Country
Data profiles:
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (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 2021) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
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Attainment
The level of below upper secondary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (4.4 %, rank 43/44 , 2020) Download Indicator
The level of below upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (9.8 %, rank 36/45 , 2020) Download Indicator
The proportion of 25-64 year-olds who have attained a vocational upper secondary or post-secondary qualification is one of the highest among OECD and partner countries with available data. (49.8 %, rank 4/34 , 2020) 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 38/40 , 2020) 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. (7.8 %, rank 37/46 , 2020) 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. (5.2 %, rank 1/36 , 2020) 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. (40.1 %, rank 3/34 , 2020) 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. (56.6 %, rank 3/34 , 2020) 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. (10.1 %, rank 34/40 , 2020) 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. (3.3 %, rank 37/39 , 2020) Download Indicator
Attainment by gender
The share of 25-34 year-old men who attained below upper secondary education in Slovenia is one of the lowest among OECD and partner countries with available data. (4.7 %, rank 43/44 , 2020) Download Indicator
The share of 25-34 year-old women who attained below upper secondary education in Slovenia is one of the lowest among OECD and partner countries with available data. (4 %, rank 41/44 , 2020) 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 , 2020) 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. (94.1 %, rank 2/43 , 2019) 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. (70.8 %, rank 1/44 , 2019) Download Indicator
The enrolment rate of 20-24 year-olds in Slovenia is one of the highest among OECD and partner countries with available data. (56.3 %, rank 1/42 , 2019) 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 37/41 , 2019) Download Indicator
In Slovenia, the enrolment rate of children under 3 is one of the highest among OECD and partner countries with available data. (44.3 %, rank 8/39 , 2019) 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. (65.7 %, rank 4/42 , 2019) 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. (93.8 %, rank 7/41 , 2019) 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. (20.5 %, rank 7/29 , 2019) Download Indicator
Graduation
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. (66.5 %, rank 5/36 , 2019) Download Indicator
The share of long first degree master's graduates in public institutions is relatively high in Slovenia. (100 %, rank 1/22 , 2019) Download Indicator
The share of doctorate graduates in public institutions is relatively low in Slovenia. (83.2 %, rank 27/35 , 2019) Download Indicator
The percentage of first-time master's graduates is relatively low in Slovenia. (6.2 %, rank 17/23 , 2019) Download Indicator
Graduation by gender
In Slovenia, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively high. (53.8 %, rank 10/44 , 2019) Download Indicator
In Slovenia, the share of female doctoral graduates in the field of business, administration and law is relatively high. (53.2 %, rank 5/43 , 2019) Download Indicator
In Slovenia, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively high. (39.4 %, rank 5/44 , 2019) Download Indicator
The share of male tertiary graduates in the field of education is relatively low in Slovenia. (3 %, rank 34/43 , 2019) Download Indicator
In Slovenia, the share of male tertiary graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (15.3 %, rank 41/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively high in Slovenia. (47.1 %, rank 5/38 , 2019) Download Indicator
Graduation by age
In Slovenia, the percentage of first-time master's graduates younger than 35 is relatively high. (92.8 %, rank 7/29 , 2019) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (18.2 %, rank 40/44 , 2019) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Slovenia is relatively large. (18 %, rank 3/44 , 2019) Download Indicator
The share of doctoral graduates in the field of sciences, journalism and information in Slovenia is relatively small. (5.9 %, rank 40/44 , 2019) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Slovenia is relatively small. (16.4 %, rank 35/44 , 2019) Download Indicator
The share of doctoral graduates in the field of engineering, manufacturing and construction in Slovenia is relatively large. (21.8 %, rank 9/44 , 2019) Download Indicator
Fields of education
The percentage of students enrolled in the field of business, administration and law among all national tertiary students in Slovenia is relatively low. (18.2 %, rank 29/33 , 2019) Download Indicator
In Slovenia, the share of female among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (18.8 %, rank 28/32 , 2019) Download Indicator
In Slovenia,the share of male among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction is relatively small. (60.2 %, rank 33/34 , 2019) Download Indicator
Student mobility
