Organisation of the system in

Slovenia

2008/09

SI European Commission EURYBASE

1. Political, Social, and Economic Background and Trends...... 11

1.1. Historical Overview...... 11 1.2. Main and Legislative Bodies...... 14 1.3. Religions...... 18 1.4. Official and Minority Languages ...... 18 1.5. Demographic Situation...... 18 1.6. Economic Situation...... 19 1.7. Statistics ...... 20

2. General Organisation of the Education System and Administration of Education...... 22

2.1. Historical Overview...... 22 2.2. Ongoing Debates and Future Developments...... 24 2.3. Fundamental Principles and Basic Legislation...... 24 2.4. General Structure and Defining Moments in Educational Guidance ...... 27 2.5. Compulsory Education ...... 29 2.6. General Administration...... 30 2.6.1. General Administration at National Level...... 31 2.6.2. General Administration at the Regional Level...... 33 2.6.3. General Administration at the Local Level...... 33 2.6.4. Educational Institutions, Administration, Management...... 35 2.7. Internal and External Consultation ...... 41 2.7.1. Internal Consultation...... 41 2.7.2. Consultation Involving Key Participants in Society as a Whole ...... 42 2.8. Methods of Financing Education...... 46 2.8.1. Methods of Financing Pre-primary Education...... 47 2.8.2. Methods of Financing Compulsory Education...... 47 2.8.3. Methods of Financing Upper Secondary Education...... 48 2.8.4. Methods of Financing ...... 48 2.8.5. Methods of Financing Higher ...... 49 2.8.6. Methods of Financing Higher Education...... 49 2.8.7. Methods of Financing Private Education ...... 50 2.9. Statistics ...... 51

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3. Pre-primary Education ...... 52

3.1. Historical overview...... 53 3.2. Ongoing Debates and Future Developments...... 54 3.3. Specific legislative framework ...... 54 3.4. General Objectives...... 55 3.5. Geographical Accessibility ...... 55 3.6. Admission Requirements and Choice of Institution ...... 55 3.7. Financial Support for Pupils’ Families ...... 56 3.8. Age Levels and Grouping of Children...... 56 3.9. Organization of Time...... 57 3.9.1. Organization of the Year...... 57 3.9.2. Weekly and Daily Timetable ...... 57 3.10. Curriculum, Types of Activity, Number of Hours ...... 57 3.11. Teaching Methods and Materials...... 58 3.12. Evaluation of Children...... 58 3.13. Support Facilities...... 59 3.14. Private Sector Provisions ...... 59 3.15. Organisational Variations and Alternative Structures ...... 59 3.16. Statistics...... 60

4. Single Structure Education ...... 63

4.1. Historical overview of basic education...... 63 4.2. Ongoing Debates and Future Developments...... 64 4.3. Specific legislative framework of basic education...... 65 4.4. General Objectives...... 65 4.5. Geographical Accessibility ...... 66 4.6. Admission requirements and Choice of School ...... 66 4.7. Financial Support for Pupils' Families ...... 66 4.8. Age Levels and Grouping of Pupils...... 67 4.9. Organisation of School Time...... 67 4.9.1. Organisation of the School Year...... 67 4.9.2. Weekly and Daily Timetable ...... 67

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4.10. Curriculum, Subjects, Number of Hours ...... 68 4.11. Teaching Methods and Materials...... 70 4.12. Pupil Assessment ...... 71 4.13. Progression of Pupils ...... 71 4.14. Certification...... 72 4.15. Educational Guidance ...... 72 4.16. Private Education ...... 73 4.17. Organisational variations, alternative structures in basic education ...... 73 4.18. Statistics...... 73

5. Upper Secondary Education ...... 76

5.1. Historical overview of upper secondary education ...... 77 5.2. Ongoing Debates and Future Developments...... 80 5.3. Specific legislative framework of upper secondary education...... 81 5.4. General Objectives in Upper Secondary Education...... 82 5.4.1. General Upper Secondary School...... 82 5.4.2. Technical Upper Secondary Education and Training...... 83 5.4.3. Vocational Upper Secondary Education and Training...... 83 5.4.4. Short Vocational Upper Secondary Education and Training...... 83 5.5. Types of Institution ...... 84 5.5.1. General Upper Secondary Education ...... 84 5.5.2. Technical Upper Secondary Education and Training...... 84 5.5.3. Vocational Upper Secondary Education and Training...... 85 5.5.4. Short-cycle Vocational Upper Secondary Education and Training...... 85 5.6. Geographical Accessibility of Upper secondary education ...... 85 5.7. Admission Requirements and Choice of School ...... 85 5.7.1. General Upper Secondary Education ...... 86 5.7.2. Technical Upper Secondary Education and Training...... 87 5.7.3. Vocational Upper Secondary Education...... 87 5.7.4. Short Vocational Upper Secondary Education and Training...... 87 5.8. Registration and Tuition Fees ...... 87 5.9. Financial Support for Pupils...... 88 5.10. Age Levels and Grouping of Students...... 88 5.10.1. General Upper Secondary Education...... 88 5.10.2. Technical Upper Secondary Education and Training...... 89 5.10.3. Vocational Upper Secondary Education and Training ...... 89 5.10.4. Short Vocational Upper Secondary Education and Training...... 89

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5.11. Specialisation of Studies...... 90 5.11.1. General Upper Secondary Education...... 90 5.11.2. Technical Upper Secondary Education and Training...... 91 5.11.3. Vocational Upper Secondary Education and Training ...... 91 5.11.4. Short Vocational Upper Secondary Education and Training...... 92 5.12. Organisation of School Time...... 92 5.12.1. School Year...... 93 5.12.2. Weekly and Daily Timetable...... 93 5.13. Curriculum, Subjects, Number of Hours ...... 94 5.13.1. General Upper Secondary Education...... 94 5.13.2. Technical Upper Secondary Education and Training...... 96 5.13.3. Vocational Upper Secondary Education and Training ...... 98 5.13.4. Short Vocational Upper Secondary Education and Training...... 98 5.14. Teaching Methods and Materials...... 99 5.14.1. General Upper Secondary Education...... 100 5.14.2. Technical Upper Secondary Education and Training...... 100 5.14.3. Vocational Upper Secondary Education and Training ...... 100 5.14.4. Short Vocational Upper Secondary Education and Training...... 100 5.15. Pupil Assessment ...... 100 5.15.1. General Upper Secondary Education...... 100 5.15.2. Technical Upper Secondary Education and Training...... 102 5.15.3. Vocational Upper Secondary Education and Training ...... 102 5.15.4. Short Vocational Upper Secondary Education and Training...... 103 5.16. Progression of Pupils ...... 103 5.16.1. General Upper Secondary Education...... 103 5.16.2. Technical Upper Secondary Education and Training...... 103 5.16.3. Vocational Upper Secondary Education and Training ...... 104 5.16.4. Short Vocational Upper Secondary Education and Training...... 104 5.17. Certification...... 105 5.17.1. General Upper Secondary Education...... 105 5.17.2. Technical Upper Secondary Education and Training...... 106 5.17.3. Vocational Upper Secondary Education and Training ...... 106 5.17.4. Short Vocational Upper Secondary Education and Training...... 107 5.18. Educational/Vocational Guidance, Education/Employment links ...... 107 5.18.1. General Upper Secondary Education...... 107 5.18.2. Technical Upper Secondary Education and Training...... 108 5.18.3. Vocational Upper Secondary Education and Training ...... 108 5.18.4. Short Vocational Upper Secondary Education and Training...... 108

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5.19. Private Education ...... 108 5.19.1. General Upper Secondary Education...... 109 5.19.2. Technical Upper Secondary Education and Training...... 109 5.19.3. Upper Secondary Vocational Level...... 109 5.19.4. Short Vocational Upper Secondary Education and Training...... 109 5.20. Organisational Variations and Alternative Structures ...... 110 5.21. Statistics...... 110

6. Tertiary Education ...... 113

6.1. Historical Overview...... 114 6.1.1. Short Tertiary Education ...... 114 6.1.2. Long Tertiary Education...... 114 6.2. Ongoing Debates and Future Developments...... 117 6.2.1. Short Tertiary Education ...... 117 6.2.2. Long Tertiary Education...... 118 6.3. Specific Legislative Framework ...... 119 6.3.1. Short Tertiary Education ...... 119 6.3.2. Long Tertiary Education...... 119 6.4. General Objectives...... 120 6.4.1. Short Tertiary Education ...... 120 6.4.2. Long Tertiary Education...... 120 6.5. Types of Institution ...... 122 6.5.1. Short Tertiary Education ...... 122 6.5.2. Long Tertiary Education...... 122 6.6. Admission Requirements...... 123 6.6.1. Short Tertiary Education ...... 123 6.6.2. Long Tertiary Education...... 124 6.7. Registration and/or Tuition Fees...... 125 6.7.1. Short Tertiary Education ...... 125 6.7.2. Long Tertiary Education...... 125 6.8. Financial Support for Students...... 125 6.8.1. Short Tertiary Education ...... 125 6.8.2. Long Tertiary Education...... 126 6.9. Organisation of the Academic Year ...... 126 6.9.1. Short Tertiary Education ...... 126 6.9.2. Long Tertiary Education...... 127

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6.10. Branches of Study, Specialisation...... 127 6.10.1. Short Tertiary Education...... 127 6.10.2. Long Tertiary Education...... 127 6.11. Curriculum...... 128 6.11.1. Short Tertiary Education...... 128 6.11.2. Long Tertiary Education...... 129 6.12. Teaching Methods...... 131 6.12.1. Short Tertiary Education...... 131 6.12.2. Long Tertiary Education...... 131 6.13. Student Assessment...... 131 6.13.1. Short Tertiary Education...... 131 6.13.2. Long Tertiary Education...... 132 6.14. Progression of Students...... 132 6.14.1. Short Tertiary Education...... 132 6.14.2. Long Tertiary Education...... 132 6.15. Certification...... 133 6.15.1. Short Tertiary Education...... 133 6.15.2. Long Tertiary Education...... 133 6.16. Educational/Vocational Guidance, Education/Employment Links ...... 134 6.16.1. Short Tertiary Education...... 134 6.16.2. Long Tertiary Education...... 134 6.17. Private Education ...... 136 6.17.1. Short Tertiary Education...... 136 6.17.2. Long Tertiary Education...... 136 6.18. Organisational Variations and Alternative Structures ...... 136 6.18.1. Short Tertiary Education...... 136 6.18.2. Long Tertiary Education...... 136 6.19. Statistics...... 137 6.19.1. Short Tertiary Education...... 139 6.19.2. Long Tertiary Education Programmes...... 140

7. and Training for Young School Leavers and Adults...... 143

7.1. Historical Overview...... 143 7.2. Ongoing Debates and Future Developments...... 145 7.3. Specific Legislative Framework ...... 146 7.4. General Objectives...... 148

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7.5. Types of Institution ...... 149 7.6. Geographical Accessibility ...... 150 7.7. Admission Requirements...... 151 7.8. Registration and Tuition Fees ...... 151 7.9. Financial Support for Learners...... 152 7.10. Main Areas of Specialisation ...... 152 7.10.1. Programmes of formal education leading to publicly recognised general and vocational certificates, degrees or qualifications ...... 152 7.10.2. National system of certification of vocational qualifications...... 153 7.10.3. Programmes of informal education and learning...... 153 7.11. Teaching Methods...... 154 7.12. Trainers ...... 154 7.13. Learner Assessment/ Progression...... 155 7.13.1. Formal education leading to a degree or qualification...... 155 7.13.2. Certification system...... 156 7.13.3. Formal or non-formal continuing training for already qualified adults ...... 157 7.13.4. Other informal educational and training in non-accredited programmes ...... 157 7.14. Certification...... 157 7.14.1. Formal adult education...... 157 7.14.2. Certification system...... 157 7.14.3. Formal or non-formal continuing training for already qualified adults ...... 158 7.14.4. Other informal education and training in non-accredited programmes...... 158 7.15. Education/ Employment links ...... 158 7.15.1. Links established by the cooperation of social partners with educational institutions, national institutes and other expert bodies...... 158 7.15.2. Balancing educational offerings with labour market needs ...... 158 7.15.3. Advisory service...... 159 7.16. Private Education ...... 159 7.17. Statistics...... 160

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8. Teachers and Education Staff ...... 162

8.1. Initial Training of Teachers...... 162 8.1.1. Historical Overview...... 164 8.1.2. Ongoing Debates and Future Developments ...... 168 8.1.3. Specific Legislative Framework ...... 169 8.1.4. Institutions - Level and Models of Training ...... 170 8.1.5. Admission Requirements...... 172 8.1.6. Curriculum, Special Skills, Specialisation...... 173 8.1.7. Evaluation and Certificates...... 174 8.1.8. Alternative Training Pathways...... 175 8.2. Conditions of Service of Teachers ...... 175 8.2.1. Historical Overview...... 175 8.2.2. Ongoing Debates and Future Developments ...... 176 8.2.3. Specific Legislative Framework ...... 177 8.2.4. Planning Policy...... 177 8.2.5. Entry to the Profession...... 177 8.2.6. Professional Status...... 178 8.2.7. Replacement Measures ...... 178 8.2.8. Supporting Measures for Teachers...... 178 8.2.9. Evaluation of Teachers...... 179 8.2.10. In-service Training...... 179 8.2.11. Salaries...... 181 8.2.12. Working Time and Holidays...... 182 8.2.13. Promotion and Advancement...... 184 8.2.14. Transfers...... 184 8.2.15. Dismissal ...... 185 8.2.16. Retirement and Pensions ...... 185 8.3. School Administrative and/or Management Staff...... 186 8.3.1. Requirements for Appointment as a School Head Teacher...... 187 8.3.2. Conditions of Service ...... 187 8.4. Staff involved in Monitoring Educational Quality...... 187 8.4.1. Requirements for Appointment as an Inspector ...... 188 8.4.2. Conditions of Service ...... 188 8.5. Educational Staff Responsible for Support and Guidance...... 188 8.6. Other Educational Staff or Staff Working with Schools ...... 189 8.7. Statistics ...... 189

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9. Evaluation of Educational Institutions and the Education System...... 192

9.1. Historical Overview...... 193 9.1.1. Historical Overview of the Evaluation of Schools/Institutions...... 193 9.1.2. Historical Overview of the Evaluation of Education System...... 195 9.2. Ongoing Debates and Future Developments...... 196 9.3. Administrative and Legislative Framework ...... 197 9.3.1. Administrative and Legislative Framework of Schools/Institutional Evaluation ...... 197 9.3.2. Administrative and Legislative Framework of Evaluation of the Education System...... 198 9.4. Evaluation of Schools/Institutions...... 199 9.4.1. Internal Evaluation...... 199 9.4.2. External Evaluation ...... 200 9.5. Evaluation of the Education System...... 201 9.6. Research into Education linked to the Evaluation of the Education System...... 203 9.7. Statistics ...... 203

10. Special Educational Support...... 204

10.1. Historical Overview...... 204 10.2. Ongoing Debates and Future Developments ...... 204 10.3. Definition and Diagnosis of the Target Groups ...... 205 10.4. Financial Support for Pupils’ Families...... 206 10.5. Special Provision within Mainstream Education...... 207 10.5.1. Specific Legislative Framework...... 208 10.5.2. General Objectives...... 209 10.5.3. Specific Support Measures...... 211 10.6. Separate special provision...... 213 10.6.1. Specific Legislative Framework...... 214 10.6.2. General Objectives...... 215 10.6.3. Geographical Accessibility...... 215 10.6.4. Admission Requirements and Choice of School ...... 216 10.6.5. Age Levels and Grouping of Pupils...... 216 10.6.6. Organisation of the School Year ...... 217 10.6.7. Curriculum, Subjects...... 217 10.6.8. Teaching Methods and Materials ...... 218 10.6.9. Progression of Pupils ...... 218 10.6.10. Educational/Vocational Guidance, Education/Employment Links...... 219 10.6.11. Certification ...... 219 10.6.12. Private Education...... 220

