Download Indicator
The percentage of native-born aged between 15 and 29 who are not in education and employed is one of the lowest among OECD and partner countries with available data. (32.2 %, rank 25/30 , 2015) Download Indicator
The percentage of native-born 15-29 year-olds neither employed nor in education and training is one of the lowest among OECD and partner countries with available data. (9.9 %, rank 24/30 , 2015) Download Indicator
The percentage of native-born 15-29 year-olds not in education is one of the lowest among OECD and partner countries with available data. (42.2 %, rank 28/30 , 2015) Download Indicator
Social outcomes
In Slovenia, a large share of adults (25-64 years-old) with tertiary education participated in formal voluntary activities in the 12 months prior to the survey. (38.9 %, rank 10/29 , 2015) Download Indicator
Among 25-64 years-old adults with tertiary education, a high proportion have someone to ask for moral, material or financial help. (98.4 %, rank 8/29 , 2015) Download Indicator
Compared to other countries with available data, the percentage of adults (25-64 years old) with below upper secondary education who actively participate in social media on a daily basis is low in Slovenia. (11 %, rank 24/29 , 2015) Download Indicator
Compared to other countries with available data, the percentage of adults (25-64 years old) with upper secondary or post-secondary non-tertiary education who actively participate in social media on a daily basis is low in Slovenia. (19.4 %, rank 24/29 , 2015) Download Indicator
Compared to other countries with available data, the percentage of adults (25-64 years old) with tertiary education who actively participate in social media on a daily basis is low in Slovenia. (21.5 %, rank 28/29 , 2015) Download Indicator
Weekly working hours among employed 25-64 year-olds with below upper secondary education are long in Slovenia compared to other OECD countries. (40.8 Hours/week, rank 5/28 , 2015) Download Indicator
Weekly working hours among employed 25-64 year-olds with tertiary education are long in Slovenia compared to other OECD countries. (41.8 Hours/week, rank 6/28 , 2015) Download Indicator
Among employed 25-64 year-olds with below upper secondary education, a small share have high flexibility of working hours. (9.7 %, rank 27/28 , 2015) Download Indicator
Among employed 25-64 year-olds with upper secondary or post-secondary non-tertiary education, a small share have high flexibility of working hours. (19.8 %, rank 23/28 , 2015) Download Indicator
Among employed 25-64 year-olds with tertiary education, a small share have high flexibility of working hours. (26.8 %, rank 20/28 , 2015) Download Indicator
General findings
- In 2018, 44% of 25-34 year-olds held a tertiary degree, compared to 35% in 2008, on average across OECD countries.
- Tertiary-educated adults also reap higher earnings, although this varies by field of study. Their advantage increases with age too: 25-34 year-olds with tertiary education earn 38% more than their peers with upper secondary education while 45-54 year-olds earn 70% more.
- While engineering, manufacturing and construction, and information and communication technologies are two fields most commonly associated with the best labour market outcomes, only 14% of graduates earned a degree in the former and 4% earned a degree in the latter in 2017.
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- Although graduation from upper secondary education increased by 6 percentage points between 2005 and 2017, 15% of 25-34 year-olds did not attain upper secondary education in 2018, on average across OECD countries.
- In some countries, vocational programmes are prominent at the upper secondary level. On average across OECD countries, 40% of first-time upper secondary graduates earned a vocational qualification in 2017; in Austria, the Czech Republic, the Slovak Republic and Slovenia, more than 66% of this population did.
- At the lower secondary level, the average class shrank by 6% while teachers' statutory salaries increased by 8% between 2005 and 2017, on average across OECD countries.
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- In 2017, more than one in three children under the age of three were enrolled in early childhood education and care services, on average across OECD countries - an increase of 7 percentage points compared to 2010.
- Between the age of 3 to 5, on average across OECD countries, 87% of children are enrolled in pre-primary and primary education.
- Annual expenditure per child in early childhood development programmes was greater than in pre-primary education in 2016 on average across OECD countries. However, as a share of GDP, expenditure on early childhood development is lower.
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- In 2016, expenditure per tertiary student amounted to USD 15 556, approximately one-third of which was devoted to research and development.
- Private sources financed more than 30% of the expenditure, on average, at the tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
- OECD countries spent an average of 3.5% of GDP on primary, secondary and post-secondary non-tertiary institutions in 2016, and public expenditure at this level increased by 18% since 2005.
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- About 10% of primary and secondary teachers are under the age of 30, on average across OECD countries.
- While the teaching profession is dominated by women, the share of female teachers decreases with the level of education taught: almost all teachers at the pre-primary level are women, however they make up less than half of the teaching force at tertiary level.
- Salaries tend to increase with the level of education taught, but teachers' earnings remain between 78% and 93% of the earnings of other tertiary-educated adults.
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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 2019 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.