Slovenia has a small share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (2.6 %, rank 23/28 , 2019) Download Indicator
In Slovenia, the number of international or foreign students per national student abroad is one of the lowest among OECD and partner countries with available data. (0 Students, rank 37/44 , 2019) Download Indicator
In Slovenia, international or foreign students from Europe are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (91.9 %, rank 2/75 , 2019) Download Indicator
In Slovenia, the proportion of international graduates among bachelor's first-time graduates is relatively low. (2.8 %, rank 21/29 , 2019) Download Indicator
In Slovenia, the proportion of international graduates among first-time master's graduates is relatively low. (5.5 %, rank 26/29 , 2019) Download Indicator
In Slovenia, the proportion of international graduates among first-time doctorate graduates is relatively low. (7.4 %, rank 26/28 , 2019) 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. (15.5 %, rank 4/33 , 2019) 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. (19 %, rank 9/33 , 2019) Download Indicator
In Slovenia, the percentage of international doctoral graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (5.1 %, rank 31/34 , 2019) Download Indicator
In Slovenia, the percentage of international doctoral graduates in the field of Information and communication technologies is one of the lowest among OECD and partner countries with available data. (0 %, rank 28/33 , 2019) Download Indicator
Adult learning
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 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
Adult participation in non-formal education
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 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
Expenditure in education and national wealth
In Slovenia, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (1 %, rank 30/37 , 2018) 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 32/37 , 2018) Download Indicator
In Slovenia, international expenditure as a percentage of GDP on primary to post-secondary non-tertiary education from initial source of funds is relatively high. (0.1 %, rank 3/28 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on educational institutions at primary, secondary and post-secondary non-tertiary level is relatively low in Slovenia. (0.2 %, rank 26/31 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on educational institutions per full-time equivalent student at primary, secondary and post-secondary non-tertiary level is relatively low in Slovenia. (-1 %, rank 30/31 , 2018) Download Indicator
In Slovenia, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on primary to tertiary education in Slovenia is one of the smallest among OECD and partner countries with available data. (0.2 %, rank 25/30 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on primary to tertiary education in Slovenia is one of the smallest among OECD and partner countries with available data. (-0.1 %, rank 26/29 , 2018) Download Indicator
In Slovenia, international expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively large . (0.1 %, rank 4/30 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student in tertiary education is one of the smallest in Slovenia. (-3.3 %, rank 32/37 , 2018) Download Indicator
The private expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively low in Slovenia. (0.1 %, rank 19/26 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Slovenia is one of the lowest among OECD and partner countries with available data. (0 %, rank 21/30 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on tertiary education in Slovenia is one of the highest among OECD and partner countries with available data. (3.4 %, rank 6/29 , 2018) 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. (11.1 %, rank 32/37 , 2018) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively large. (84.4 %, rank 6/37 , 2018) Download Indicator
In Slovenia, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large. (88.6 %, rank 9/37 , 2018) Download Indicator
In Slovenia, international expenditure from initial source of funds on primary, secondary and post-secondary non-tertiary education is relatively high. (1.7 %, rank 9/29 , 2018) Download Indicator
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively large in Slovenia. (3.2 %, rank 8/29 , 2018) Download Indicator
Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively large in Slovenia. (115 Index, rank 6/36 , 2018) Download Indicator
The relative share of international expenditure on tertiary education from initial source of funds in Slovenia is one of the highest among OECD and partner countries with available data. (8.1 %, rank 6/29 , 2018) Download Indicator
In Slovenia, the relative share of private expenditure from initial source of funds on tertiary education is comparatively small. (10.3 %, rank 20/26 , 2018) Download Indicator
Compared to 2015, the share of total government expenditure is comparatively low in Slovenia. (101 Index, rank 37/46 , 2018) Download Indicator
Nature of expenditure
The percentage of current expenditure on tertiary education is relatively in Slovenia. (92.2 %, rank 10/32 , 2018) Download Indicator
Teachers