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10.7. Special Measures for the Benefit of Immigrant Children/Pupils and those from Ethnic Minorities ...... 220 10.7.1. Minority Education ...... 220 10.7.2. Roma Children...... 220 10.7.3. Immigrant Children...... 221 10.8. Statistics...... 223

11. The European and International Dimension in Education ...... 225

11.1. Historical Overview...... 225 11.2. Ongoing Debates and Future Developments ...... 227 11.3. National Policy Guidelines/Specific Legislative Framework...... 229 11.4. National Programmes and Initiatives ...... 231 11.4.1. Bilateral Programmes and Initiatives...... 232 11.4.2. Multilateral Programmes and Initiatives...... 233 11.5. European/ International Dimension through the National Curriculum...... 234 11.5.1. Pre-primary Education ...... 234 11.5.2. Single Structure Education ...... 234 11.5.3. Upper Secondary Education ...... 235 11.5.4. Tertiary Education Level ...... 236 11.5.5. Continuing Education and Training for Young School Leavers and Adults...... 236 11.5.6. Teachers and Education Staff...... 237 11.6. Mobility and Exchange...... 237 11.6.1. Mobility and Exchange of Pupils/ Students ...... 238 11.6.2. Mobility and Exchange of Teaching and Academic Staff...... 239 11.7. Statistics...... 240

GLOSSARY ...... 241

LEGISLATION ...... 269

INSTITUTIONS...... 279

BIBLIOGRAPHY...... 292

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1. Political, Social, and Economic Background and Trends

See subsections. 1.1. Historical Overview Earliest traces

The oldest proof of human habitation on the territory of Slovenia are two implements made of stone from the Jama cave in the Loza wood near Orehek, which are around 250,000 years old. From the Wurm glacial age, when Neanderthals inhabited the area, the most important find is the flute found in Divje babe, above the Idrija valley. In the late Stone and Bronze Ages, the inhabitants of the area were engaged in livestock rearing and farming. During the transition from the Bronze to the Iron Age, the Urnfield culture existed in this area. Typical of the Hallstatt period were fortified hilltop settlements called gradišče (Most na Soči, Vače, Rifnik, St. Vid near Stična) and beautifully crafted iron objects, and weapons. The ethnicity of the inhabitants of these settlements cannot be determined.

The Celtic Kingdom and the Roman Empire

In the 4th and 3rd centuries BC, the territory of the presentday Slovenia was occupied by Celtic tribes, which formed the first state called . The names of many present places (Bohinj, Tuhinj) date from this time, as well as the names of rivers (the Sava, the Savinja, and the Drava). Around 10 BC, Noricum was annexed by the Roman Empire and Roman cities started to appear, among them Emona (Ljubljana), Celeia (Celje), and Poetovia (Ptuj). Well-constructed trade and military roads ran across Slovenian territory from Italy to .

The first independent duchy

In the 5th and 6th centuries, the area was exposed to invasions by the Huns and Germanic tribes during their incursions into Italy. After the departure of the last Germanic tribe – the Langobards - to Italy in 568, Slavs began to dominate the area, but it is not quite clear as to exactly when they first arrived here. After the resistance against the nomadic Asian Avars (from 623 to 626), this Slavonic people united with King Samo’s tribal confederation, which had its centre in the present Czech Republic. The confederation fell apart in 658 and the Slav people on the territory of the present-day Carinthia formed the independent duchy of , with its centre at Krn Castle, north of today’s Klagenfurt (Celovec). From this period onwards, until 1414, a special ceremony of the enthronement of princes, conducted in Slovene, took place.

Under the Franks and Christianity

In the middle of the 8th century, Carantania became a vassal duchy under the rule of the Bavarians, who began to spread Christianity. In 788, Carantanians together with Bavarians came under Frankish rule. At the beginning of the 9th century, the Franks removed the Carantanian princes because of rebellions, replacing them with their own border dukes. The Frankish feudal system started spreading to Slovenian of which, Carantania was in 976 elevated into the duchy of Great Carantania. The Freising Manuscripts date from this period - a few prayers written in the of the time. In the late Middle Ages, the historic states of Štajerska (Styria), Koroška (Carinthia), Kranjska (), Gorica (Gorizia), Trst (), and Istra (Istria) were formed from the border regions and included in the medieval German state.

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600 years under the Habsburgs

In the 14th century, most of the territory of Slovenia was taken over by the Habsburgs. Their powerful competitors were for some time the Counts of Celje, a feudal family from this area, which in 1436 acquired the title of state counts. This large dynasty, important at the European political level, which had its seat on Slovenian territory, died off in 1456, and its numerous large estates, became the property of the Habsburgs, who retained control of the area right up to the end of the First World War. Intensive German colonisation between the 11th and the 15th centuries narrowed Slovenian lands to an area only a little bigger than the present-day Slovenian ethnic territory. At the end of the Middle Ages, in the 15th and the 16th centuries, life in this area was marked by Turkish incursions. Dissatisfaction with the ineffective feudal defences against the Turks and the introduction of new taxes, particularly tribute, as well as bonded labour, brought about peasant revolts. The biggest revolt in 1515 took place across nearly the completely Slovenian territory. From 1572 to 1573, Slovenian and Croatian peasants organised a joint revolt. Uprisings, which met with some short-lived victories and eventual defeats, continued right up until the first half of the 18th century.

A time of revival

In the middle of the 16th century, the Reformation, mainly Lutheranism, spread across Slovenian territory, helping to create the foundations of the Slovene literary language territory. At the beginning of the 17th century, princely absolutism and the Catholic Church suppressed Protestantism, thereby hindering for a long period the development of literature in Slovene. The Enlightenment in Central Europe, particularly under the Habsburg monarchy, was a positive period for the Slovenian people. It speeded up economic development and facilitated the appearance of a Slovenian middle class. The reign of Emperor Joseph II (1765-1790) which saw, among other things, the introduction of compulsory education and primary education conducted in Slovene (1774), together with the start of cultural-linguistic activities by Slovenian intellectuals, was a time of Slovenian national revival and of the birth of the Slovenian nation in the modern sense of the word. Before the Napoleonic Wars, acquired some secular literature, the first historical study based on the ethnic principle (by Anton Tomaž Linhart), and the first comprehensive grammar (by Jernej Kopitar). During the Napoleonic Wars, Napoleon captured southeastern Slovenian regions and on the territory of Upper Carinthia, Carniola, Gorizia, Trieste, Istria, Dalmatia, and Croatia south of the Sava River, created the (1809-1813) adjoined to the French state, with Ljubljana as the capital. The short-lived French rule changed the taxation system and improved the position of the Slovene language in schools; it did not, however, abolish feudalism.

The Austro-Hungarian monarchy

In the pre-March period modernisation of villages and the first industrialisation started. The most important Slovenian poet, France Prešeren, made his contribution to overcoming language regionalism: he asserted the right to a unified written language for all Slovenes and defended it against attempts to blend it into an artificial Illyrian Yugoslav language. In 1867, Slovenian representatives received a majority of votes in the provincial elections. In the same year, the Austrian Empire was transformed into the dual Austro-Hungarian monarchy. Most of the territory of present-day Slovenia remained in the Austrian part of the monarchy; Pomurje was in the Hungarian part, whilst the Slovenes in Veneto from 1866 had been part of Italy. The idea of a unified Slovenia remained the central theme of the national political efforts of the Slovenian nation within the Habsburg monarchy for the next 60 years.

By the end of the 19th century, industry had developed considerably in Slovenia and the Slovenian people were similarly socially differentiated as in all the other developed European nations.

The state of Slovenes, Croats, and Serbs

During the World War I, which brought heavy human casualties to Slovenia, and devastated its western regions along the bloody Soča front, and with the imperialistic policies of the superpowers, which threatened

12 EURYBASE SLOVENIA to split Slovenian territory among a number of states (the London Pact of 1915), Slovenes tried to arrange a unified common state of Slovenes, Croats and those Serbs living within the Habsburg monarchy. This demand, known as the May Declaration, was made by the Slovenian, Croatian and Serbian representatives in the Vienna parliament in the spring of 1917. The ruling circles of the Habsburg monarchy rejected this demand, even though it was supported by a strong Slovenian national pro-declaration movement. After Austro-Hungarian defeat, the Croatian assembly in Zagreb and a national gathering in Ljubljana on 29 October 1918 declared national freedom and the formation of an independent state of Slovenes, Croats, and Serbs, with its capital in Zagreb. The danger from Italy, which had occupied Primorska and Istria as well as some parts of Dalmatia, and the pressures from the Serbs for unification into a common state, forced the State of Slovenes, Croats, and Serbs, on 1 December 1918, to unite with the Kingdom of Serbia into the Kingdom of Serbs, Croats, and Slovenes, which was in 1929 renamed the Kingdom of .

Following a plebiscite in 1920, most of the Slovenian part of Carinthia was annexed to Austria. Thus, a unified Slovenia never became a reality. The majority of the Slovenian nation in Yugoslavia, which was completely centralised, had no constitutional or legal autonomy, but because of its ethnic compactness and because of the domination of the Slovenian People’s Party (SLS), which strove for autonomy, the nation actually lived a fairly autonomous existence, which even the centralised legislation could not spoil. Slovenia managed to develop both economically and culturally. However, on its domestic political stage there was an intense struggle between the conservative-Christian SLS and the Liberal Party.

The appearance of federal Yugoslavia

During the Second World War, the disintegrated, and Slovenian territory was divided between Germany, Italy, and Hungary. In 1941, the Liberation Front of the Slovenian Nation was founded in Ljubljana and began armed resistance against the occupying forces. The Communist Party soon adopted the leading role within the Liberation Front, gradually redirecting the liberation fight into a socialist revolution and taking total control. At the end of the war, the partisan army liberated the whole of ethnic Slovenia. The assembly of representatives of the Slovenian nation in October 1943 in Kočevje decided to include Slovenia in the new Yugoslavia, which was formed at the AVNOJ (Anti-Fascist Council for the National Liberation of Yugoslavia) meeting in Jajce in 1943 and two years later, the Federal People’s Republic of Yugoslavia (FPRY) was declared. Slovenia, as its constituent part, was renamed the People’s Republic of Slovenia. By 1947, all private property had been nationalised. After the break with the Soviet Union in 1948, Yugoslavia began introducing a milder version of socialism, based on common ownership and self-management. In 1963, the FLRY was renamed the Socialist Federal Republic of Yugoslavia (SFRY) and Slovenia was since then called the Socialist Republic of Slovenia. Slovenia’s economy developed rapidly, particularly in the fifties, when it was strongly industrialised. After the economic reform and further economic decentralisation of Yugoslavia in 1965 and 1966, of the six republics, Slovenia was the one most rapidly approaching a market economy. Slovenia’s domestic product was 2.5 times the state average, which strengthened national confidence among the Slovenes. This confidence showed in both the economic and cultural areas.

The independent state of Slovenia

After the death of Josip Broz Tito in 1980, the economic and political situation started to become very strained and this ultimately led, ten years later to the end of the SFRY. The first clear demand for Slovenian independence was made in 1987 by a group of intellectuals in the 57th edition of the magazine Nova revija. Demands for democratisation and resistance against the centralised Yugoslavia were sparked off by the arrest of three journalists from the political weekly Mladina and a non-commissioned officer of the Yugoslav Army.

In 1988 and 1989 the first political opposition parties emerged, which in the 1989 May Declaration demanded a sovereign state for the Slovenian nation. The next day, the Yugoslav Army attacked the newly formed state. After a ten-day war, a truce was called and in October 1991, the last soldiers of the Yugoslav

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Army left Slovenia. The recognised Slovenia in the middle of January 1992, and the UN accorded its membership in May 1992.

Slovenia managed to establish a liberal political culture by passing numerous fundamental laws, for example with regard to education, and to carry out a social and economic transition into a social market economy with private initiative. In comparison with other post-communist countries, it managed to prevent excessive social differentiation. The economic sector, even though still largely owned by the state, successfully adapted to the world market and recorded significant growth. In 2004, Slovenia joined the EU, with considerable popular support, and NATO.

Slovenia joined the (the first transition country to do so) on 1 January 2007. 1.2. Main Executive and Legislative Bodies

The present Constitution of the Republic of Slovenia was adopted on 23 December 1991, following the results of the plebiscite on the sovereignty and independence of Slovenia on 23 December 1990, when Slovenes overwhelmingly voted for independence.

Under the Constitution, Slovenia is a democratic republic and a social state governed by law. The state’s authority is based on the principle of the separation of legislative, executive, and judicial powers, with a parliamentary system of government. Power is held by the people and they exercise this power directly (through referendums and popular initiatives) and through elections. The highest legislative authority is the National Assembly (90 deputies), which has the right to enact laws.

The Constitution also contains special rights for the Hungarian, Italian, and Roma ethnic communities. The Constitution, as the state’s supreme law, can be amended following a proposal made by twenty National Assembly deputies, by the Government, or by at least 30,000 voters. Such proposals are decided by the National Assembly with a two-thirds majority vote of deputies and a two-thirds majority vote is needed for the passage of amendments to the Constitution. The National Assembly is required to submit a proposed constitutional amendment to a referendum, if so required by at least 30 deputies.

The bicameral is composed of the National Assembly and the National Council. The specific social structure and historical development of Slovenia have prompted the creation of a bicameral system comprising the representation of political parties in the National Assembly and the representation of organised social interests and local authorities in the State Council. The Slovenian Parliament is characterized by an asymmetric duality, as the Constitution does not accord equal powers to both bodies.

The National Assembly of the Republic of Slovenia

The National Assembly is composed of ninety deputies, with one representative of each of the Hungarian and Italian minorities. The deputies are elected for a four-year term; they represent all the people of Slovenia and are “not bound by any instructions” (Article 82 of the Constitution). If a deputy becomes a , a seat in the National Assembly becomes available to the candidate with the most votes among those members of the same party who had originally not qualified for the National Assembly. The National Assembly exercises legislative, voting and monitoring functions. As a legislative authority, it enacts constitutional amendments, laws, national programmes, resolutions, etc. It also creates its own internal rules, ratifies the state budget and treaties, and calls referendums.

As a voting body, it elects the Prime Minister and other ministers, the President of the National Assembly, and up to three Vice-Presidents. On the proposal of the President of the Republic, it also elects judges to the Constitutional Court, the Governor of the , the Ombudsman, etc.

Compared to other bicameral systems, the voting power of the Slovenian lower house is exercised over a wider range of issues. The monitoring function of the National Assembly includes the setting up of

14 EURYBASE SLOVENIA parliamentary enquiries, votes of no confidence in the government or ministers, and constitutional proceedings against the President of the Republic, the Prime Minister or ministers in the Constitutional Court. In order to maintain the stable functioning of the executive branch, a so-called ‘constructive vote of no confidence’ has been introduced, which means that a government can only be ejected when a new one has been elected. The National Assembly acts through committees, which perform tasks typical of permanent parliamentary bodies; and through commissions established for special tasks. Deputy groups also operate within the National Assembly. They must consist of a minimum of three members and enjoy special rights in the activities of the National Assembly.

The National Council of the Republic of Slovenia

The National Council is unusual among the political systems of Western democracies, as its composition reflects the principle of corporate representation. It consists of forty members, twenty-two of whom represent local authorities; four represent employers and another four represent employees; two represent farmers; crafts, and trades, , and higher education institutions, researchers, health care, social security, culture, and sports, and independent professions each have one representative. The Councillors serve a term of five years. The National Council may propose laws to the National Assembly, and has an advisory role. It may demand that the National Assembly review decisions on legislation prior to its promulgation (suspensive veto). It also may demand the commissioning of a parliamentary inquiry, which, along with its right to suspensive veto, enables important corrective measures for the functioning of a democratic system.

