Country
Data profiles:
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| 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 2020) |
| 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 2020) |
| 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 2020) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| 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-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. (50.9 %, rank 4/34 , 2019) 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. (4.6 %, rank 36/38 , 2019) 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. (4.7 %, rank 36/38 , 2019) 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. (4.6 %, rank 37/38 , 2019) 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. (6.7 %, rank 39/46 , 2019) 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. (4.5 %, rank 1/36 , 2019) 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. (66.7 %, rank 5/36 , 2018) 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. (41.1 %, rank 3/34 , 2019) Download Indicator
The proportion of 55-64 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. (56.8 %, rank 4/34 , 2019) Download Indicator
The proportion of 25-34 year-olds 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. (9.9 %, rank 32/38 , 2019) Download Indicator
The proportion of 55-64 year-olds 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. (2.9 %, rank 36/37 , 2019) Download Indicator
In Slovenia, the percentage of first-time master's graduates younger than 35 is relatively high. (92.5 %, rank 7/29 , 2018) Download Indicator
In Slovenia, the percentage of first-time doctorate graduates younger than 35 is relatively high. (73.6 %, rank 8/30 , 2018) 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. (5.6 %, rank 39/46 , 2019) 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. (7.9 %, rank 37/46 , 2019) 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. (35.3 %, rank 30/34 , 2019) 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
The enrolment rate among 15-19 year-olds in Slovenia is one of the highest among OECD and partner countries with available data. (94.3 %, rank 1/40 , 2018) 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. (70.9 %, rank 3/41 , 2018) 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 35/39 , 2018) 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. (19.2 Years, rank 20/24 , 2018) Download Indicator
In Slovenia, the proportion of new female entrants in master's long first degree (LFD) programmes is relatively high. (71.7 %, rank 2/24 , 2018) Download Indicator
In Slovenia, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively high. (69.5 %, rank 4/31 , 2018) Download Indicator
In Slovenia, the percentage of new entrants in short-cycle tertiary programmes younger than 25 is relatively high. (91.9 %, rank 6/36 , 2018) Download Indicator
In Slovenia, the percentage of first-time entrants into tertiary education younger than 25 is relatively high. (93.5 %, rank 5/31 , 2018) 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. (65.3 %, rank 4/39 , 2018) Download Indicator
The share of upper secondary 20-24-year-old students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (93.6 %, rank 6/38 , 2018) Download Indicator
Graduation expectancy
The percentage of today's young people expected to obtain a master's or an equivalent degree before the age of 35 is one of the highest among OECD countries and partner economies with available data. (21.4 %, rank 3/30 , 2018) Download Indicator
Graduation by gender
Among OECD and partner countries with available data, Slovenia has one of the largest shares of women graduates from tertiary programmes. (59.4 %, rank 10/36 , 2018) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (17.2 %, rank 10/43 , 2018) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Slovenia is relatively large. (21.2 %, rank 2/45 , 2018) 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 , 2018) 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 , 2018) 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 , 2018) Download Indicator
In Slovenia, the proportion of upper secondary vocational graduates in the field of business, aministration and law is one of the lowest among OECD and partner countries with available data. (12.9 %, rank 26/35 , 2018) Download Indicator
Adult learning
In Slovenia, the proportion of adults employed in enterprises of 1-9 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (49.1 %, rank 10/36 , 2016) Download Indicator
In Slovenia, the proportion of adults employed in enterprises of over 249 persons and participating in non-formal education and training is low compared to other OECD and partner countries. (61.2 %, rank 27/35 , 2016) Download Indicator
In Slovenia, the proportion of adults employed in the public sector and participating in non-formal education and training is high compared to other OECD and partner countries. (77.7 %, rank 9/36 , 2016) Download Indicator
In Slovenia, the proportion of adults employed in enterprises of over of 249 persons and participating in job-related non-formal education and training sponsored by the employer is low compared to other OECD and partner countries. (55 %, rank 28/34 , 2016) Download Indicator
In Slovenia, the number of annual hours of participation of adults in formal and/or non-formal education and training is comparatively high (180 %, rank 1/26 , 2016) Download Indicator
In Slovenia, the number of annual hours of participation of adults without an upper secondary education in formal and/or non-formal education and training is comparatively low (55 %, rank 22/24 , 2016) Download Indicator
In Slovenia, the number of annual hours of participation of adults without an upper secondary education in non-formal education and training is comparatively low (45 %, rank 31/34 , 2016) Download Indicator
In Slovenia, the number of annual hours of participation of adults with upper secondary or post-secondary education in non-formal education and training is comparatively high (111 %, rank 10/36 , 2016) Download Indicator
In Slovenia, the annual training costs as a share of total labour costs is relatively high compared to other OECD countries and partner countries. (2.5 %, rank 2/25 , 2015) Download Indicator
In enterprises of 10-49 employed persons, the annual training costs as a share of total labour costs is relatively high. (1.7 %, rank 5/25 , 2015) Download Indicator