The number of hours per year primary teachers spend teaching in public institutions is comparatively low in Slovenia. (627 Hours, rank 29/32 , 2020) Download Indicator
The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively low in Slovenia. (627 Hours, rank 24/32 , 2020) Download Indicator
The number of days of instruction in a school year in lower secondary school is especially high. (190 Days, rank 10/30 , 2020) Download Indicator
Who the teachers are
The share of women among teaching staff in upper secondary education is one of the largest among OECD and partner countries with available data. (66.8 %, rank 10/42 , 2019) Download Indicator
The share of women among teaching staff in short-cycle tertiary education is one of the smallest among OECD and partner countries with available data. (46.5 %, rank 17/25 , 2019) Download Indicator
The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (78.1 %, rank 5/34 , 2019) Download Indicator
In Slovenia, the share of women among teaching staff in vocational upper secondary education is one of the highest among OECD and partner countries with available data. (66.8 %, rank 4/30 , 2019) Download Indicator
The percentage of female teachers younger than 30 in primary education is especially high in Slovenia. (90 %, rank 8/38 , 2019) Download Indicator
Females under 30 represent a small proportion of teachers in upper secondary education in Slovenia. (56 %, rank 30/37 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in upper secondary education is especially high in Slovenia. (64.7 %, rank 9/37 , 2019) Download Indicator
Teachers' salaries
The change between 2005 and 2013 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively small in Slovenia. (98 Index, rank 17/25 , 2020) Download Indicator
After 15 years of experience, a pre-primary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (34 USD Equivalent, rank 15/20 , 2020) Download Indicator
The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.8 Ratio, rank 7/21 , 2020) 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. (0.85 Ratio, rank 17/21 , 2020) 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. (29264 USD Equivalent, rank 17/23 , 2020) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the lowest in Slovenia. (44664 USD Equivalent, rank 17/23 , 2020) Download Indicator
The change in statutory pre-primary teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in their careers is comparatively small in Slovenia. (96 Index, rank 14/20 , 2020) 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. (61737 USD Equivalent, rank 17/23 , 2020) Download Indicator
Ratio of student to teaching staff
The number of pupils per teacher in pre-primary schools is one of the highest among OECD and partner countries with available data. (20.6 Ratio, rank 7/38 , 2019) 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. (10.6 Ratio, rank 39/44 , 2019) Download Indicator
In Slovenia, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (14.8 Ratio, rank 7/33 , 2019) Download Indicator
The ratio of students to teaching staff at the vocational upper secondary level is especially high in Slovenia. (13.6 Ratio, rank 10/30 , 2019) Download Indicator
Organisation of the education system
In Slovenia, total compulsory instruction time for primary and lower secondary students is one of the shortest among OECD and partner countries with available data. (6389 Hours, rank 32/37 , 2021) Download Indicator
In Slovenia, total compulsory instruction time for lower secondary students is relatively short. (2298 Hours, rank 36/37 , 2021) Download Indicator
In Slovenia, the average compulsory instruction time, in hours per year, for lower secondary students is one of the shortest among OECD and partner countries with available data. (766 Hours, rank 37/37 , 2021) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with tertiary education is comparatively high. (90.4 %, rank 1/45 , 2020) Download Indicator
The employment rate among 25-64 year-olds without upper secondary education is comparatively low. (48.3 %, rank 40/44 , 2020) Download Indicator
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. (89.2 %, rank 2/45 , 2020) 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. (92 %, rank 5/41 , 2020) 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. (94.3 %, rank 7/36 , 2020) Download Indicator
The employment rate among 25-34 year-olds with tertiary education is compartively high in Slovenia. (89.9 %, rank 5/44 , 2020) Download Indicator
The employment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is compartively high in Slovenia. (83.5 %, rank 6/43 , 2020) Download Indicator
The employment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (85.8 %, rank 9/34 , 2020) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with below upper secondary education is compartively low in Slovenia. (62.3 %, rank 34/43 , 2020) Download Indicator
The employment rate among 25-34 year-old women with tertiary education is compartively high in Slovenia. (89.2 %, rank 3/44 , 2020) Download Indicator
Unemployment and educational attainment
The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Slovenia. (10.3 %, rank 40/43 , 2020) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is low in Slovenia. (5.8 %, rank 43/44 , 2020) Download Indicator