The President of the Republic of Slovenia

The President of the Republic represents the Republic of Slovenia and is the commander-in-chief of its armed forces. The President calls the legislative elections, promulgates laws, proposes a candidate for Prime Minister to the National Assembly following talks with the leaders of deputy groups, proposes candidates for judges of the Constitutional Court and members of the Court of Audit, appoints, and recalls ambassadors, accepts the credentials of foreign diplomats, grants clemencies, etc.

The President has no influence over the composition of the government, which is the task of the Prime Minister and the National Assembly. The President of the Republic may dissolve the National Assembly, if, after two successive proposals of a candidate (the second proposal may come from the National Assembly), it fails to appoint a Prime Minister. Should the National Assembly be unable to convene due to a state of emergency or war, the President may, on the proposal of the government, issue decrees, which have the force of law.

The President of the Republic is elected for a five-year term in direct, general elections by secret ballot. The candidate receiving a majority of the valid votes cast is elected President of the Republic. If no candidate receives an outright, the top leading candidates compete in a runoff election. A President may serve a maximum of two consecutive terms. Since the office of Vice-President does not exist in the Slovenian political system, in the event of the prolonged absence of the President, the President of the National Assembly temporarily performs the duties of the President.

The Government of the Republic of Slovenia

As the highest body of the state administration, it passes regulations and adopts legal, political, economic, financial, organisational, and similar measures for regulating areas within the state’s jurisdiction. Its function in the area of legislative initiatives includes proposing laws to be passed by the National Assembly, the state budget, national programmes, and other acts with which political directions for individual areas within the state’s competence are determined. With regard to the EU, the Government represents the Republic of Slovenia and makes submissions to EU institutions.

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The Prime Minister-elect is proposed to the National Assembly by the President of the Republic after discussions with representatives of the parliamentary deputy groups. If his proposal is not elected in the first ballot, the President can nominate the same candidate again or a new one, while the Prime Minister-elect can also be proposed by deputy groups or at least ten deputies. The Prime Minister-elect then puts forward nominations to the Government, and ministerial candidates are required to present themselves to the relevant Committees in the National Assembly, which then vote on their suitability. The National Assembly then approves the ministers with a simple majority.

The Government functions as a cabinet led by a Prime Minister. It consists of the Prime Minister and ministers. Ministers head ministries and determine political guidelines for their operation. The number of ministers is not determined in advance, and every government coalition decides on the number according to its needs and political goals.

The current led by the Prime Minister (elected on 21 November 2008) has 19 members – the Prime Minister and 15 ministers who lead the following ministries: Ministry of Finance; Ministry of the Economy; Ministry of Higher Education, Science and Technology; Ministry of Health; Ministry of the Interior; Ministry of Foreign Affairs; Ministry of Justice; Ministry of Public Administration; Ministry of Labour, Family and Social Affairs; Ministry of Transport; Ministry of Agriculture, Forestry and Food; Ministry of the Environment and Spatial Planning; Ministry of Culture; Ministry of Education and Sport and Ministry of Defence. There are also three ministers without portfolio: responsible for local self-government and regional development; responsible for development and European affairs; and responsible for Slovenes abroad.

The present Government was appointed on 21 November 2008. It was formed on the basis of a coalition agreement signed on 14 November 2008 between the Social Democrats (SD), – nova politika, Liberal Democracy of Slovenia (LDS) and the Democratic Party of Pensioners of Slovenia (DeSUS).

The judicial system

The judicial system is the third branch of government. The task of the judiciary is to decide on the rights and duties of citizens, and charges brought against them. All courts in the Republic of Slovenia are regular courts, and act in accordance with the principles of constitutionality, independence, and the rule of law.

The unified system of courts consists of courts with general and specialised jurisdiction. Courts with general jurisdiction include 44 district, 11 regional, and 4 higher courts, and the Supreme Court, while specialised courts comprise 4 labour courts and a social court (they rule on labour-related and social insurance disputes), and the Administrative Court, which provides legal protection in administrative affairs and has the status of a higher court.

The state prosecution holds a special place in the justice system, as it is an independent state authority, but part of the executive branch of power. The General State Prosecutor is appointed by the National Assembly.

The Constitutional Court of the Republic of Slovenia

The Constitutional Court is the highest body of judicial authority with regard to the protection of constitutionality, legality, human rights, and basic freedoms. It may act as a negative legislature and abrogate an act or part of an act. Constitutional Judges are appointed by the National Assembly following the proposal of the President of the Republic. Nine judges are elected for a period of nine years, with no possibility of a further term. The office of a constitutional judge and judges of specialised and general courts is incompatible with other offices in state bodies.

Local self-government

Slovenia has a long tradition of regionalism and local self-government. The Local Self-Government Act stipulates that a municipality is the basic self-governing local community, with at least 5,000 inhabitants; an urban municipality has at least 20,000 inhabitants. The National Assembly decides on the boundary of a

16 EURYBASE SLOVENIA municipality based on a non-binding referendum of the inhabitants, usually acting in accordance with the outcome. Following the last referendum in April 2006, there are now 210 municipalities in Slovenia.

The authorities of a municipality comprise a mayor, a municipal council and a supervisory committee, with the municipal council being the highest decision-making body. The mayor, who is a directly elected official, represents and acts on behalf of the municipality, and presides over the municipal or city council. The supervisory committee supervises the disposal of municipal property and public expenditure. The constitutional changes of June 2006 introduced provinces to the Constitution of the Republic of Slovenia. The provinces’ tasks will include economic, social, and cultural development, spatial development, and environmental protection, traffic and transport links within the province, and providing public utilities of provincial significance.

The Court of Audit of the Republic of Slovenia

The Court of Audit is the highest body for supervising state accounts, the state budget, and all public spending. The organisation and powers of the Court of Audit are provided by law. It is independent in the performance of its duties and bound by the Constitution and relevant legislation. Its members are appointed by the National Assembly at the proposal of the President of the Republic.

Human Rights Ombudsman of the Republic of Slovenia

Under the Constitution, the Republic of Slovenia has an Ombudsman whose responsibility is the protection of human rights and fundamental freedoms in relation to state authorities, local authorities, and persons in public office. The Ombudsman is proposed by the President of the Republic and elected by the National Assembly with a two-thirds majority vote for a period of six years, and the possibility of another term. A two- thirds majority vote gives the Ombudsman the necessary legitimacy imperative for his/her work. The Ombudsman reports to the National Assembly annually. The annual reports have become an important reflection of the situation regarding basic human rights and freedoms in Slovenia. The law allows the Ombudsman or anyone else to initiate proceedings against violations of human rights. The Information Commissioner Information Commissioner is an autonomous and independent body, established on 31 December 2005 with the Information Commissioner Act, which supervises the protection of personal data and the access to public information. The Commissioner is appointed by the National Assembly at the proposal of the President of the Republic.

Interest groups and social partners

Slovenia has a rich tradition of people organising themselves into interest groups. Today there are over 18,000 different organisations and associations registered in Slovenia, most of them for sports, culture and fire fighting. Some interests are represented in particular: either within the scope of functional representation in the National Assembly or the scope of social partnership. Within the scope of social partnership, the interests of employers and employees are particularly organised. Only representative unions are included in negotiations between the employers and the state. At the government level, there is an Economic and Social Council of Slovenia, comprised of five representatives from the government, employers, and employees, respectively. In Council meetings and negotiations the members advance their views on social, economic and budgetary policies, particularly dealing with issues such as social agreements, social rights, and compulsory insurance, employment problems, prices, and taxes, the wages system, wages policy, employee comanagement etc. It has mainly informal powers, as it is not a part of the formal institution structure of the RS. Decisions are reached through consensus; each representative group must then implement the decisions. The Council has greatly contributed to the enhancement of the social-economic development of Slovenian society.

Ustava Republike Slovenije

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1.3. Religions

The Republic of Slovenia has no official religion.

The relationship between the state and the church is defined by two constitutional principles: the separation of church and state, and freedom of religion.

The separation of church and state primarily means that religious communities may not exercise any administrative competencies. Besides, they are no longer legal persons under public law, but on principle have the same legal status as any other juristic person in a civil society. All religious communities have equal rights.

Freedom of religion means that all individuals can freely, publicly or privately, express their religious beliefs and join any or no religious community. There is neither state nor any official religion. The state respects the religious beliefs of its citizens but is neutral with respect to religions. This means that it equally treats all confessions, including atheism. It guarantees the freedom of functioning to religious communities, which, however, must comply with the constitution and laws of the Republic of Slovenia. Religious communities may establish schools. Parents have the right to provide religious and moral education of their children in compliance with their beliefs and the age and maturity of their children whilst respecting their children's right to freedom of religion.

Ustava Republike Slovenije 1.4. Official and Minority Languages

Slovene is the official language in the Republic of Slovenia. In the areas with the Italian and the Hungarian minority, Italian and Hungarian, respectively, are also official languages.

In areas with Slovene and Italian population that are defined as areas with nationally mixed population, certain vrtci (pre-school institutions) and schools offer instruction in Italian. In pre-school institutions and schools with Slovene as the language of instruction, children also learn Italian and vice versa.

In areas with Slovene and Hungarian population, pre-school institutions, and schools provide in Slovene and Hungarian (bilingual pre-school institutions and schools).

Ustava Republike Slovenije 1.5. Demographic Situation

Slovenia is a small country having a surface area of 20,273 km2 and a population of 2.008,516 inhabitants (as of 30 June 2006). The population density varies considerably from region to region, with an average of 98 inhabitants per km2.

Since 1999, the population of Slovenia is constantly growing, due to the rising net migration, which in 2005 zoomed to 3.2 per 1,000 inhabitants. According to the available data, net migration has been equal or even higher in 2006. Natural increase has been negative since 1997 (-0.3 per 1,000 in 2005). Fertility rate, which has been falling almost uninterruptedly ever since 1980, repairs in 2004 but it is still low: (1.26 in 2005). On the other hand, life expectancy continues to increase: (74.1 years for men and 81.3 years for women in 2005). Consequently, Slovenia's population is ageing. The share of young population is declining while the share of old population is growing and based on the baseline scenario, this process will continue also in the future. Due to rising net migration, the share of prime-age population will still be growing until 2010 when it is expected to start to decline.

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1.6. Economic Situation

Since independence in 1991, Slovenia’s economic development has been very successful, making it one of the most thriving countries in transition. Especially during the period 1995–2007, economic growth in Slovenia was stable, reaching an average slightly above 4%. The Slovenian economy is open, and levels of internationalisation, measured by the average share of exports and imports in gross domestic product (GDP), have increased from 52% to 72% from 1995 to 2005. Economic growth was further enhanced by an increase in the growth of private consumption and investment spending, which was most prominent in the year 1999. Higher economic growth compared to the EU average has enabled a gradual decrease in Slovenia’s development lag. Thus in 2006, Slovenia reached 88% of the average GDP of the EU per capita, expressed in terms of purchasing power, which corresponds to an increase of 15 percentage points compared to 1995. This placed Slovenia in 15th place in the EU.

Economic composition of employment is slowly changing towards a more services oriented economy. Employment rates have been increasing since 2004, when entering EU; Slovenia faced a substantial increase of various forms of informal employment. Slovenia's male employment rate is constantly slightly below, and female employment rate slightly higher than the EU averages. Employment rate in the age group 55-64 is still low (32.5% in 2006). Unemployment rate increased to 6.5% in 2005, mainly due to higher participation rate, which in 2006 continued to increase, while unemployment rate fall to 6.0%. Over the last ten years, female unemployment rate is constantly higher than male one and this difference is becoming wider.

Following economic growth, there was also an increase in employment, which is above the European average since 2000 (in 2006, employment in Slovenia was 66.6%, as against 64.4% in the EU). Compared to the EU average, Slovenia also has a considerably high employment rate of women (61.8% in 2006). The employment rate of older workers remains low (32.6% in 2006), but the situation is improving. For several years, the unemployment has been lower than the EU average (in 2007, 4.9% in Slovenia, as against 7.1% in the EU). Long-term unemployment is also lower than the EU average (in 2006, 2.9% in Slovenia, 3.7% in the EU). The wages policy ensures a sound increase in wages in relation to growth in labour productivity. According to the Statistical Office of the Republic of Slovenia, the average monthly net wage in December 2007 was EUR 870.70.

On 1 January 2007, Slovenia became the first new EU member to adopt the euro, after the European Commission and the European Central Bank made favourable assessments of Slovenia’s readiness for the introduction of the common European currency and following a recommendation for Slovenia’s inclusion in the EMU.

Public expenditure on is relatively high in comparison to the other EU member states. When in 2003, it amounted to 6.02% of GDP or 11.32% of total public expenditures, only four EU member states had a higher share. This can be explained on one side by the high enrolment rate, and on the other, by the high transfer of public subsidies to the private sector, which is, however, decreasing. Private expenditure on education, which is also high in Slovenia, amounted in 2003 to 0.9% of GDP. It is mainly dedicated to tertiary education and institutions

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1.7. Statistics General data

Area: 20,273 km2

Length of borders: 1,370 km in total; with Austria, 318 km; with Italy, 280 km; with Hungary, 102 km; with Croatia, 670 km

Length of coastline: 46.6 km

Population: 2,039,399 (30 June 2008)

Population density: 98.7 inhabitants per km2

Nationalities: (2002 census):

Slovenes 83.1%, Croats: 1.8%, Serbs 2.0%, Muslims (including Bosniacs), 1.6%, Hungarians 0.3%, Italians 0.1%, others 2.2%, unknown 8.9;

Language: Slovene; also Italian and Hungarian in nationally mixed areas;

Currency: euro (since 1 January 2007)

Capital: Ljubljana

The size and age composition of the population of Slovenia, 1995-2025 1995 2000 2005 2010 2015 2020 2025 Population (1000) 1987.5 1990.3 2001.1 2016.2 2018.7 2016.5 2013.7 Age composition (in %) 100.0 100.0 100.0 100.0 100.0 100.0 100.0 0-24 33.2 30.5 27.5 24.9 23.3 22.8 22.7 25-59 49.1 50.3 51.9 52.7 51.4 49.3 47.0 60+ 17.7 19.2 20.6 22.3 25.2 27.8 30.3

Sources: Population statistics (different sources), Statistical office of the Republic of Slovenia; and Population projections, Slovenia, Population and social conditions - Eurostat Queen Tree, 2007

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Main economic and labour market indicators for Slovenia, 2003-2007 MAIN INDICATORS 2003 2004 2005 2006 2007 GDP (real growth rates, in %) 2.8 4.3 4.3 5.9 6.8 GDP in EUR million (current prices and 25,752 27,162 28,704 31,013 34,471 current exchange rate) GDP per capita, in EUR (current prices and 12,900 13,599 14,346 15,446 17,076 current exchange rate) GDP per capita (PPS) 17,000 18,400 19,500 20,700 22,0002 GDP per capita (PPS EU27=100) 82 85 87 88 89 Gross national income (current prices and 25,553 26,848 28,460 30,645 33,792 current exchange rate) Gross national disposable income (current 25,583 26,803 28,316 30,429 33,531 prices and current exchange rate) Rate of registered unemployment 10.9 10.3 10.2 9.4 7.7 Standardised rate of unemployment (ILO) 6.7 6.3 6.5 6.0 4.9 Labour productivity (GDP per employee) 3.2 4.0 4.5 4.2 3.7 Inflation, year average 5.6 3.6 2.5 2.5 3.6 Inflation, end of the year 4.6 3.2 2.3 2.8 5.6

Source: Urad Republike Slovenije za makroekonomske analize in razvoj, http://www.umar.gov.si/fileadmin/user_upload/publikacije/eo/2008/og1108/sem1108s.pdf, page 39

Macroeconomic indices for Slovenia in 2007

Real GDP growth (real growth rate in %) 6.1

GDP per capita in EUR 16,615

Rate of unemployment by ILO in percentage 4.9

Labour productivity (real growth rate in %) 3.3

Inflation (annual average) 3.6

Source: Urad Republike Slovenije za makroekonomske analize in razvoj

Urad RS za makroekonomske analize in razvoj

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2. General Organisation of the Education System and Administration of Education

See subsections. 2.1. Historical Overview

The education system on the territory of the present-day Slovenia, in the form of rural and urban church schools, began in the 13th century. The church monopoly over education began to weaken as late as the 18th century.