In enterprises of ver 249 employed persons, the annual training costs as a share of total labour costs is relatively high. (3.1 %, rank 3/25 , 2015) 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 27/29 , 2018) Download Indicator
The share of international students entering doctoral or equivalent programmes in Slovenia is relatively small. (10.2 %, rank 27/35 , 2018) Download Indicator
In Slovenia, the proportion of international graduates among bachelor's first-time graduates is relatively low. (2.3 %, rank 24/29 , 2018) Download Indicator
In Slovenia, the proportion of international graduates among first-time master's graduates is relatively low. (5.4 %, rank 27/29 , 2018) Download Indicator
In Slovenia, the proportion of international graduates among first-time doctorate graduates is relatively low. (7.1 %, rank 24/28 , 2018) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Slovenia is relatively high. (15.4 %, rank 6/34 , 2018) Download Indicator
The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Slovenia is relatively low. (16.3 %, rank 27/34 , 2018) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Slovenia is relatively high. (21 %, rank 5/34 , 2018) Download Indicator
Resources for education
Between 2012 and 2017, the average annual growth rate of total expenditure on all levels below tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (-0.4 %, rank 28/32 , 2017) Download Indicator
Between 2012 and 2017, the average annual growth rate in total expenditure on educational institutions from primary to tertiary education is one of the lowest among OECD and partner countries with available data. (-0.5 %, rank 27/31 , 2017) Download Indicator
Compared to 2015, total governement expenditure is relatively low. (98 Index, rank 41/46 , 2017) Download Indicator
The average annual growth rate of total expenditure on tertiary educational institutions between 2012 and 2017 is one of the lowest among OECD and partner countries with available data. (-0.8 %, rank 24/32 , 2017) Download Indicator
Expenditure per student
Between 2012 and 2017, the average annual growth rate of total expenditure per student in all levels below tertiary education is one of the lowest among OECD and partner countries with available data. (-1.5 %, rank 29/32 , 2017) Download Indicator
In Slovenia, between 2012 and 2017, the average annual expenditure per full-time equivalent student from primary to tertiary education is one the lowest among OECD and partner countries with available data. (-0.7 %, rank 28/30 , 2017) Download Indicator
The average annual growth rate of total expenditure per full-time equivalent student in tertiary education between 2012 and 2017 is one of the highest among OECD and partner countries with available data. (2.5 %, rank 7/31 , 2017) Download Indicator
The average annual growth of the number of full-time equivalent students in tertiary education between 2012 and 2017 is one of the lowest among OECD and partner countries with available data. (-3.2 %, rank 33/38 , 2017) 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 29/37 , 2017) Download Indicator
The total expenditure on early childhood and care educational institutions, as a percentage of GDP, is one of the highest among OECD and partner countries with available data. (1.1 %, rank 9/29 , 2017) Download Indicator
Public and private expenditure in education
The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (13 %, rank 29/37 , 2017) Download Indicator
Slovenia has one of the smallest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (10.1 %, rank 27/36 , 2017) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively large . (82.6 %, rank 10/37 , 2017) Download Indicator
In Slovenia, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large . (88.6 %, rank 9/36 , 2017) Download Indicator
In Slovenia, the share of private expenditure on primary, secondary and post-secondary non-tertiary education from final source of funds is one of the largest among OECD and partner countries with available data. (23.3 %, rank 7/29 , 2017) Download Indicator
Tuition fees
The estimated average annual tuition fee for national students in master's or equivalent programmes (former tertiary-type A) in public institutions is one of the lowest among OECD and partner countries with available data. (0 USD Equivalent, rank 16/21 , 2018) Download Indicator
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 14/14 , 2018) 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 11/11 , 2018) 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 6/8 , 2018) Download Indicator
The estimated average annual tuition fees charged for national students enrolled in short-cycle programmes in independent private institutions are high compared to other OECD and partner countries. (0 USD Equivalent, rank 7/8 , 2018) 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. (76 %, rank 5/21 , 2015) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially low. (7.2 %, rank 27/36 , 2018) Download Indicator
Teachers' salaries
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. (28044 USD Equivalent, rank 17/24 , 2019) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the lowest in Slovenia. (42605 USD Equivalent, rank 17/24 , 2019) 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. (58727 USD Equivalent, rank 17/23 , 2019) Download Indicator
Ratio of student to teaching staff
The number of pupils per teacher in pre-primary schools is one of the lowest among OECD and partner countries with available data. (9.3 Ratio, rank 33/36 , 2018) Download Indicator
The number of students per teacher in primary schools is one of the lowest among OECD countries and partner countries with available data. (10.3 Ratio, rank 38/43 , 2018) 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 34/35 , 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 35/35 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is high compared to other OECD and partner countries. (89.5 %, rank 4/44 , 2019) Download Indicator
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. (91.2 %, rank 8/41 , 2019) Download Indicator
The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is high compared to other OECD and partner countries. (94.7 %, rank 9/35 , 2019) Download Indicator
The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (78.4 %, rank 9/38 , 2019) Download Indicator
