EN

SLOVENIAspotlight on VET

2017

spotlight on VET

Formal vocational education and training (VET) in Slovenia starts at upper secondary level and is provided mainly by public schools. The Ministry of Education, Science and Sport is solely responsible for preparing legislation, financing, and adopting programmes, standards and qualifications. While the education ministry deals with VET at systemic level, the Institute of the Republic of Slovenia for VET (CPI) is responsible for VET at the practical level; it monitors and guides the development of VET, provides in-service teacher training and vocational standards. The CPI also acts as a link between ministries, schools and social partners.

VET programmesAfter completing compulsory basic education, VET students can enrol in the following upper secondary programmes:• technical upper secondary programmes

(ISCED-P 354): four-year programmes that lead to vocational matura (two general and two vocational – theoretical and practical – exams). These programmes consist of 40% general subjects and four to 12 weeks of work-based learning. After passing the vocational matura, students can either enrol in higher vocational education (ISCED-P 554), in first-cycle professional education (ISCED-P 655), or enter the labour market.

• vocational upper secondary programmes (ISCED-P 353). For the three-year labour-market-oriented programmes there are two  paths: - school path: approximately 20% (at least 24

weeks) of the programme is carried out with an employer and the rest of the programme at the school (consisting of general subjects and VET modules);

- apprenticeship path: a minimum 50% of the programme is carried out at an employer, while at least 40% – general subjects and VET modules – is carried out in schools.

Changing paths midway is possible. After final exams, students from both paths can enter the labour market or enrol in two-year vocational technical education programmes at ISCED-P 354 that lead to vocational matura;

• short vocational upper secondary programmes (ISCED-P 353): two-year programmes that qualify learners for less demanding occupations (at assistant level) or continuing education in vocational programmes.

In the school year 2015/16, 37% of students enrolled in general upper secondary programmes and 63% in upper secondary VET programmes (46% in technical programmes, 16% in vocational programmes, and 1% in short VET programmes).

Learners with vocational or general matura can enrol in two year higher vocational programmes (ISCED-P 554), which are provided by public vocational schools and private providers. These programmes include 40% of work-based learning in companies.

Adult learning and CVET Adults can enrol in the same formal VET programmes as young people. Organisation and means of assessing knowledge are adjusted to suit an adult learner (such as the use of modules and allowing exemptions). Adults can also participate in continuing VET, usually provided by private companies; regulation of provision of such programmes is not part of legislation. Many activities to support adult education are organised by adult education guidance centres and a network of independent learning centres.

The national vocational qualifications (NVQ) system is intended for adults over 18 who would like to verify the knowledge gained outside formal education. The system has been in place since 2000.

VET in Slovenia

VET in Slovenia’s education and training systemSI

General education programmes

VET programmes

Programmes combining VET and general education

Also available to adults (full-, part-time or distance education)

O�cially recognised vocational qualifications

Qualifications allowing access to the next education level

Giving access to tertiary education

Possible progression routes

Possible access after additional examination

End of compulsory education

Prior VET knowledge may be recognised a�ecting programme duration

Work-based learning, either at the workplace or a VET institution

19+ 13+

YEARS in E&T

13

12

SECONDARY LEVEL

14

11

AGE

WBL

TERTIARY LEVEL

National vocational

qualifications

Training for unemployed

Training for employees

Specialised programmes

for young adults and vulnerable

groups

7

8

9

13

14

15

19

20

18

17

1016

NB: ISCED-P 2011. Source: Cedefop and ReferNet Slovenia.

ADULT LEARNING/CONTINUING TRAINING(outside the school system)

EQF 2-5

EQF 1

EQF 2

EQF 4

EQF 7 EQF 7

EQF 6 EQF 6

EQF 4

EQF 4

EQF 8

EQF 4

EQF 4

EQF 3

EQF 4

EQF 5

EQF 4

Doctoral programmes, 3 years

Integrated bachelor and

master programmes,

5-6 years

General programmes

Third cycle of the integrated primary and lower secondary (basic education) programmes

Technical VET programmes,

mainly school-based,

WBL 15%, 4 years

VET programmes with school-based and

apprenticeship options, 3 years

Mainly school-based technical VET, WBL 10%, 2 years

Craftsman/foreman/ shop manager exams

General bridgingcourse,1 year

Vocational bridgingcourses, 1 year

Short VET programmes, WBL 35%, 2 years

Bachelor programmes,

3-4 years

Professional bachelor

programmes, 3-4 years

Master programmes,1-2 years

Higher VET programmes, WBL 40%, 2 years

ISCED 844

ISCED 767

ISCED 766 ISCED 645 ISCED 655 ISCED 554

3-yearsprofessional experience

ISCED 354

ISCED 354

ISCED 353ISCED 354ISCED 344

ISCED344

ISCED354

ISCED 244

ISCED 353

NB: ISCED-P 2011. Source: Cedefop and ReferNet Slovenia.

SLOVENIA

Distinctive features of VET

The latest VET reform increased the autonomy of schools and teachers over curricula, management and teaching methods. There are also regulations in place to ensure the cooperation of social partners: preparation of occupational standards as a basis for education programmes and the national vocational qualifications (NVQ) system; and design of open curricula, with 20% of the national programme defined by schools as a response to local needs.

Education institutions can form school centres that encompass all VET levels from vocational and technical upper secondary to higher vocational education and general upper secondary education. A school centre is an umbrella institution that provides regulatory, financial and advisory services to schools.

Local companies cooperate actively with VET schools to establish an intercompany training centre (MIC). A MIC is part of a school centre and is an example of well-established and successful cooperation between VET institutions and local companies. Various forms of training are organised within MICs: practical training of students, training and requalification of adults and the unemployed, and further training of the employed.