The State organisation of primary schools was launched by an Austrian legislative act called the General School Ordinance in 1774. It introduced the school reform of Maria Theresa. For the first time, education was designed for all children. The ordinance also regulated the teaching profession in a new manner. In addition to priests, lay scholars with appropriate qualifications were granted the right to teach. Three levels of educational inspection were introduced: the school commission in the province capital, regional school inspectorates, and local school inspectorates. Public schools and the supervision of public education came under state jurisdiction with the School Act of 1869.

The role of school inspectorates was also very important in the Kingdom of Yugoslavia. Education and educational supervision were centralised but local stakeholders and parents had the right to participate in the administration of education and school management. An act passed in 1929 regulated local and regional school boards. They independently decided upon certain financial and organisational issues (for example: purchase of heating fuel, procurement of books and other teaching resources, establishment of libraries, enrolment of children, supervision of school attendance, assistance to poor pupils, organisation of school excursions) and were in a position to make proposals concerning instruction.

The act adopted in 1955 determined the following school governance bodies: the school board, the assembly of teachers, and the headteacher. School boards consisted of teachers, parents, and other interested individuals. The division of power between administrative and professional bodies was clear until 1964. The school council, the governing board, and the headteacher were the governing bodies, while the assembly of school teachers, the assembly of class teachers and razrednik (the homeroom teacher) were the professional bodies.

In the 1970s and 1980s, the school system became decentralised. Self-managing communities at the municipal, town and state level and branch self-managing communities (samoupravne skupnosti) were set up. They comprised representatives of education providers and users. They included a large number of various committees and councils of experts.

Slovenia became an independent country in 1991 after the disintegration of Yugoslavia (8 October 1991). Slovenia became a Member State of the European Union in 2004.

The 1990s were a turning point in the further development of the education system in the Republic of Slovenia. In its efforts to set up a high quality education system which would enable the maximum number of its residents not only to exercise their rights to education, but also to achieve the desired occupation, Slovenia introduced new legislation regulating the entire education system from pre-school up to education (1993–1996).

Up to 2008, the legislation regulating matters of management, organisation, and financing had undergone many changes. They related to specific issues, especially the following:

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● Changes of 2001 introduced detailed regulation regarding public liability insurance and delimitation of obligations between the government and the local community; ● Changes of 2002 explicitly allowed confessional activity in those pre-school institutions and schools that were granted a concession, provided it did not interfere with the programme offered as a public service. Since regional school administrations had not been established, as was stipulated by the act of 1996, the Ministry carried out their legal obligations and a deadline was set for their establishment by 1 September 2005; ● Changes of 2003 introduced the option of volunteer (unpaid) graduate traineeship for teachers in schools; ● Post-secondary vocational education was re-regulated by the Post-Secondary Vocational Education Act (2004) and became short tertiary education; ● Changes of 2005 terminated school administrations and their duties, except some duties in regards to placement of children with special needs which remained under the jurisdiction of regional branches of the National Education Institute, were transferred to the Ministry of Education and Sport; ● In 2006, the provision regulating the setup of school councils was changed to comprise equal numbers of teacher, school founder and parent representatives. The headteacher selection is made by the pre- school institution or school council and can be made without the Minister's opinion; ● Changes of 2008 introduced binding procedures for quality assessment and assurance in pre-school institutions and schools both at the national and institution level; pre-school institutions and schools are now obliged to report annually to their administration about the results of self-evaluation. The act also stipulates the gradual introduction of a financing system per student in upper secondary and post upper secondary schools by 2012.

Higher education is regulated by a special act of 1993 (revised in 1995, 1998, 1999, 2001, 2003, 2004, 2006, 2007 and 2008). The Higher Education Act regulates the status of higher education institutions, the conditions for management, the definition of public service in higher education and the sources of financing. Changes relating to organisation and management were primarily in the following areas:

● In 1999, the act defined the special status of universities as autonomous research, artistic and educational institutions. Citizens of EU member states were given the right to enrol in higher education programmes in Slovenia under the same conditions as Slovenian citizens. Student representatives became members of university senates. The act also gave university members (individual faculties, academies and professional colleges) the right to open business bank accounts. Universities or single higher education institutions founded by the government became owners of assets acquired from public funding and were given the right to manage them at their discretion and in accordance with regulations. They could sell their assets or take a loan on equity only if they obtained prior approval from their founder. Responsibilities regarding financial management were partly transferred to higher education institutions; workplace descriptions were to be autonomously determined by the head of the higher institution (whereas previously the Minister's approval had to be sought) who was also given the task to devise an annual plan including budgeting. The annual plan together with the report by the quality assurance committee had to be submitted to the Minister of Education. ● Changes of 2004 introduced detailed guidelines regarding the establishment of higher education institutions. The head of each institution was given a new responsibility of quality assurance (self- evaluation). There was a detailed description of responsibilities regarding accreditation of study programmes and other elements of the . The Council for Higher Education was given broader responsibilities. The act stipulated the establishment of an independent agency for higher education. The act also stipulated the gradual introduction of lump sum financing. ● Following parliamentary elections in 2005 when the right-centre coalition came to power, ministries were reorganised. The Ministry of Education, Science and Sport was split into two ministries: the Ministry of Education and Sport and the Ministry of Higher Education, Science and Technology. The area of short tertiary education remained in the domain of the Ministry of Education and Sport.

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● Changes in the Higher Education Act of 2006 assigned advisory, accreditation, evaluation and habilitation responsibilities to the Council for Higher Education whereas the establishment of an independent agency for higher education was discarded The Council for Higher Education was also given some responsibilities of quality assurance in higher education (short tertiary education) which was otherwise administrated by the Ministry of Education and Sport. The act reorganised the national scale of educational levels and set the standards of recognition for qualifications obtained in previous eras when different legislation applied.

Zgodovina šolstva in pedagogike na Slovenskem Svet za visoko šolstvo Republike Slovenije Ministrstvo za šolstvo, znanost in šport Ministrstvo za šolstvo, znanost in šport - ENIC Slovenija Univerza v Ljubljani, Visoka šola za socialno delo Zakon o visokem šolstvu 2.2. Ongoing Debates and Future Developments

Over the past few years, objectives have shifted towards improving the quality and efficiency of the education system. The latter includes the formation of education standards comparable to other EU Member States and modernising the content of educational programmes and teaching methods. The revised education legislation (from 2006 onwards) aims to improve the organisational flexibility of education institutions, thus increasing the autonomy of teaching staff and enabling students to choose from a wider range of options. The new left-centre government (elected in November 2008) has announced a new White Paper on Education. In some areas, the new Minister of Education has already showed support for increased autonomy of schools and teachers and for decreased political interference in professional decisions regarding education.

In 2007 the Government initiated preparations for the establishment of regions. The regions should deal with local affairs of greater importance that exceed the resources of individual municipalities and execute specific powers and functions delegated by the central government. It is proposed that the current state administrative responsibilities over upper secondary and short tertiary education are transferred to the regional level.

To date, the regional legislation has not been adopted. The new government (elected in November 2008) has announced further discussions, development of new guidelines, and the implementation of regions in 2009- 2010.

The new government of 2008 has also announced the development of a special act regulating universities, a thorough revision of the Higher Education Act, the establishment of an independent agency for higher education and an increase in funds for higher education. 2.3. Fundamental Principles and Basic Legislation Principles

The Constitution of the Republic of Slovenia (1991) stipulates freedom of choice in education. Basic education (primary and lower secondary education – osnovne šole) is a single structure system consisting of nine years of compulsory schooling. Over the previous decade, the main priorities have been to improve the education levels of the population and offer all Slovenian citizens equal educational opportunities, regardless of their residence, cultural or linguistic origin, health condition, social background or gender

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The constitution regulates fundamental rights in the area of education by determining that:

● Education is free, ● Compulsory basic education is the responsibility of the state, ● The state must finance compulsory education with public funds, ● It is the responsibility of the state to give its citizens the opportunity to obtain adequate education, ● State higher education institutions are autonomous.

The constitution separately regulates the rights of the Italian and Hungarian ethnic minorities. According to the law, the two ethnic minorities are entitled to education taught in their mother tongue and are also permitted to devise and develop their own policy of education. The law determines the areas of compulsory bilingual education (Article 64). The constitution lays down the rights and duty of parents to oversee the education of their children (Article 54). The constitution regulates the autonomy of univerze (universities) and visoke strokovne šole (professional colleges) as higher education institutions and also allows freedom in scientific and artistic endeavours. According to the Constitution, members of the Roma population have the right to maintain and develop their own language and culture. Specific educational rights of Roma children are guaranteed by the educational legislation and the Roma Community Act (2007).

Immigrant children have the right to compulsory education under the same conditions as citizens of the Republic of Slovenia. The instruction of immigrant children’s native languages and cultures is offered in compliance with international agreements. From 2007, schools are obliged to offer additional teaching of the Slovene language to those who need it. The objective is to prepare immigrant students for inclusion into the Slovene education system and society, and to support their cultural identity and bilingualism. The National Education Institute develops curricula for languages of immigrant children so that they may choose to study their own native language as an elective.

Principles in Tertiary Education

Short tertiary education complements the offering of tertiary education. The Act of 2004 stipulates the implementation of objectives of the Bologna and the Copenhagen declaration and the following principles:

● comparability of occupational standards at the European level, establishment of a credit study system, issuing a supplement to the diploma in a foreign language; ● professional autonomy of higher education institutions, quality assurance and respect for professional standards in higher education; ● more emphasis on expert decision-making with regard to study programmes by relevant councils of experts; ● establishment of a uniform system for assessment and quality assurance in higher education studies as part of tertiary education; ● strengthening the student position in decision-making processes of bodies at the school and state level; and ● implementation of social partnerships in the planning and the conduct of higher education programmes.

Principles in higher education as stipulated by the Constitution and the Higher Education Act (2006) guarantee that universities operate on the principle of autonomy, which means that they enjoy:

● freedom of research, artistic creativity and knowledge dissemination; ● independent management of human resources, internal organisation and operation; ● independent development and approval of study and scientific research programmes, determination of study regime and forms and dates of assessment; ● award of professional and scientific titles in accordance with the law and award of an honorary doctorate and the title professor emeritus;

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● decision-making regarding forms of cooperation with other institutions; ● management of assets in accordance with the purpose for which they have been acquired. Legislation

Slovenian educational legislation is based on different types of educational institutions and it concerns: the objectives, students’ rights and responsibilities, organisation, content, evaluation, certification, levels of education, teaching staff, alternative forms of education, data collection and protection of personal data and punitive provisions.

Common administrative and financial matters of pre-school institutions and schools are governed by the Organisation and Financing Education Act (1996, last amendment 2008). Specific and individual matters are regulated by the:

● Pre-school Institutions Act (1996, last revision 2008); ● Basic School Act (1996, last revision 2007); ● Education and training of children, youth and junior adults with special needs (2000, last revision 2006), and in a special Act on the Placement of Children With Special Needs (2000, last revision 2006); ● Music Schools Act (2000, last revision 2006); ● Vocational and Technical Education Act (2006); ● National Vocational Qualifications Act (2000, last revision 2006); ● Gimnazije Act (1996, last revision 2006); ● Adult Education Act (1996, last revision 2006); ● School Inspection Act (1996, last revision 2005).

Post-secondary vocational education is regulated by the Post-Secondary Vocational Education Act (2004).

The conditions for establishing universities, faculties, art academies and professional colleges; the procedure of adopting publicly recognised study programmes; the method of determining the extent of higher education activity financed by public funds and the situation of students; and professional titles are regulated by the:

● Higher Education Act (1993, last revision 2008); ● Professional and Academic Titles Act (2006); ● Recognition and Assessment of Education Act (2004, last revision 2005).

Zakon o izobraževanju odraslih Zakon o osnovni šoli Ustava Republike Slovenije Zakon o gimnazijah Zakon o visokem šolstvu Zakon o glasbenih šolah Zakon o nacionalnih poklicnih kvalifikacijah (ZNPK) Zakon o organizaciji in financiranju vzgoje in izobraževanja Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP) Zakon o vrtcih Zakon o šolski inšpekciji Zakon o poklicnem in strokovnem izobraževanju Zakon o posebnih pravicah italijanske in madžarske narodne skupnosti na podroèju vzgoje in izobraževanja /ZPIMVI/

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2.4. General Structure and Defining Moments in Educational Guidance Organisation of the education system in Slovenia, 2008/09

SI 1 2 3 4 98765 10 5141312111 16 17 18 19 20 21 22 23 24 25 26 27 VRTCI GIMNAZIJE UNIVERZITETNI PROGRAMI / STROKOVNI PROGRAMI OSNOVNE ŠOLE TEHNIŠKI / STROKOVNI PROGRAMI VIŠJE STROKOVNE ŠOLE

POKLICNI IN POKLICNO-TEHNIŠKI PROGRAMI

POKLICNI PROGRAMI POKLICNI TEČAJ / MATURITETNI TEČAJ

Pre-primary – ISCED 0 Pre-primary – ISCED 0 (for which the Ministry of Education is not responsible) (for which the Ministry of Education is responsible) Primary – ISCED 1 Single structure – ISCED 1 + ISCED 2 (no institutional distinction between ISCED 1 and 2) Lower secondary general – ISCED 2 Lower secondary vocational – ISCED 2 (including pre-vocational) Upper secondary general – ISCED 3 Upper secondary vocational – ISCED 3 Post-secondary non-tertiary – ISCED 4 Tertiary education – ISCED 5A Tertiary education – ISCED 5B Allocation to the ISCED levels: ISCED 0 ISCED 1 ISCED 2

Compulsory full-time education Compulsory part-time education Part-time or combined school and workplace courses Additional year -/n/- Compulsory work experience + its duration Study abroad Source: Eurydice.

Organisation of the education system in Slovenia, 2008/09 – up-date of the diagram B1

The structure of the Slovenian education system in 2008/09:

● Pre-primary education; ● Basic education (single structure of primary and lower secondary education); ● Upper secondary education; o short vocational education (120 ECTS), o vocational education (180–240 ECTS), o technical education (240–300 ECTS), o vocational and technical education (180+120 ECTS), o general education (four years); ● Short tertiary (higher vocational) education (120 ECTS); ● Higher education; o First-cycle professional or academic (180-240 ECTS), o Second-cycle masters studies (60-120 ECTS), o Third-cycle doctoral studies (180 ECTS).

