School System

The Slovenian education system consists of:

• pre-school education,

• basic education (single structure of primary and lower secondary education),

• (upper) secondary education,

• vocational and technical education,

• secondary general education,

• higher vocational education,

• higher education.

Specific parts of the system:

• adult education,

• music and dance education,

• special needs education,

• modified programmes and programmes in ethnically and linguistically mixed areas.

Pre-school education

Pre-school education, offered by pre-school institutions, is not compulsory and is available for children between the ages of 1 and 6. The curriculum is divided into two cycles (from age 1-3 and from age 3-6). The new curriculum promotes different types of programme such as: day, half-day and short programmes. There is also the possibility of childminders, pre-school education at home or occasional care of children in their homes. The curriculum for pre-school institutions defines six areas of activities: movement, language, art, nature, society and mathematics. The goals set in individual fields of activities provide the framework for the selection of contents and activities by teachers.

Basic (Primary) Education (compulsory / age 6-14)

Basic education was extended from eight years to nine. This was done gradually. The implementation of the nine-year basic education began in the 1999/2000 school year. Children that reach the age of 6 in a particular calendar year enter the first class in that year.

Nine-year basic education is divided into 3 three-year cycles. Elementary schools provide compulsory and an extended curriculum. The compulsory curriculum must be provided by all schools and is studied by all pupils. It consists of compulsory subjects, electives, home-room periods and activity days (culture, science, sports, technology). The optional elementary school curriculum must be provided by school but pupils are free to decide whether they will participate in it or not. It includes educational assistance for children with special needs, remedial classes, additional classes, after-school care and other forms of care for pupils, interest activities and out-of-school classes.

Successful completion of basic education enables pupils to proceed to education in their choice of secondary school. Pupils who fulfil the legal compulsory education requirement and successfully complete at least seven classes in the nine-year elementary school can continue their education in a short-term vocational education programme. Success at that level opens doors to other more demanding secondary school programmes.

Elementary school activities include the compulsory curriculum and also voluntary extra curricular activities. The compulsory curriculum comprises compulsory subjects and compulsory subject options along with discussion periods, during which pupils discuss with their class teacher different issues that concern their life and work. Extra curricular activities consist of before and after-school classes and other forms of pupils' care, supplementary lessons, additional lessons, interest activities and out-of-school classes. In after-school classes pupils study, complete their homework and participate in cultural or artistic activities and sports.

Most classes are single-grade classes and include children of the same age. In smaller schools there are also multi-grade classes that combine pupils of different age. Pupils of one or several classes can be divided into smaller study groups. When selecting teaching methods in relation to the organisation of work, teachers can differentiate their work according to the ability of their pupils. The most common is internal differentiation, although some subjects allow flexible differentiation. With parents' consent teachers have a statutory right to organise a part of their lessons by: dividing their pupils into various study groups; applying a team teaching approach; applying ability grouping; or by a combination of all these forms.
The size of classes and groups is specified in the Standards and norms for the provision of elementary education. The upper limit stands at 28 pupils per class. The requirements for classes which include children with special needs or Roma pupils are lower.

In the first cycle (grades 1-3) all or most of the subjects are taught by general class teachers. Half of the lessons in the first grade of the elementary school are assisted by the pre-school teacher. During the second cycle (grades 4-6) specialist teachers become more and more involved in the teaching process. In the third cycle (grades 7‑9) lessons are taught solely by specialist teachers. Where deemed necessary, teachers specialised for work with children with special needs and language specialists may also take part in teaching (http://www.mss.gov.si/en/areas_of_work/compulsory_basic_education_in_slovenia/).

The compulsory elementary school curriculum is based on several national curricular documents which were prepared and adopted by the National Curricular Council and the Council of Experts for general education of the Republic of Slovenia (1998-2006) and were launched by Ministerial decrees, and issued in accordance with the Elementary School Act. The Act specifies which school subjects are compulsory.

Elementary schools have a statutory duty to offer a list of subjects as options pupils must choose in the higher grades. Schools are autonomous only to some extent in the selection of optional subjects. There is a statutory requirement that a certain number of social sciences / humanistic subjects and natural sciences / technical subjects, a second foreign language, non-confessional religious education and rhetoric lessons must be on offer. Pupils must take at least two of the optional subjects.