The employment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (77.9 %, rank 9/38 , 2019) 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. (9 %, rank 40/42 , 2019) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is low in Slovenia. (6.3 %, rank 39/43 , 2019) Download Indicator
In Slovenia, the inactivity rate of 25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively Slovenia. (7.5 %, rank 26/33 , 2019) Download Indicator
In Slovenia, the inactivity rate of 25-34 year-olds with general upper secondary or post-secondary non-tertiary education is relatively Slovenia. (15.3 %, rank 34/37 , 2019) Download Indicator
The employment rate among 25-34 year-old women with vocational upper secondary or a post-secondary non-tertiary education is comparatively high. (8 %, rank 9/29 , 2019) 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. (165 Index, rank 10/37 , 2017) 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. (82.8 %, rank 8/37 , 2017) 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. (85.3 %, rank 4/37 , 2017) 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. (82.2 %, rank 5/37 , 2017) 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. (92.6 %, rank 3/37 , 2017) Download Indicator
Neither in education nor employed
(3.8 %, rank 30/39 , 2018) Download Indicator
(8.7 %, rank 35/39 , 2018) Download Indicator
(6.1 %, rank 38/39 , 2018) Download Indicator
(2.6 %, rank 34/37 , 2018) Download Indicator
Social outcomes
The percentage of 25-64 year-olds with upper secondary or post-secondary non-tertiary education who believe they have a say in government is among the lowest across OECD and partner countries. (14.1 %, rank 27/28 , 2018) Download Indicator
In Slovenia, the proportion of adults who reported being interested in politics is low compared to other OECD and partner countries. (32.7 %, rank 25/28 , 2018) Download Indicator
In Slovenia, the proportion of adults without an upper secondary education who reported being interested in politics is low compared to other OECD and partner countries. (21.4 %, rank 22/25 , 2018) Download Indicator
In Slovenia, the proportion of adults with an upper secondary or post-secondary non-tertiary education who reported being interested in politics is low compared to other OECD and partner countries. (28.9 %, rank 26/28 , 2018) Download Indicator
In Slovenia, the proportion of adults who reported that the political system allows people like them to have a say in what the government does is low compared to other OECD and partner countries. (22.8 %, rank 23/28 , 2018) Download Indicator
General findings
- While 37% of 15-19 year-old upper secondary students are in vocational programmes, the share increases to 61% among students over 25.
- The most popular fields of study among vocational graduates vary at different levels of education. While engineering, manufacturing and construction is the most common broad field at upper secondary level, at short-cycle tertiary level, most students graduate from business, administration and law, or health and welfare.
- Combined school and work-based learning can help students transition smootly into the labor market. However, only one -third of all upper secondary vocational students are enrolled in school and work-based programmes on average across OECD countries.
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- Between the age of 3 to 5, 88% of children are enrolled in pre-primary and primary education, on average across OECD countries.
- The estimated expenditure on all children aged 3 to 5 enrolled in ECEC and primary education amounts to an average of 0.6% of GDP. Only in Iceland and Norway does it equal or exceed 1.0%.
- The ECEC workforce is at the heart of high-quality education. On average across OECD countries, there are 14 children for every teacher working in pre-primary education (ISCED 02).
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- In 2019, 45% of 25-34 year-olds held a tertiary degree, compared to 28% among 55-64 year-olds, on average across OECD countries.
- On average across OECD countries, 17% of first-time tertiary entrants enter short-cycle tertiary programmes. The employment rate of adults with a short-cycle tertiary degree is 4 percentage points higher than those with an upper secondary vocational attainment and they earn 16% more, on average across OECD countries.
- Based on current patterns, it is estimated that 38% of young adults across OECD countries will graduate from tertiary education for the first time before the age of 30 (excluding international students).
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- In 2017, total expenditure amounted to approximately USD 9 100 per student in primary institutions and USD 10 500 in secondary institutions on average across OECD countries.
- After increasing between 2005 and 2012, total expenditure on primary to tertiary institutions as a share of gross domestic product (GDP) has fallen to 4.9% in 2017 on average, below its 2005 value of 5.1%. This is due to educational expenditure rising more slowly than GDP over this period, growing by 17% while GDP grew by 27%.
- Private sources financed more than 30% of the expenditure, on average, at tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
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- There are relatively few young teachers (under the age of 30), and the proportion decreases with the level of education. Young teachers make up 12% of the teaching population in primary education, 10% in lower secondary education and 8% in upper secondary education, on average across OECD countries.
- While instruction time for students increases at higher educational levels, statutory teaching time in public institutions decreases: teachers in OECD countries and economies are required to teach on average 778 hours per year at primary level compared to 680 hours at upper secondary level (general programmes).
- Between 2005 and 2019, the statutory salaries of primary and secondary general teachers - with 15 years of experience and the most prevalent qualifications - increased by 2-3%, despite salaries falling after the 2008 economic crisis, on average across OECD countries and economies with available data.
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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.