In Slovenia, the inactivity rate of 25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively low. (8.5 %, rank 26/33 , 2020) Download Indicator
In Slovenia, the inactivity rate of 25-34 year-olds with general upper secondary or post-secondary non-tertiary education is relatively low. (17.7 %, rank 31/39 , 2020) 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. (10.4 %, rank 8/33 , 2020) 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. (164 Index, rank 9/37 , 2019) Download Indicator
Earnings, gender and educational attainment
Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the highest among countries with available data. (83.7 %, rank 8/37 , 2019) 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. (85.5 %, rank 1/37 , 2019) 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. (82.5 %, rank 3/37 , 2019) 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. (93.7 %, rank 3/37 , 2019) Download Indicator
Neither in education nor employed
The share of youth neither employed nor in education or training (15-19 year-olds) in Slovenia is relatively low. (3.3 %, rank 32/39 , 2020) Download Indicator
The proportion of youth neither employed nor in education or training among 15-29 year-olds in Slovenia is one of the smallest among OECD and partner countries with available data. (9.1 %, rank 34/40 , 2020) Download Indicator
In Slovenia, the share of men neither employed nor in education among 15-29 year-olds is relatively low. (7.3 %, rank 36/40 , 2020) Download Indicator
Among 15-29 year-olds, the share of youth without an upper secondary degree who are neither employed nor in education or training in Slovenia is relatively low. (7 %, rank 38/39 , 2020) Download Indicator
In Slovenia, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively small. (2.8 %, rank 36/38 , 2020) Download Indicator
Among 20-24 year-olds men in Slovenia, a small share of them are neither employed nor in education or training. (10.5 %, rank 34/39 , 2020) Download Indicator
Among 25-29 year-olds men in Slovenia, a small share of them are neither employed nor in education or training. (8 %, rank 35/39 , 2020) Download Indicator
The percentage of 18-24 year-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (8.7 %, rank 35/38 , 2020) 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
Participation in education by gender
The share of female students entering short-cycle tertiary programmes in Slovenia is comparatively small. (39.2 %, rank 35/39 , 2019) Download Indicator
Entrance
In Slovenia, the average age of new entrants in master's long first degree (LFD) programmes is one of the lowest among OECD and partner countries with available data. (19.3 Years, rank 22/24 , 2019) Download Indicator
In Slovenia, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively high. (72.2 %, rank 3/32 , 2019) Download Indicator
In Slovenia, the percentage of first-time entrants into tertiary education younger than 25 is relatively high. (94 %, rank 5/32 , 2019) Download Indicator
The average age of new entrants in tertiary education in Slovenia is comparatively young. (20.4 Years, rank 26/32 , 2019) Download Indicator
The proportion of youth (excluding international students) expected to enter bachelor's or equivalent programme before the age of 25 is comparatively high in Slovenia. (63.8 %, rank 3/32 , 2019) Download Indicator
The proportion of youth (excluding international students) expected to enter tertiary education before the age of 25 is comparatively high in Slovenia. (66.2 %, rank 4/29 , 2019) Download Indicator
In Slovenia, the share of first-time entrants into bachelor's or equivalent programmes before the age of 25 is relatively high. (92.4 %, rank 6/37 , 2019) Download Indicator
In Slovenia, the share of first-time entrants into master's or equivalent programmes before the age of 30 is relatively high. (89 %, rank 7/38 , 2019) Download Indicator
The share of young people expected to enter master's programmes before the age of 30 is one of the largest among OECD and partner countries with available data. (29.9 %, rank 7/38 , 2019) Download Indicator
Excluding international students, Slovenia has one of the highest percentages of young people expected to enter master's programmes before turning 30. (27.1 %, rank 3/33 , 2019) Download Indicator
Excluding international students, Slovenia has one of the highest percentages of young people expected to enter master's programmes before turning 25. (2.5 %, rank 4/35 , 2019) Download Indicator
The proportion of today's young people (excluding international students) expected to enter master's programmes before the age of 25 is one of the largest among OECD countries and partner economies with available data. (2 %, rank 1/30 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
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- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
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- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
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- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
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- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
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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 averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.