National curricular documents consist of the syllabus for the 9-year elementary school, national subject curriculum for compulsory and optional subjects along with the definitions of cross curricular content (e.g. how to use libraries and information technologies), extra-curricular activities, after-school classes and other forms of day-care, out of school classes, as well as lists of approved text books and learning materials and other documents concerning the protection of rights of pupils, parents and teachers. The national subject curricula include general aims, objectives and core contents of the subject, didactic principles and recommendations and knowledge standards. The basic knowledge standards specify what pupils should be able to demonstrate, know, understand and be able to evaluate at the end of the lessons.

(Upper) Secondary Education (optional / age 15-18)

Secondary education follows the compulsory general basic education. Secondary schools include vocational and technical schools preparing students predominantly for labour and general secondary schools (“gimnazije”) preparing students predominantly for further studies. Programmes in secondary education vary in content, duration and goals.

General Secondary Education

General secondary school preparing students for further studies is called “gimnazija”. “Gimnazija” programmes are divided into two groups: general and professionally oriented (technical “gimnazija”). It lasts four years. It ends with an external examination called the “matura” examination. Those “gimnazija” students who for various reasons do not wish to continue their education may enter the labour market by attending a vocational course and gaining a qualification in their selected occupation.

The aim of vocational courses is to provide a bridge between general and vocational education and to make it possible for graduates from general, classical, and technical “gimnazije” to obtain initial vocational qualifications at the level of corresponding secondary vocational and technical schools. Educational aims are the same as for vocational and technical education. The course leads to a vocational qualification needed in the labour market or for further studies at higher vocational and professional colleges.

Secondary Vocational and Technical Education

The planning, programming and provision of vocational education is a joint responsibility of social partners (employers and trade unions) and the state. Common aims and goals of secondary vocational and technical education were defined in a common curricular document. This document stresses attainment targets in interdisciplinary fields and interest activities.

Short-term vocational programmes should last a year and a half for students and apprentices that have completed their basic education, and two and a half years for those without completed basic education. They finish with a final examination. The certificate of the final examination enables students to enter the labour market or to enter the first year at any other (upper) secondary vocational school.

Pupils who have successfully completed elementary school can enrol in 3-year secondary vocational programmes. Vocational education programmes are offered in the dual: That is the apprenticeship system and/or in the school-based system.

The core curriculum is common to all programmes and includes a minimal coverage of theoretical and practical knowledge and skills specified by occupational standards and required for a certain vocational qualification, regardless of the type of educational provision.

Practical training in the framework of the dual system is offered by employers. Programmes also specify the part of practical training that can be provided by schools and/or inter-company centres as practical instruction.

The certificate of the final examination enables students to enter the labour market or to continue education in two-year vocational-technical programmes, leading to a qualification at the level of a secondary technical school. Vocational-technical programmes are developed as upgrade of vocational education. The aims of vocational-technical programmes are the same as those of technical education programmes and lead to educational qualifications at the level of secondary technical school, also called a technical qualification, in a specific field.

On the other hand, graduates who find a job immediately after completing a three-year vocational programme can re-enter education after at least three years of employment to obtain a qualification at the level of a secondary technical school by passing examinations. By passing an examination for master craftsman, foreman or shop manager, they demonstrate a higher level of competence in their occupation. If they additionally pass examinations in the general subjects of the vocational “matura” examination, they can continue their studies in higher vocational education.

Technical education is designed primarily as preparation for vocational and professional colleges, although it also leads to jobs with a broad profile. Secondary technical programmes last four years, which end with the vocational “matura” examination.

Music and Dance Education

The Music School Act (2000) reformed basic music and dance education offered by state and private music schools. Music schools offer education for pre-school children, elementary school pupils, secondary school students, apprentices, college students and adults. Most often, music and dance education is given in parallel to compulsory basic education. Having completed elementary and music schools, pupils can follow the same model at the secondary school level or opt for art “gimnazija”. The curriculum is fully compatible with European guidelines.

Special significance is given to the participation of pupils in school string or brass orchestras (each public music school is required to have at least one orchestra). Extra lessons may be given to gifted pupils. Folk instruments have been newly introduced (zither, diatonic accordion and tambour). Public music schools are also required to offer pre-school music education for pre-school children, see here for more information.