Alongside, there are sub-systems:

● Special needs education; ● Music and dance education;

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● Continuing education and adult education; o formal adult education, o master craftsman qualification (60 ECTS), o technical courses (60–90 ECTS), o courses (one year), o formal national certification system (validation of competences), o continuous training of adults, o non-formal education of adults, o higher education supplementary courses (10–60 ECTS). Pre-primary education intended for children between the ages of one and five are not compulsory. It is provided by pre-school institutions (vrtci) and pre-primary units in basic schools (osnovne šole). Pre-school institutions may organise pre-school education for children in family care. The length of basic education is nine years and it is compulsory. Pupils must be six years old to enter the first year. The basic school curriculum is divided to three, three-year cycles. Successful completion of basic education enables pupils to proceed to a chosen upper secondary school. Pupils who complete the legal compulsory period of nine years of schooling and succeed to satisfy the requirements of at least seven years, can continue their education in a short vocational programme. Following the completion of basic education, almost all students continue their education at the upper secondary level. Upper secondary education is provided by vocational (poklicne šole), technical (srednje strokovne šole) and gimnazije schools or combined school centres (šolski centri). Upper secondary schools select their students autonomously on the basis of general criteria stipulated by the law and according to specific criteria determined by schools themselves. Vocationally oriented schools provide various kinds of vocational and technical education and offer a variety of programmes and levels of difficulty. Vocational education ends with an internal final examination (zaključni izpit). Successful completion of a short vocational programme provides access to any other upper secondary programme, while longer vocational education programmes lead to the labour market or to a second cycle technical level of education (180 ECTS of vocational education + 120 ECTS of technical upgrading). Technical education ends with the vocational matura (poklicna matura).Students with vocational matura can choose to continue their studies in professionally oriented higher education programmes, 80% of them do so, or enter the labour market. If they pass an additional general matura exam, they may also enrol in some academically oriented university programmes. Upper secondary general education is provided by gimnazije. These general schools are open to students who have successfully completed nine years of compulsory education. In the case of limited enrolment, higher marks are required for admission. For the completion of gimnazija, students must pass the general matura examination (matura), which provides general eligibility for higher education. The main objective of gimnazija is the preparation of students for further academic studies. Students who fail to complete upper secondary education have second chances in continuing forms of education: ● Matura courses (one year) prepare students for the matura examination; it is intended for those who have dropped out of the upper secondary school and wish to continue their education and enter higher education; ● Technical courses (60–120 ECTS) prepare students for the vocational matura examination; it is intended for those who have dropped out of the upper secondary school and wish to acquire an occupation and enter the labour market;

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● The master craftsman examination (mojstrski izpit) is designed for students with a vocational qualification (180 ECTS) who have been employed for at least three years and wish to continue their studies in short higher education or teach practical subjects in vocational schools. To enter a short higher vocational course, an additional exam from the list of general matura subjects is required; ● Competence tests verify student’s knowledge and skills. Students may obtain a vocational qualification independent of how they have acquired vocational skills. Vocational upper secondary qualifications can be obtained through competence tests. This is the so called certification system and is governed by a separate law.

After passing a matura or vocational matura examination, students can apply to enrol in higher education. The Slovene tertiary education consists of short higher vocational education provided by higher vocational colleges (višja strokovna šola), and traditional higher education. The latter consists of professional colleges (visoka strokovna šola), art academies and faculties, either singularly or joined together under a university. First-cycle (BA) programmes prepare students for highly demanding professions and for more advanced academic studies and research within the second-cycle. The third-cycle studies lead to doctoral degrees.

Adult education and training offers citizens the opportunity to obtain education and complete qualifications at any stage of life. Adults can study at the same educational institutions as young people or at folk high schools (ljudske univerze), in-company education centres, and various organisations in the fields of culture, politics, leisure activities and the like. Numerous education providers are not always registered as educational institutions, but rather as clubs and associations.

The education of children with special needs is provided by pre-school institutions, schools, and institutions. Several forms of SEN coexist: education in separate institutions, adapted programmes and/or separate groups in mainstream schools, and inclusion in mainstream education.

Basic musical and dance education is provided by preparatory music schools, basic music schools and upper secondary artistic gimnazije. Pupils attend two schools at one time: the compulsory school in the morning and the music school in the afternoon. 2.5. Compulsory Education

According to the Basic School Act, children permanently residing in Slovenia are subject to compulsory education. Parents or guardians must ensure that they complete legal compulsory education requirements, which start in the year the child turns six and end when the programme is completed, or nine years after the commencement of compulsory education. Pupils with special needs have the right to compulsory schooling for an additional three years. Parents have the right to choose between public or private basic schools within the school district of their residence, or home-schooling.

The procedure to establish whether a child is ready to commence schooling can be launched following a parents' request or a request from the health services.

If parents fail to enrol their children in basic school (osnovna šola) or do not give them the opportunity to complete basic education, they are criminally liable. Enrolment checks are carried out by basic schools on the basis of records of school-age children in the school districts. Cases of non-enrolment are reported to the ministry, which then investigates if a child is possibly enrolled in another school district.

Proportionate and suitable geographical distribution of basic schools is provided by local communities, which set up and maintain schools according to the nationally defined criteria considering the number and the age of children, density, and socio-economic circumstances within a school district.

Zakon o osnovni šoli

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2.6. General Administration

Education policy is defined by the parliament and the government and is enforced by forms of educational legislation, development documents, strategic documents, master plans, and the state budget legislation.

The development of education in the recent past was founded on Slovenia’s political-economic vision, adopted in the National Strategy of Development of Slovenia (2005). It was geared towards a market economy that combined a liberal economy with a more effective and flexible social-partner state. The emphasis was on decentralisation and public-private partnerships, deregulation and structural reforms, individual needs and responsibilities. Higher education development is based on the Resolution on the National Higher Education Development Programme for the 2007-2010 Period (2007). It includes evaluation of educational goals and measures to reach these goals, priorities, activities, and the allocation of resources.

The new government of November 2008 aims to ensure a balance of economic, social, employment, and environment policies, with priority given to scientific and technological development, knowledge and creativity. The responsibility for education and higher education will remain split between the two ministries which are responsible for the development of educational legislation and decision-making in regard to the state budget for education. The implementation of policies related to pre-university education and training, including higher vocational education, rests with the Ministry of Education and Sport and the Ministry of Labour, Family and Social Affairs (dealing with matters concerning vocational education and training). Since 2005, the responsibility for the implementation of policies relating to higher education (short higher education excluded) has rested with the Ministry of Higher Education, Science and Technology. The sectors which fall under its authority include: universities and single higher education institutions, student residences and tertiary education libraries.

The government is also required to maintain a public network of educational institutions for children and adolescents with special needs. The government and the ministry's powers in the management of these institutions are the same as their powers in other institutions in upper secondary education. The same applies to adult education and to folk high schools (ljudske univerze) established by the government.

Municipalities are required to maintain a public network of music schools. The municipality's powers are the same here as those which apply to pre-schools. Control over compliance with the relevant acts, other regulations and documents which regulate the organisation, budgeting and the conduct of education provided by music schools, educational institutions for children and adolescents with special needs, organisations providing adult education and private persons providing accredited educational programmes, is conducted by the Inspectorate of the Republic of Slovenia for Education and Sport. School inspection includes control over compliance with acts, regulations, and other documents regulating student residential facilities.

In the Republic of Slovenia, private schools have been established since 1991 when the Institutions Act was passed. Certificates and diplomas issued by religious schools gained recognition in 1991 when the Legal Status of Religious Communities in the Socialist Republic of Slovenia Act was revised. In 1992, these schools were awarded concessions and subsequently public funding, and their certificates and diplomas became publicly recognised. In the same year, the first Waldorf basic school was established. Realisation of private interests in education is based on the principle of choice in the school environment. The government must provide value neutral public pre-school institutions and schools while for those who desire special values in terms of religion, special educational principles or academic excellence, such options should be provided.

From the financial and expert perspective, there is no strict division between the public and private educational institutions. Private schools and pre-school institutions can be established provided the prescribed standards are met. Private schools and pre-school institutions are allowed to freely choose their ideology and religious convictions, the manner of education, teaching methods, organisation of lessons and

30 EURYBASE SLOVENIA learning materials; however, the government does influence their programmes and methods of work as they are financed to various degrees from public finances. Nevertheless, the founding members, be it private persons or legal entities, are responsible for the legal operation of the institution which must respect the regulations regarding employment, work environment, programmes and similar.

The two systems of public and private schools complement each other. The strategies for the development of education after 2006 include the privatisation of education in the sense of removal of hindrances in the establishment of private educational institutions, of broadening the scope and choice for pupils, students and their parents, of encouraging public-private partnerships, and of activating private financial resources. 2.6.1. General Administration at National Level

General administration of the education system at the national level is provided by the ministries: the Ministry of Education and Sport, and the Ministry of Higher Education, Science and Technology. The ministries co-operate with the Ministry of Finance (general financial rules, budgets and payments), Ministry of Labour, Family and Social Affairs (occupational profiles in vocational education) and other ministries.

The Ministry of Education and Sport carries out most of the financial, administrative and expert tasks. It prepares concepts and strategies, legislation and regulations on the basis of experts’ opinions. Its responsibilities also include the creation of policies for the admission of pupils and students into schools and colleges, financing schools and colleges, and supervising staffing and employment procedures. Feedback on the work of the education system is collected through statistics, targeted evaluation and research studies, statewide examinations, and international research.

The Ministry of Higher Education, Science and Technology performs tasks in the field of higher education, research, technology, metrology and promotion of the information society in the areas not covered by other ministries. The ministry also coordinates work in the field of the information society. The Department for Higher Education performs tasks enabling planning, directing and financing of higher education activities, residential facilities for students, and higher education libraries. It defines starting points and objectives of higher ; analyses the attainment of concrete goals; drafts the National Higher Education Programme and monitors and evaluates its effects; prepares legislative and other proposals; approves the calls for enrolment and the distribution of study programmes; determines, implements and analyses integral financing of higher education institutions; analyses socio-economic issues for students; and performs expert tasks related to integration into the European Union Higher Education Area. It also participates in creating an information system for higher education; analyses and monitors financing; examines and settles at second instance appeals concerning students’ residential facilities and Slovene Human Resources Development and Scholarship Fund.

The Ministry of Labour, Family and Social Affairs shares partial responsibility with the Ministry of Education for vocational and technical education and training including the system for certification of national vocational qualifications and the agreement of education policies with social partners. The Ministry of Internal Affairs is responsible for the training of police, customs and penal administration officers. The Ministry of Public Administration handles professional training and supplementary education programmes for civil servants. Training of military personnel is under the jurisdiction of the Ministry of Defence. The various Ministries coordinate their work and activities when addressing inter-ministerial issues. Specific problems are analysed by short-term or long-term working groups and consultation bodies. The Ministry of Education and the Ministry of Health collectively manage and decide on matters relating to health care and healthy nutrition of young people, AIDS, tobacco and drug abuse, and violence. The Ministry of Culture cooperates with the Ministry of Education in all matters concerning both culture and education, for example, development of libraries, literacy and reading culture, linguistic issues, and intercultural dialogue. Both Ministries also cooperate closely on matters relating to the perception of culture amongst young people and activities aimed at improving children's access to culture.

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There are two rather independent internal bodies within the Ministry of Education:

● the Inspectorate for Education and Sport which oversees the implementation of legislation in pre- university institutions and in the area of sport, and ● the Office for Youth devoted to activities and services for youth.

In conjunction with the Ministry of Education, there are three national agencies supporting its work: the National Education Institute (Zavod RS za šolstvo), the Institute od the Republic of Slovenia for Vocational Education and Training (Center RS za poklicno izobraževanje in usposabljanje), and the National Centre for Adult Education (Andragoški center Slovenije). These institutes prepare expert materials which serve as the basis for decision-making. They draw up national curricula for basic, upper secondary and short higher vocational education which are discussed and adopted by the National Councils of Experts and the Minister. They assist in the evaluation of schools and contribute to the preparation of statewide examinations. They promote and encourage the further development of schools, offer expert advice to teachers and initiate education-related projects. External assessment of pupils, students, apprentices, and adult participants in education is managed by way of organisation and expertise by the National Examinations Centre.

For expert decision making in pre-tertiary education, the government has established councils of experts for relevant fields, namely: the Council of Experts for General Education, the Council of Experts for Vocational Education and the Council of Experts for Adult Education. The responsibilities of these councils of experts include decision-making powers: approval of certain types of programmes or development of proposals for programmes, development of syllabuses and curricula, confirmation of textbooks, and accreditation of educational programmes provided by private schools. In accordance with the Public Administration Act, the Minister of Education appointed a number of his/her advisory bodies: the Council of Experts for Musical Education, the Council of Experts for Evaluation and the Programme Council for Further and Training.

The expert body for higher education appointed by the government is called the Council for Higher Education. Its responsibilities include accreditation, evaluation and habilitation as well as providing advice to the government in the development of higher education policies and strategies.

Svet za visoko šolstvo Republike Slovenije Strokovni svet Republike Slovenije za izobraževanje odraslih Strokovni svet Republike Slovenije za splošno izobraževanje Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje Center Republike Slovenije za poklicno izobraževanje Ministrstvo za kulturo Ministrstvo za šolstvo, znanost in šport Ministrstvo za finance Ministrstvo za šolstvo, znanost in šport - ENIC Slovenija Ministrstvo za delo, družino in socialne zadeve Univerza v Ljubljani, Visoka šola za socialno delo Andragoški center Republike Slovenije

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2.6.2. General Administration at the Regional Level

Slovenia has not yet established regions. The new regional legislation is currently under development. All related tasks are currently conducted directly by the Ministry of Education and Sport. 2.6.3. General Administration at the Local Level

The Constitution defines a municipality as a self-managed local community. The area covered by the municipality includes one or more settlements united by common interests and the needs of their residents. The municipality has authority over local affairs which can be managed independently and relate only to its population. The municipality's authority is determined by the Local Self-Government Act adopted in 1993 (revisions and amendments in 1994, 1995, 1997, 1998, 2000, 2002, and 2005). In terms of education, the municipality's authority is regulated by the Organisation and Financing Education Act and acts regulating specific areas of education.

Municipalities act as founders of public pre-school institutions (vrtci), music schools, and basic schools (osnovne šole. They provide these institutions with partial or main financial resources needed for the provision of their programme and partial resources for assets and their maintenance. Other finances are provided by the government, namely, for the salaries of basic school employees and for material expenses and assets. Local authorities are responsible for co-management of the pre-school institutions and schools they partially finance. Financial resources for this purpose can be obtained from local taxes and/or the state government. Criteria for financing are determined by the minister in charge of education and apply to the whole country. Municipalities take part in the management of basic schools. They must respect the national school legislation and standards set by law.

In ethnically mixed areas, the Italian and the Hungarian ethnic communities respectively are co-founders of public pre-school institutions and schools in which the language of instruction is either the language of the ethnic community (Italian) or lessons are delivered bilingually (in Hungarian).

Legal authority over private pre-school institutions and schools is held directly at the national level.

Zakon o posebnih pravicah italijanske in madžarske narodne skupnosti na podroèju vzgoje in izobraževanja /ZPIMVI/

Zakon o lokalni samoupravi

2.6.3.1. General Administration of Pre-Primary Education at Local Level

In pre-basic education, municipalities have the obligation of providing a public network of pre-school institutions (vrtci). Such a public network includes all public pre-school institutions established by the municipality and private pre-school institutions which were awarded a special order (concession) by the municipality giving them the right to provide a pre-school education programme which is the same as in public pre-school institutions. A public network of pre-school institutions must be organised in a way that ensures parents and children have sufficient access and choice of programmes.

In the founding instrument, the municipality determines the newly established pre-school institution's status: it can be an independent legal entity, organisational unit or a pre-school institution unit attached to a basic school (osnovna šola). The municipality also determines: the pre-school institution's name and its locality, the types of pre-school programmes the pre-school institution provides, it appoints the pre-school institution's bodies and determines their responsibilities, and organises its financing. The municipality takes part in the management of pre-school institutions by providing its opinion on the headteacher selection and directly through its representatives in the pre-school institution's managing body, the Pre-school institution Council.

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If parents wish to enrol children in pre-school institutions, municipalities are required to provide places. Municipalities thus develop a pre-school institution network and give their approval to the job specifications. By law, municipalities are allowed to increase the maximum number of children per classroom by two children if there is a shortage of places in pre-school institutions under their authority. Parents pay fees for pre-school education in relation to their financial situation (between 20% and 80% of standard rates). A pre- school institution is required to harmonise with its municipal authority all those elements of its annual work plan which have financial consequences for their founder. Municipalities impose their authority through their instruments of power (mayor, local council) and through municipal administration. Municipalities usually do not have departments specifically dedicated to education; this is normally in the domain of departments for social activities.