Permeability between VET and general programmes at upper secondary level is high. Transfer from general to vocational education is possible by passing a vocational matura bridging course. It is also possible for students from technical upper secondary programmes to transfer to general education by passing a general matura bridging course. Technical school graduates can enrol in academic tertiary education by passing one additional general matura exam.

Challenges and policy responses

Improving VET response to labour market needs has been at the heart of the development of competence-based curricula since 2006. The implementation period has brought changes in school curriculum planning, school-company cooperation culture, didactic and student assessment approaches and VET attractiveness. Significant efforts were made through investing in new training facilities (intercompany training centres) and reinforcing practical training in companies. Integrating in-company training into the learning process and competence-based assessment remain a challenge. Development of career guidance services, and promoting more flexible and individualised paths, are current development priorities.

Offering a new way to enter the labour market and to reinforce the competences required in working life are the main reasons for reintroducing the apprenticeship system. With the adoption of the new Apprenticeship Act in 2017, a pilot implementation of the apprenticeship path in four upper secondary VET programmes (ISCED-P 353) has started. Along with companies and schools, chambers also have a significant role in assessing suitability of training places, approving apprenticeship agreements and monitoring companies. Companies are supported to train apprentices.

Another response to labour market needs is the development of curricula for further and specialised qualifications. This has the aim of offering training to employees in SMEs, to develop their competences and to offer new areas of specialisation.

In recent years, significant effort has been made in developing examination materials for the theoretical and practical part of vocational examinations. Greater involvement of employers in vocational examinations remains a priority.

SLOVENIA

Education and training in figures

NB: EU-28 value is based estimated Eurostat values.Source: Cedefop calculations based on Eurostat, UOE data collection on education systems, date of extraction 1.8.2017.

NB: Low reliability for HR 2016 value. Source: Eurostat, EU labour force survey, date of extraction 1.8.2017.

Upper vocational secondary and post-secondary non-tertiary education (levels 3 and 4) Upper general secondary and post-secondary non-tertiary education (levels 3 and 4) Less than primary, primary and lower secondary education (levels 0-2)

Source: Eurostat, EU labour force survey, date of extraction 1.8.2017.

Source: Eurostat, EU labour force survey, date of extraction 2.6.2017.

Upper secondary students (ISCED 2011

level 3) enrolled in vocational and general

programmes % of all students

in upper secondary education, 2015

Lifelong learning% of population aged

25 to 64 participating in education and training

over the four weeks prior to the survey, 2016

Early leavers from education and training

% of the population aged 18 to 24 with at

most lower secondary education and who were

not in further education or training during the last

four weeks prior to the survey, 2016

Employment rates of young graduates

% of 20 to 34 year-olds no longer in education

and training, 2016

0

0

0

20

15

60

10

40

5

20

40

20

80

60

25

100

80

100

26.8

73.2

CZ

29.6

70.4

HR AT

30.5

69.5

SI

32.5

67.5

IT

44.2

55.8

EU-28

52.7

47.3

EUROPE 2020=10

VOCATIONAL

2016

GENERAL

2020 NATIONAL TARGET

MT

93.6

87.3

74.8

AT

87.0

80.9

57.1

HU

81.8

78.8

51.8

SI

81.4

76.0

54.9

EU-28

78.1

72.4

54.7

HR

72.2

66.6

35.9

IT

64.1

55.7

48.1

EL

58.7

59.7

50.2

29.6

SE

4.0

2.8

HR

14.9

AT

5.0

4.9

SI

11.6

SI

87.3

12.7

MT

76.8

23.2

HU

8.3

IT

10.0

10.7

EU-28

6.3

HU

3.0

HR

10.8

EU-28

1.2

RO

12.4

HU

10.0

13.8

IT

16.0

6.9

AT

9.5

19.6

MT

10.0

0

5

10

15

25

20

30

35

E&T 2020=15

EN

spotlight on VETSLOVENIA

Further information Cedefop ReferNet Slovenia (2016). VET in Europe: country report. https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_CR_SI.pdf

Ministry of Education, Science and Sport: Presentation of the Slovenian education system. https://www.youtube.com/watch?v=slZhc8FS7wM&feature=youtu.be.

www.mizks.gov.si/en Ministry of Education, Science and Sport

www.mddsz.gov.si/enMinistry of Labour, Family, Social Affairs and Equal Opportunities

https://eng.gzs.si/ Chamber of Commerce and Industry of Sloveniawww.ozs.si/ozseng/Aboutus.aspx Chamber of Craft and Small Business of Slovenia

www.cmepius.si/enCentre of the Republic of Slovenia for mobility and European educational and training

http://www.cpi.si/en/ National Institute for VEThttp://www.zrss.si/en/ National Education Institutehttp://www.acs.si/index.cgi?lang=4 Slovenian Institute for Adult Educationwww.zrsz.si Employment service of Sloveniahttp://www.umar.gov.si/en/zapisi/?no_cache=1

Institute of Macroeconomic Analysis and Development

http://www.stat.si/StatWeb/en/home Statistical Office of the Republic of Sloveniahttp://en.solazaravnatelje.si/ National school for leadership in educationwww.refernet.si ReferNet Sloveniawww.europass.si Europasswww.npk.si/index.php?lang=en national vocational qualificationswww.nok.si/index.php/en/ Slovenian qualifications frameworkwww.mojaizbira.si guidance/career portal My choice

This Spotlight is based on input from CPI (ReferNet partner in 2016-17).

Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, Email: info@cedefop.europa.eu

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