Municipalities provide financial resources needed for the provision of pre-school education, for assets and their maintenance, from their budget. They also have an important influence in the area of employment by having to approve every pre-school institution appointment and job specification documents for the pre- school institutions they founded: these documents determine the number and the type of work places in a pre-school institution. In this task, municipalities are required to respect the standards and norms set by the minister in charge of education.

Ministrstvo za šolstvo, znanost in šport

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o vrtcih

2.6.3.2. General Administration of Compulsory Education at Local Level

Municipalities have the same responsibilities in the development of a network of public basic schools (osnovne šole) as those which apply to pre-school institutions (vrtci) (see [ 2.6.3.1.]). However, the position of municipalities regarding the financing of basic schools is somewhat different. Financial resources for salaries, partial finances for material costs and partial finances for assets in basic education come from the state budget. Hence, the municipality has no authority over employment of staff in the compulsory basic school programme. Nevertheless, basic schools negotiate with their respective municipalities the content and finances (and potential jobs) of extended and above-standard programme offerings.

The job specifications document determines the number and type of work positions in a school and approval for each plan for appointment must be sought from the Minister of Education and Sport.

Ministrstvo za šolstvo, znanost in šport

Zakon o osnovni šoli

Zakon o organizaciji in financiranju vzgoje in izobraževanja

2.6.3.3. General Administration of Upper Secondary Education at Local Level Municipalities normally do not have any authority over upper secondary and tertiary education. The founder's rights and responsibilities at this level of education are exercised by the government. However, the upper secondary and the higher education college council include a representative from the local community. The local community gives its opinion in the selection and dismissal of headteachers as its representative has direct input in the decision-making process and the headteacher is appointed and dismissed by the school council.

Municipalities can initiate the establishment of an upper secondary school or college and have some responsibilities in the provision of start-up assets (such as buildings and equipment). Up to the 2008/09, no upper secondary school has been established by the municipality.

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2.6.3.4. General Administration of Higher Vocational Education at the Local Level Municipalities have no legal authority over higher vocational education.

2.6.3.5. General Administration of Higher Education at the Local Level Municipalities have no legal authority over higher education. 2.6.4. Educational Institutions, Administration, Management

See sub-sections for details.

2.6.4.1. Educational Institutions, Administration, Management at Pre-primary Level Pre-school institutions (vrtci) have been under the authority of the Ministry of Education since 1993; prior to then, they were in the domain of the Ministry of Labour, Family and Social Affairs. Public pre-school institutions are established by municipalities which provide partial funding for the provision of their programmes and all funding for assets and their maintenance.

Public and private pre-school institutions must meet the staffing and spatial conditions prescribed by the Minister of Education. Pre-school institutions that offer programmes which follow special, internationally recognised pedagogical principles, must meet only the spatial conditions for public pre-school institutions. Compliance with the conditions is examined by the ministry at the time of registration; this is a condition of starting the pre-school institution.

Control over compliance with acts, other regulations and documents regulating the operation of organisations, budgeting and the provision of pre-school education is conducted by the Inspectorate of the Republic of Slovenia for Education and Sport.

The internal organisation of a public pre-school institution is regulated by the relevant act and by its founding instrument. Operation related issues are dealt with by the Pre-school institution Council governed by the Pre-school institution Operating Rules. Pre-school institution managing bodies include the pre-school institution council and the headteacher. Expert bodies include the headteacher, the teachers’ assembly and the pre-school teacher expert panel. The parents’ council acts as a consulting body.

The pre-school institution council comprises three founder’s representatives, three representatives of employees and three parent representatives. Members are elected for a four-year period and may be re- elected; however, they are not permitted to sit for more than two consecutive terms. The council's decisions are made with a majority vote by all members. Employees elect their representatives directly in a secret ballot, while parents elect their representatives at the parents’ council. The pre-school institution council appoints and dismisses the headteacher; adopts the pre-school institution's development plan, its annual work plan and a report on how the plan was implemented; decides whether above-standard programmes shall be introduced; discusses educational issues; deals with employee complaints; and discusses issues proposed by the pre-school teachers’ assembly, school inspection and others. Prior to reaching its decision about a headteacher selection, the council must seek opinion on all candidates from the pre-school teachers’ assembly, the local community, and the parents’ council. Once the council decides on the headteacher candidate, it sends its proposal for appointment to the Minister of Education. If the Minister fails to provide his or her opinion, the council can decide to appoint the headteacher without it. The headteacher is appointed for a period of five years. The dismissal of a headteacher follows a similar procedure.

The headteacher is the pre-school institution managing body and the educational leader. His or her responsibilities are defined by the relevant act and include:

● organising, planning and managing the pre-school institution operations and chairing the pre-school teachers’ assembly;

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● planning the pre-school institution’s development and drafting its annual work plan; ● monitoring employees' performance, advising employees and organising self-evaluations; ● promoting employees' professional development; ● organising mentors for junior teachers; ● making proposals for teaching staff's promotions to titles to the Minister of Education; ● making decisions about staff promotion to higher pay classes; ● representing and promoting the pre-school institution and ensuring compliance; ● determining jobs specifications in accordance with regulations and with approval from the pre-school institution's founder, and advertising vacant positions; ● selecting candidates for positions and making decisions regarding disciplinary actions against employees; ● appointing and dismissing deputies; ● attending to other tasks in accordance with legislation and regulations.

At the operational level, curricular issues are considered by two expert bodies: the pre-school teachers’ assembly and the pre-school teacher expert panel. The pre-school teachers’ assembly makes decisions regarding curricular issues (upgrading) and teaching methods. The expert panel develops proposals on improvements in pedagogical work for the pre-school teachers’ assembly to discuss, and also considers parents' suggestions.

Parents are represented in the parents’ council which comprises one parent representative from each pre- school institution class. The parents’ council has a consultative role; it makes proposals and opinions and elects its representatives to the pre-school institution's council.

Ministrstvo za šolstvo, znanost in šport

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o vrtcih

2.6.4.2. Educational Institutions, Administration, Management at Basic Education Level

Public basic schools (osnovne šole) are established by municipalities. Finances for staff salaries, some material costs, and assets are provided by the government; money for other asset related material costs and their maintenance, and for above-standard programmes, comes from municipalities. The financing criteria are determined by the minister of education and apply to the whole country. The Inspectorate of Education and Sport oversees compliance with relevant acts, other regulations and documents regulating the organisation, budgeting and the conduct of educational activity in basic schools which follow publicly recognised programmes.

The internal organisation of basic schools is regulated by the relevant act and by its founding instrument. The school's founder can decide to conduct some activities (such as, accounting, school canteen, cleaning) as an extension of its own internal services. Management and operation related issues are addressed by the school council in its internal documents. Basic school bodies include the school council, the headteacher, expert bodies, and a consulting body: the parents’ council.

The school managing bodies consist of the school council and the headteacher who also acts as the educational leader. The basic school council comprises: three representatives of the school's founder, three representatives of employees and three representatives of parents. The council members are elected and appointed for a period of four years; they can be re-elected but cannot sit for more than two consecutive terms. The council's decisions are made with a majority vote by all members. Basic school employees elect their representatives directly in a secret ballot, while parents elect their representatives in the parents’ council. The council appoints and dismisses the headteacher; adopts the school's development plan, its annual work plan and a report on how the plan was implemented; determines the school rules; decides

36 EURYBASE SLOVENIA whether above-standard programmes will be introduced; discusses reports relating to educational issues; deals with employee complaints; and discusses issues proposed by the teachers’ assembly, school inspection and others. Before reaching its decision about a headteacher selection, the council must seek opinion on all candidates from the teachers’ assembly, the local community, and the parents’ council. Once the council decides on the headteacher candidate, it sends its proposal for appointment to the Minister of Education. If the Minister fails to provide his or her opinion, the council can decide to appoint the headteacher without it. The headteacher is appointed for a period of five years. The dismissal of a headteacher follows a similar procedure.

The headteacher is the educational leader and the school managing body. His or her responsibilities include:

● organising, planning and managing school operations and chairing the teachers’ assembly; ● planning the school's development and drafting the school's annual work and educational plan; ● monitoring employees' performance, teaching and organising self-evaluations; ● promoting employees' professional development; ● organising mentors for junior teachers; ● making proposals to the Minister of Education for teaching staff's promotions to titles; ● making decisions about staff's promotions to higher pay classes; ● representing and promoting the school and ensuring compliance; ● determining job specifications in accordance with regulations and with approval from the school's founder, and advertising vacant positions; ● selecting candidates for positions and making decisions regarding disciplinary actions against employees; ● appointing and dismissing deputies; ● attending to other tasks in accordance with legislation and regulations.

Expert bodies in basic schools include teachers’ assemblies, the homeroom teacher, and teacher expert panels. Teachers’ assemblies (the school assembly and individual assemblies organised around each year group of pupils) make decisions regarding curricular issues (upgrading), educational measures and general teaching methodologies. Teachers autonomously decide which textbooks they will use from the list of approved textbooks, and specific teaching methods they wish to apply. The homeroom teacher looks after his or her class, follows its academic results, and participates in decisions on educational measures. Expert panels discuss issues regarding specific subjects, make proposals for teachers’ assemblies on possible improvements in pedagogical work and discuss comments submitted by parents and pupils.

Parents are represented by the parents’ council which comprises one parent representative from each class. The parents’ council has a consultative role; it makes proposals, forms opinions and elects its representatives to the school council.

Since the changes of 2008, parents have a right to adopt their own programme of cooperation with the school, they can join local parents’ panels and establish a national parents’ association.

Ministrstvo za šolstvo, znanost in šport

Zakon o osnovni šoli

Zakon o organizaciji in financiranju vzgoje in izobraževanja

2.6.4.3. Educational Institutions, Administration, Management at Upper Secondary Level

The public network of upper secondary schools is provided by the government. The founding instrument is passed by the government who, on behalf of the state, also takes the responsibilities of a school's founder. By law, city municipalities have the right to establish gimnazije however, this right has not yet been exercised. The government owns the assets governed by the school. The finances for the provision of the school

37 EURYBASE SLOVENIA programme, its assets and their maintenance come from the state budget. School fees are not allowed in public schools. The minister in charge of education determines the staffing and spatial conditions for the provision of programmes and determines the standards and criteria for the conduct of activity and financing. The ministry issues guidelines for the school operation and oversees their budgeting by keeping registries of employees and their data. The minister makes decisions about promotions of pedagogical workers to titles: mentor, advisor, and councillor, while the headteacher decides on promotions to higher pay classes.

The same management system that applies in upper secondary schools also applies to student residential facilities.

Control over compliance with acts, other regulations and documents regulating the organisation, budgeting and provision of vocational, technical and general upper secondary schools that follow publicly recognised programmes, is conducted by the Inspectorate of the Republic of Slovenia for Education and Sport.

Upper secondary school bodies include the school council, the headteacher, expert bodies and a consulting body: the parents’ council.

The school managing bodies are the school council and the headteacher who also acts as the educational leader. The upper secondary school council comprises: two representatives of the school founder, one representative of the local community, three representatives of employees and three representatives of parents. Student representatives have the right to participate in the council's activities, but only when issues relating to their situation are considered.

The elections of members, the period of appointments and members' powers are regulated in the same manner as applies to basic schools (see 2.6.4.2.).

The headteacher is the educational leader and one of the school managers (see 2.6.4.2.).

A school centre which includes different types of schools can be managed by a director who acts as a manager but not the educational leader.

Upper secondary school expert bodies (see 2.6.4.2.).

Parents are represented by the parents’ council (see 2.6.4.2.).

Ministrstvo za šolstvo, znanost in šport Zakon o gimnazijah Zakon o organizaciji in financiranju vzgoje in izobraževanja Zakon o poklicnem in strokovnem izobraževanju 2.6.4.4. Educational Institutions, Administration, Management at Higher Vocational Education Level

The government runs a public network of higher vocational colleges; they appear as either independent institutions or part of an upper secondary education centre. Private higher vocational colleges can be established by a Slovenian or foreign individual or a legal entity. A higher vocational college can have the status of an or a business company.

The bodies of higher vocational colleges which are organised as an education institutions are: the school council, the director, the lecturers’ assembly, expert panels, the study committee and the quality assessment and assurance committee. If the higher vocational college is a part of another structure, it has its own strategic council, headteacher and its own council of experts.

A higher vocational college council comprises two representatives of the school's founder, two representatives of employers appointed by the school's founder, five representatives of employees and two

38 EURYBASE SLOVENIA representatives of students. The school council appoints and dismisses its director; adopts the school's development programme, its annual work plan and a report on its implementation; decides whether to introduce above-standard programmes and other programmes; passes its financial plan and the school's end-of-year financial report; discusses reports on study issues, makes decisions regarding student complaints and discusses other issues.

The director, the headteacher of a higher vocational college (see 2.6.4.2.).

The lecturers’ assembly headed by the director or the headteacher makes decisions regarding expert issues and gives its opinion on the documents and decisions considered by the school council. Expert subject specific panels standardise assessment criteria. The study committee, appointed by the lecturers’ assembly for a period of four years, discusses issues related to enrolments, advancement of students, updating study programmes and adopts criteria for the recognition and examination of informally acquired knowledge. The assessment and quality assurance committee enacts procedures for monitoring and assessing quality standards and work efficiency in the school by setting the criteria for evaluation, subjects for evaluation, instruments of evaluation and the content of evaluation; it cooperates with the Senate for Evaluation of Higher Education and monitors employment opportunities for graduates. Based on employers' responses it makes proposals for improvements and drafts evaluation reports to be discussed by the Senate and the Accreditation of Short Higher Education Programmes Committee.

Higher vocational colleges are members of a Community of Higher Vocational Colleges of the Republic of Slovenia which facilitates cooperation and joint action in specific areas including: development, quality, interdisciplinary programmes, enrolments, awards and recognition for teachers and students, and others. The Community of Colleges makes proposals for appointments to the Accreditation of Short Higher Education Programmes Committee, the Committee for Appointment of Lecturers in Higher Vocational Colleges and its representatives, and to the Senate for Evaluation in Higher Education.

Zakon o organizaciji in financiranju vzgoje in izobraževanja

2.6.4.5. Educational Institutions, Administration, Management at Higher Education Level

Higher education institutions include universities, faculties, art academies, and professional colleges. Universities are legal entities comprising faculties and art academies; they can also include professional colleges and other institutions such as libraries and student residential facilities. A special feature of the Slovenian higher education system is that university members are authorised in some matters to act on behalf and on account of the university to which they belong; while in other matters they can act independently as they are allowed to have their own business bank account.

State universities and single higher education institutions are the owners of their assets: they can manage and use them at their discretion; should they wish to sell them or acquire a significant loan they need to obtain a prior consent from the university founder – the State.

The founding instrument of a state university or other higher education institution is passed by the National Assembly of the RS. The government must give its consent to the statute which details the internal organisation and operation of each state higher education institution. State universities and higher professional colleges are autonomous in terms of content; the state imposes only some framework rules. All professional issues are considered by the bodies of higher education institutions in cooperation with the Council for Higher Education of the Republic of Slovenia. Following a proposal made by the Minister of Higher Education, the government agrees to limited enrolments in public higher education institutions and in private higher education institutions holding a concession. The Minister for Higher Education gives his or her agreement to job specifications needed to conduct this public service. The scope of this service and the finances needed for its provision are determined by the Parliament in the Master Plan for Higher Education.

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University administrative bodies include: the vice-chancellor rektor, the senate, the management committee, and the student council.

Bodies of the university member include: the dean, the senate, the academic assembly and the student council. Alternatively, university members can have a director and also a council of experts.

A higher education institution which is not a university member has its own senate, academic assembly, management committee, student council, and a dean.

The management committee is the managing body of a higher education institution; it ensures smooth operations within the institution. In institutions established by the government, the management committee comprises representatives of the government, representatives of academic and non-academic staff, and representatives of students and of employers.

The vice-chancellor leads, presents and represents the university. The expert heads of university members are deans.

The senate is an expert body which includes representatives from the student council and the vice- chancellor or the dean. The academic assembly includes all lecturers, researchers and associates and representatives of students.

The student council mainly considers issues related to students.

Svet za visoko šolstvo Republike Slovenije Ministrstvo za šolstvo, znanost in šport - ENIC Slovenija Univerza v Ljubljani Univerza v Mariboru Zakon o visokem šolstvu 2.6.4.6. Educational Institutions, Administration, Management at Adult Education Level

Formal and informal adult education is provided by various institutions. Organisations providing adult education can be established by a local community or by the government. If they wish to receive funding from public sources they are required to meet the prescribed legal conditions.

The manager and the pedagogical leader of an organisation providing adult education is its director.

Adult education institutions which are organised as branches are led by a headteacher or a branch head.

Elections of members, the period of appointment and member powers are organised in the same way as in basic school (see 2.6.4.2.).

The headteacher, the director as the school managing body (see 2.6.4.2.).

Expert bodies in a public adult education institution include the teachers’ assembly, the expert panel and the subject head. Expert bodies in adult education institutions have similar powers to similar bodies in other public educational institutions (see 2.6.4.2.).

Adult education organisations delivering educational programmes which are financed from public sources are organised into associations.

Andragoški center Republike Slovenije Zakon o izobraževanju odraslih Zakon o organizaciji in financiranju vzgoje in izobraževanja

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2.7. Internal and External Consultation

For information on internal and external consultation at the different levels of education, please refer to the subsections. Higher education institutions are fully autonomous concerning the organisation of internal consultation. 2.7.1. Internal Consultation

Internal consultation among school staff in basic education and upper secondary education is continuous. The staff participates in formal expert bodies as prescribed by law: in projects, in teacher conferences, in study groups, in team work and preparation for team teaching, and in in-servicel training organised at the school level. Teaching staff consult with parents formally and in meetings. Consultation is encouraged by developmental and advisory agencies: the National Education Institute, the Institute of the RS for Vocational Education and Training and the Slovenian Institute for Adult Education.

Internal consultation among higher vocational colleges is formally ensured by the Community of Higher Vocational Colleges, whereas in higher education this role is taken by the vice-chancellor conference and the conference of deans of single higher education institutions. Consultation with students is ensured by student organisations and student representatives in the managing bodies of higher education institutions.

The pre-school teachers' assembly, the teachers' assembly, the academic assembly and the teachers' assembly in adult education institutions make decisions relating to all professional issues; they provide their opinion in the selection process of their respective headteacher/director and assistant headteacher, and form opinions on the headteacher's/director's proposals.

Teachers’ assemblies plan the programme of support for gifted and talented children and the children with special needs. They plan supplementary lessons and other forms of individual or group assistance. The teachers’ assembly has a specific obligation to assist children with learning difficulties. It is compulsory to develop an assistance plan for such children, and to facilitate their inclusion in supplementary lessons and other forms of assistance.

Expert panels in pre-school institutions and schools have a narrower specialisation. In pre-school institutions, they include pre-school teachers and their assistants, and in schools they include teachers teaching the same subject or subject area. Their role is to standardise different contents, approaches, and assessment criteria. Expert panels look at shortcomings in pedagogical work, discuss parents' comments and prepare proposals for improvements in pedagogical work for consideration by the teachers’ assembly.

Higher vocational colleges have study committees which are appointed by the academic assembly for a period of four years. This committee has similar tasks to those of expert panels in schools, however, their tasks are adjusted to their educational teaching level. They also consider issues related to enrolments.

The expert body of a higher education institution is the senate. The university senate is elected by the university member senates in a way that ensures equal representation of all scientific and artistic disciplines and vocational areas. One seat on the university senate is reserved for the university vice-chancellor, while the dean holds a seat in the senate of a university member.

Center Republike Slovenije za poklicno izobraževanje

Univerza v Ljubljani, Visoka šola za socialno delo

Andragoški center Republike Slovenije

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2.7.2. Consultation Involving Key Participants in Society as a Whole

Consultation involving key participants in society as a whole is ensured by law. It involves formal parents’ bodies, teachers’ forums and headteachers’ associations, pedagogical advisors and members of councils of experts.

For curriculum development, teachers from different schools form study groups in which pedagogical consultants from the National Education Institute, the Institute of the RS for Vocational Education and Training and the Slovenian Institute for Adult Education, take part. Pedagogical consultants synthesise views and initiatives aired by teachers in study groups and present them to councils of experts. In pre-tertiary education, there are the following councils of experts: the Council of Experts for General Education, the Council of Experts for Vocational and Technical Education and the Council of Experts for Adult Education. Councils of experts approve educational programmes, curricula, knowledge catalogues and examination catalogues, confirm lists of approved textbooks and similar. In their work, they consider arguments from discussions and submissions by teachers in study groups and discuss proposals submitted by educational institutes. Following broad-based and in-depth discussion, councils of experts develop national binding documents which in some cases require further confirmation by the minister who consents to their implementation.

The consultation process can also be reversed when, for example, the government or the relevant ministries initiate the development of a new regulation. Their initiative is then discussed by councils of experts which were established with the view of providing assistance to the government in the decision-making process and of developing regulations. In order to address specific issues or challenging expert issues, councils of experts can appoint committees, expert groups and other working groups. Conceptual solutions are often developed on a case-by-case basis by external groups of researchers and university teachers on invitation by the Minister of Education.

As a form of consultation at the national level, there are also topical discussions at annual conferences of headteacher associations, seminars organised by associations of pedagogical workers and meetings organised by chambers.

Strokovni svet Republike Slovenije za izobraževanje odraslih

Strokovni svet Republike Slovenije za splošno izobraževanje

Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje

Center Republike Slovenije za poklicno izobraževanje

Ministrstvo za šolstvo, znanost in šport

Ministrstvo za šolstvo, znanost in šport - ENIC Slovenija

Univerza v Ljubljani, Visoka šola za socialno delo

Andragoški center Republike Slovenije

2.7.2.1. Consultation Involving Key Participants at the Pre-primary Level

The Pre-school Education Act determines a pre-school institution's responsibility to consult with parents. The child's development, learning, and upbringing into a healthy and creative human being are shared tasks of the pre-school institution (vrtec) and the family. The pre-school teaching staff considers the wishes of parents in the implementation of curriculum. Parents are invited to participate in the planning, implementation and evaluation of the educational process. Consultation with parents is realised in the following ways:

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● individual conversations between parents and pedagogical staff prior to the child's enrolment in the pre- school institution; ● consultations, including monthly in-depth conversations about the child; ● parent meetings for each class: prior to the child's enrolment, at the beginning of the year, prior to the summer break, winter break and the pre-school institution outdoors day; ● joint meetings of children, parents and pedagogical workers: play hours, creative workshops, holidays, functions; ● lectures, workshops and consultations with experts on a chosen topic – school for parents; ● by taking part in the implementation of the programme/s; ● parents’ council meetings and the pre-school institution council meeting.

Zakon o vrtcih

2.7.2.2. Consultation Involving Key Participants at the Compulsory Level The Basic School Act stipulates that a school’s annual work plan must determine the forms of consultations with parents. Pupils and parents must be given a special publication which outlines a pupil’s rights and duties, special features of the chosen programme and the way in which school work is organised. The school's educational plan must be developed in consultation with parents; the same applies to some chosen methods of work (the ability grouping of pupils) which require consultation with the parents’ council.

Pedagogical staff consults with parents in parents meetings and in parents consultation hours. The parents’ council discusses all school specific issues and informs the headteacher and the school council of their views. Parents have a representative in the school council.

In basic schools (osnovne šole), pupils organise 'pupils’ communities' which include representatives from each class; the school communities elect representatives to the 'Children's’ Parliament', an association of pupils at the national level.

Zakon o osnovni šoli

2.7.2.3. Consultation Involving Key Participants at the Upper Secondary Level The Gimnazije Act, The Vocational Education Act and the Organisation and Financing Education Act stipulate that the upper secondary school develops its elective part of the curriculum in consultation with students and their parents. The school is required to inform students and parents of their rights and duties, special features of the educational programme they participate in, and the way in which school work is organised. By law, parents also consult with schools through regular parents meetings and parent’s consultations.

Every upper secondary school must have a parents’ council which includes one member for each class, with members elected by parents at the first meeting. The parents’ council makes proposals for, and approves of, above-standard programmes and services; elects its representatives to the school council and the school foundation; forms its opinion of the draft school development plan; and discusses educational issues and complaints.

At the beginning of each academic year, each class elects its student representatives. Student heads of each class comprise the student leadership of the student community. The responsibilities of the student community include assistance to other students, addressing social issues, school attendance, health issues, social life, the school canteen and cultural activities. Student representatives participate in the school council meeting when issues relating to their situation and their responsibilities are addressed.

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In vocational and technical education, part of the educational programme is, by law, determined by schools in consultation with social partners (the so-called open curricula). The school council appoints a quality assurance committee comprising teachers and representatives of employers, students and parents.

Social partners (chambers, business services, trade unions) are, by law, required to consult with ministries to devise proposals for occupational standards; fine-tune the framework of qualifications for each industry; appoint their members to final examination committees; organise practical training in a working environment and cooperate with schools in vocational orientation programmes, in the allocation of educational programmes, and in determining the enrolment numbers; and in defining open curricula.

Chambers, business associations and companies authorised by the minister can:

● conduct master craftsman examinations, ● accredit employers to provide practical training, and ● facilitate the practical part of final examinations and vocational matura (poklicna matura) in cooperation with schools.

Trade unions ensure that pupils' rights in practical training are respected in accordance with the relevant act, the industry collective agreements, and the apprenticeship contract. Trade unions nominate their representatives to examination bodies.

The Institue of the RS for Vocational Education and Training, established and financed by the Ministry of Education and Sport; the Ministry of Labour, Family and Social Affairs, and chambers, has a liaising role. The Institute is engaged in development, research and consultation in vocational and technical education.

Gospodarska zbornica Slovenije

Obrtna zbornica Slovenije

Center Republike Slovenije za poklicno izobraževanje

Ministrstvo za šolstvo, znanost in šport

Ministrstvo za delo, družino in socialne zadeve

Zakon o gimnazijah

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o poklicnem in strokovnem izobraževanju

2.7.2.4. Consultation Involving Key Participants at the Higher Vocational Education Level

The Higher Vocational Education Act stipulates that members of the higher vocational college council must include representatives of employers, students and graduates. The Council of Experts for Vocational Education and Training appoints the Committee for Accreditation of Short Higher Education Programmes which includes representatives from universities and representatives of employers.

Students organise the student council which addresses issues related to student’s rights and duties; gives its opinion on the director/headteacher candidate and on candidates for re-election to the title of higher vocational college lecturer; and adopts and implements a programme of extra-curricular activities for students. Student councils are members of the Student Community which acts as a representative body for students at the national level.

Higher vocational education bodies and the traditional higher education bodies consult through their representatives in the Council for Higher Education of the Republic of Slovenia. The Higher Education Act stipulates that one of the tasks of the Council for Higher Education is cooperation with higher vocational

44 EURYBASE SLOVENIA colleges, especially in terms of promoting self-evaluation and quality assurance in higher vocational education. For this reason, the membership of the Council for Higher Education includes also an expert in higher vocational education, a representative of students from higher vocational education and a representative of employers.

Svet za visoko šolstvo Republike Slovenije

Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje

Zakon o visokem šolstvu

2.7.2.5. Consultation Involving Key Participants at the Higher Education Level

According to the Higher Education Act, members of managing committees in higher educational institutions include representatives of employers. Employers are also represented on the Council for Higher Education of the Republic of Slovenia.

National strategic and developmental documents put considerable emphasis on partnerships between universities and industry; hence, both sides participate in annual joint meetings and conferences and in joint projects which are strategically and financially supported by the government.

The government supports their cooperation by providing various incentives, for example, by financing training for young researchers from industry; by promoting the establishment of offices at universities that facilitate transfer of technologies; by establishing university incubators and technological centres at universities, and similar. Technology parks and innovative centres which attract students, who combine their studies with industry projects, have proven quite successful.

Students take part in the cooperation between higher education institutions and industry as part of their studies in the form of fieldwork in a business environment: it is a compulsory component of professionally oriented studies. An important partner in this dialogue is the Students Association of Slovenia which represents students' interests. Among other activities related to providing for students' interests, it also consults with authorities at all levels.

From the beginning of 2009, universities and Slovenian businesses may enter into agreements of strategic partnership with the view of solving current developmental problems in the economy and society, and have invited the government to set aside additional funding from its budget and the EU Structural Funds for promising projects.

Svet za visoko šolstvo Republike Slovenije

Študentska organizacija Univerze v Mariboru

Zakon o visokem šolstvu

2.7.2.6. Consultation Involving Key Participants at Adult Education Level

The government established the Council of Experts for Adult Education to make decisions on relevant issues and to assist the government in developing appropriate regulations. The Council of Experts for Adult Education monitors and assesses the situation in, and development of, adult education from the perspective of developmental needs, available funding, quality assurance and international comparability. The Council's responsibility is to oversee the development of and approve curricula for adult education and also to consult with different stakeholders. Its members are nominated by ministries, chambers, trade unions, the Association of Folk High Schools and other organisations involved in adult education.

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The Slovenian Institute for Adult Education is the leading research, developmental and professional institution dealing with adult education. It develops a broad and well-connected network of professional advisory assistance, information, and promotion services.

The Institute provides expert support and cooperates with more than 300 different organisations involved in adult education and other non-government organisations; it develops adult literacy programmes and pays special attention to the accessibility of education and learning for vulnerable groups of adults. Its tasks also include development of the infrastructure needed to support learning, models for quality assurance and self- evaluation, and care for professional development and training of teachers involved in adult education. The majority of consultation is conducted with support from the National Institute of Adult Education.

Most measures and initiatives in adult education occur at the national level, however, municipalities and social partners have strengthened their role in recent years. Adult education providers are creating partnerships and organising local advisory networks within local communities. They are establishing strategic councils which will determine development strategies and appoint expert panels. Expert panels are informal associations of professional partners whose main aim is to provide a joint advisory service for users. Such expert panels include folk high schools (ljudske univerze), educational centres (šolski centri), upper secondary schools (gimnazije, poklicne šole, srednje strokovne šole), student residential facilities, regional offices of the National Employment Service, vocational colleges (višje strokovne šole), centres for adult education, businesses and others. Partners participate in the development, financing and promotion of adult education in their local community; special emphasis is on general education of the population, education for democracy and social inclusion. Folk high schools are joined together in the Association of Folk High Schools; its main objective is to connect, present, and represent the interests of its members.

Strokovni svet Republike Slovenije za izobraževanje odraslih

Zavod Republike Slovenije za zaposlovanje

Andragoški center Republike Slovenije 2.8. Methods of Financing Education

The responsibility for financing pre-school institutions (vrtci) and schools is shared by the government and municipalities, although in some cases financing may also be provided by private funds. Public pre-school institutions and schools are funded from public finances. Private educational institutions can be financed from public funds if they have been granted a concession. Pre-school institutions can be granted a concession by their municipalities and schools can be granted a concession by the government. Sources of finances are the state and municipal budgets (from taxation), other founder's funding sources, contributions from various chambers and employers (for practical training), and also contributions from pupils for individual services (school excursions, photocopying and similar). In private schools, another source of financing can be school fees (full or partial), payments from parents for pre-school education, moneys from the sales of services and products, donations, sponsors' contributions and other sources.

The state budget provides finances for salaries of employees who conduct the compulsory educational programme for youth at all schools, music schools, institutions for children with special needs and in student residential facilities; for material costs and asset maintenance, for renovation and upgrading of buildings and grounds and equipment; for investments in assets, and all auxiliary tasks, such as advisory work, awards, competitions, pupils' insurance, subsidies and similar.

Finances are distributed in accordance with regulations set by the Minister of Education in consultation with the relevant council of experts and trade unions. The Minister determines special standards and criteria for staff, equipment and organisation applicable to education in areas with special developmental problems, in ethnically mixed areas, for Roma children, and for children with special needs.

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The government is obligated to finance education and educational programmes, however, it is also required to finance activities and tasks, exhaustively listed in the relevant act, which do not fall into this category but are nevertheless necessary for a high quality provision of educational programmes. Such activities and purposes include: research and development, pilot projects, in-service training and professional development of teachers, information technology, conferences and activities of professional associations, subsidies for textbooks, school for headteachers, Slovenian language lessons for children of Slovenian workers temporarily working abroad, training for junior workers, international cooperation, school libraries, media libraries and textbook foundations, competitions for pupils, scholarships for trainee teachers, youth magazines and papers, awards, school TV, out-of-school activities, school canteen and pupil transport, innovative activities for pupils, pupils' health check-ups and other.

Public schools and private schools with a concession are not allowed to acquire funds from pupils' contributions for a programme that has been financed from the state budget, except for contributions for individual services which are not compulsory or do not go beyond the prescribed limitations. The relevant act stipulates when it is permitted to charge fees for elective and above-standard programmes. For example, in music schools it is permitted to charge fees which go toward the school's material costs. Pupils can borrow textbooks for which they pay rentals. Socially disadvantaged children are able to apply for a state subsidy.

Part-time students who work and study (adult education) in upper secondary and higher vocational colleges pay fees.

Fees in publicly funded higher education institutions cannot be charged to full-time students who are citizens of the European Union.

Public spending in education is monitored by the Court of Audit of the Republic of Slovenia. Budgeting in schools is controlled by school inspection.

Zakon o organizaciji in financiranju vzgoje in izobraževanja 2.8.1. Methods of Financing Pre-primary Education

The pre-school programmes conducted by pre-school institutions (vrtci) are financed from public sources, from the founder's finances, fees charged to parents, donations, and other sources. Finances for pre-school institution programmes are based on the programme costs which must include all expenses for education, care and food. The programme costs can be determined by the pre-school institution's founder on the pre- school institution's proposal. The programme costs per child can be met by the local community in which the child's parents reside, and by parents contributing depending on their financial situation (between 0 and 80%). Parents who only have temporary residence in Slovenia are subject to the same rules if at least one parent is a Slovenian resident for taxation purposes.

The local community must provide finances for assets and their maintenance.

Ministrstvo za šolstvo, znanost in šport

Zakon o organizaciji in financiranju vzgoje in izobraževanja 2.8.2. Methods of Financing Compulsory Education

The government provides finances for staff in basic schools (osnovne šole) which offer the compulsory basic school programme (such as, compulsory subjects, elective subjects and class communities) and for the provision of extended programmes (for example, supplementary and remedial classes and other forms of individual and group assistance per class, morning and after-school classes, extra-curricular activities and out-of-school courses) and some finances for material costs and investment in assets.

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The local community is obliged to provide finances for assets and their maintenance, some finances for material costs, finances for the transport of basic school pupils, and their road safety, if they live more the four kilometres away from their school; this obligation is based on a legal duty to develop a network of basic schools.

The level of funding received by schools from the state budget or the local community budget is determined on the basis of standards and norms set by the Minister of Education. The local community and the school can also agree on the provision of other activities and non-compulsory elective classes.

Ministrstvo za šolstvo, znanost in šport

Zakon o organizaciji in financiranju vzgoje in izobraževanja 2.8.3. Methods of Financing Upper Secondary Education

Finances for salaries and other personal income come from the state budget. The amounts are calculated on the basis of job specifications and are determined by headteachers in agreement with the Ministry of Education. In accordance with the relevant act, norms and standards determined by the Minister and the employees' rights defined in the collective agreement, the basis for calculations is the number of taken positions. Revised legislation of 2008 allows for financing per capita. The new system has been gradually phasing from the academic year 2008/09.

The state budget also provides finances for material costs and maintenance, for the renovation and upgrading of buildings, grounds and equipment, and for investment in assets.

Ministrstvo za šolstvo, znanost in šport

Zakon o organizaciji in financiranju vzgoje in izobraževanja 2.8.4. Methods of Financing Adult Education

Adult education is financed from multiple sources: from the state budget, from the local community budget, from funds for adult education, from employers' contributions, subsidies, donations, gifts and school fees. Funds from the public budget can only be provided on the basis of a public tender.

Decisions on the purpose and amount of finance allocated over certain periods by the state budget to adult education are made by the Parliament at the time when the National Programme of Adult Education is passed. For a specific budget year, the government prepares the Annual Adult Education Programme. These two documents determine which adult education programmes are in the public interest. The government must seek opinion from the Council of Experts for Adult Education on the National Programme of Adult Education and on the Annual Adult Education Programme.

When financing adult education programmes which are in the public interest, the principle of thirds is applied: one third of the cost is met by users, one third comes from the local community and one third from the state budget.

In those forms of adult education which are fully financed from public sources, users cannot be asked to contribute their share to meet the costs. This applies, for example, to the basic school programme for adults, to education for the unemployed, for programmes such as Training for Life-Long Success and Project Learning for Youth.

Strokovni svet Republike Slovenije za izobraževanje odraslih

Ministrstvo za šolstvo, znanost in šport

Zakon o organizaciji in financiranju vzgoje in izobraževanja

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2.8.5. Methods of Financing Higher Vocational Education

The requirements of public higher vocational colleges and those holding a concession are financed from the state budget. The amounts are calculated on the basis of annual costs per student. Annual finances from the state budget allocated for the provision of a study programme in an academic year are determined by using the prescribed formula which takes into account the number of full-time students enrolled in the second year of a study programme, the number of graduates in this study programme and the programme category to which the study programme is assigned. The labour costs include salaries, benefits and insurance for staff, and material costs. Study programmes are categorised into four broad fields of education, each with a different factor of expenditure requirements.

Financial control over expenditure is in the domain of the Ministry of Education on the basis of annual reports.

Information supplied by schools can be verified at any time by the Ministry. Schools must give the Ministry access to its records, acts and other documents related to its operations.

Ministrstvo za šolstvo, znanost in šport

Zakon o organizaciji in financiranju vzgoje in izobraževanja 2.8.6. Methods of Financing Higher Education

The Higher Education Act outlines the framework of financing in higher education institutions. The scope and standards of activity are defined by the Resolution on the national programme of higher education in the Republic of Slovenia 2007-2010. In the budget preparation process, higher education institutions submit their costed annual plan to the Ministry of Higher Education, Science and Technology. The Ministry fine-tunes elements of financing in accordance with the rules which are determined each year by the Regulation on public financing in higher education and in other institutions (university members from 2004 to 2009).

The act of 2004 introduced lump sum financing. The amounts allocated to individual higher education institutions are calculated by taking into account their study area, the number of enrolments and the number of graduates undertaking full-time first-cycle and second-cycle study.

Higher education institutions receive funding from the state budget, fees, and other study charges, payments for services, subsidies, benefits from testaments, gifts and other sources. Higher education institutions established by the government receive funding from the state budget for:

● the provision of first-cycle and second-cycle study programmes and related research, artistic, librarian, information, administrative and other, activities; ● students extra-curricular activities; ● investment in assets and their maintenance; and ● development projects.

Doctoral studies can also be co-financed from the state budget.

The government also provides subsidies for student residential costs in student dormitories or in private facilities, based on the student's study performance, personal financial situation, distance from the place of usual residence and student's social and health situation. The government subsidise transport costs for those students who travel more than five kilometres to their place of study; it meets up to 70% of the full cost of a monthly ticket, depending on the personal financial situation and the distance travelled to the place of study.

Higher education institutions can charge part-time students and students in non-subsidised placements a fee. The level of fees and other related costs (administration fee, contribution for practical training in a working environment, and others) are limited by the Regulations issued by the Minister of Higher Education.

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Citizens of Slovenia and European Union member states cannot be charged fees if they are enrolled as full- time students.

Control over compliance in the operation of higher education institutions is conducted by the Ministry of Higher Education, Science and Technology. Expenditure compliance is controlled by the Court of Audit.

Ministrstvo za šolstvo, znanost in šport - ENIC Slovenija

Zakon o visokem šolstvu 2.8.7. Methods of Financing Private Education

Slovenia has adopted the concept of private education as a complement to public education. The private sector provides children and parents with choice. The transition from public to private institutions and vice versa is possible. Hence, private schools and pre-school institutions do not differ much from public schools in terms of compulsory content and programme structuring.

Private pre-school institutions (vrtci), schools and colleges can position themselves in various ways. They can apply for a concession and for financing from public sources if the ministry or the local community issues a call for applications awarding concessions for the provision of a public service. If they meet the required conditions the Minister can grant them a concession. In this case, they must comply with the regulations applicable to public pre-school institutions, schools, and colleges. Alternatively, they can offer their own programme of pre-school or basic school programme, basic , upper secondary education or higher vocational education. Before a private educational institution can embark on the provision of such a programme it must obtain a positive response to the programme offering from the Council of Experts for General Education.

Educational programmes offered by private educational institutions can gain accreditation if the Council of Experts for General Education assesses that the education standard the programme provides is equal to the educational standard of a comparable educational programme provided by a public educational institution. If the private educational institution complies with all legal requirements, it gains the right to receive 85% of finances that the government or the local community provides for salaries and material costs per child or student in a comparable public school.

Another option resulting from the legal status of private education allows private persons to hold the status of pre-school teacher or provider of teaching service. This service can be provided as homeschooling (the Basic School Act, 1996) or home pre-school and casual home care (Pre-school Institutions Act, 1996). Legislation relating to upper secondary education allows for different forms of learning in private circumstances and students can acquire an accredited educational level by sitting exams.

The financing and obligations of private schools are detailed in a special contract. A private educational institution financed from public sources must comply with the regulations applicable to public education. Salaries of staff employed by private schools financed from public sources are regulated by the relevant act, collective agreements, and other documents applicable to public schools. If salaries and other personal income are financed in disregard of abovementioned instruments, funding from the state budget can be terminated.

The government finances the provision of study programmes and extra-curricular activities in private higher education institutions holding a concession if they provide accredited study programmes. In public calls for submission they are also able to apply for finances to fund development projects.

Zasebno šolstvo: struktura, primerjava razliènih šolskih sistemov in zakonodajne rešitve v Republiki Sloveniji

Zakon o organizaciji in financiranju vzgoje in izobraževanja

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2.9. Statistics Total public expenditure for formal education by levels of education, Slovenia, 2001-2006 2001 (%) 2002 (%) 2003 (%) 2004 (%) 2005 (%) 2006* (%) Total 100.0 100.0 100.0 100.0 100.0 100.0 Pre-school education ISCED 0 9.6 9.9 9.2 8.3 8.3 8.9 Compulsory basic education1) 41.0 43.4 44.1 45.8 45.8 44.7 Upper secondary education 27.5 24.6 24.3 23.3 24.1 24.8 Tertiary education 21.8 22.1 22.3 22.7 21.8 21.6 Not allocated by levels 0.1 0.1 0.1 0.0 0.0 0.0

Explanatory note:

1) Expenditure for pre-school education units (ISCED 0) in basic schools is included. Pre-school education expenditure is underestimated for app. 20%.

* - Data for 2006 are provisional.

Source: Statistical Office of the RS

Share of total public expenditure for formal education in GDP by level of education, Slovenia, 1995-2006 Pre-primary Compulsory Upper-secondary Tertiary Year Total education basic education education education 1995 5.87 0.56 2.42 1.54 1.34 1996 5.85 0.51 2.49 1.61 1.24 1997 5.98 0.46 2.61 1.69 1.22 1998 5.93 0.48 2.62 1.63 1.20 1999 5.89 0.47 2.52 1.59 1.31 2000 5.86 0.47 2.54 1.56 1.29 2001 5.97 0.57 2.45 1.64 1.30 2002 5.87 0.58 2.55 1.44 1.29 2003 5.91 0.55 2.61 1.43 1.32 2004 5.85 0.48 2.68 1.36 1.32 2005 5.83 0.48 2.67 1.41 1.27 2006 5.83 0.52 2.60 1.45 1.26

Source: Statistical Office of the RS

Note: Indicators are calculated according to last revision of GDP (September 2007). Due to rounding, figures may not add to total shown.

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3. Pre-primary Education

Organisation of the education system in Slovenia, 2008/09

SI 1 2 3 4 98765 10 5141312111 16 17 18 19 20 21 22 23 24 25 26 27 VRTCI GIMNAZIJE UNIVERZITETNI PROGRAMI / STROKOVNI PROGRAMI OSNOVNE ŠOLE TEHNIŠKI / STROKOVNI PROGRAMI VIŠJE STROKOVNE ŠOLE

POKLICNI IN POKLICNO-TEHNIŠKI PROGRAMI

POKLICNI PROGRAMI POKLICNI TEČAJ / MATURITETNI TEČAJ

Pre-primary – ISCED 0 Pre-primary – ISCED 0 (for which the Ministry of Education is not responsible) (for which the Ministry of Education is responsible) Primary – ISCED 1 Single structure – ISCED 1 + ISCED 2 (no institutional distinction between ISCED 1 and 2) Lower secondary general – ISCED 2 Lower secondary vocational – ISCED 2 (including pre-vocational) Upper secondary general – ISCED 3 Upper secondary vocational – ISCED 3 Post-secondary non-tertiary – ISCED 4 Tertiary education – ISCED 5A Tertiary education – ISCED 5B Allocation to the ISCED levels: ISCED 0 ISCED 1 ISCED 2

Compulsory full-time education Compulsory part-time education Part-time or combined school and workplace courses Additional year -/n/- Compulsory work experience + its duration Study abroad Source: Eurydice.

In accordance with the Pre-school Institutions Act (12/1996; 44/00; 78/03; 72/05; 100/05; 25/2008), an integrated approach to pre-school education was set up, combining education, play and care in pre-school institutions. Comprehensive care for preschool children involves meals, rest and sleep, as well as various educational programmemes. Pre-school education is not compulsory; it admits children from 1 to the age when they enter primary schooling (age of 6).

Pre-school activities are organized in pre-school institutions (vrtci). Parents have the right to choose pre- school education programmes for their children in a public or private pre-school institution in the place of residence. The local community is obliged to provide a place. Pre-school institutions can also organise their activities in family care, as home education or as periodical childcare at home. The aim of pre-school institutions is to support the parents in bringing up the child, to improve the quality of family life and to create good conditions for the development of the child's physical and intellectual abilities.

The authority over pre-school education was transferred from the then Ministry of Health, Family and Social Security to the Ministry of Education and Sport in 1993. Along with the general educational reform in 1996, which introduced nine years of compulsory schooling instead of the former eight years, the pre-school education has changed significantly. Before that, the pre-school education period concluded with a one-year programme of compulsory school-preparation, colloquially called »little school«. After the reform the enrolment in compulsory schools takes place one year earlier (children are 6 years of age instead of 7) and the compulsory school-preparation has been abolished. A linkage between programmes of pre-school education and the beginning of compulsory education is ensured with a unitary system of education and schooling and through preparation of curricula.

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The local community is obliged to initiate the procedure of setting up a pre-school institution if there is sufficient interest of the parents, however it cannot always ensure a sufficient number of admission places. According to the law, in cases where there are not sufficient admission places, children from socially deprived families and children with special needs are given the priority.

Ministrstvo za šolstvo, znanost in šport Zakon o organizaciji in financiranju vzgoje in izobraževanja Zakon o vrtcih 3.1. Historical overview

The beginnings of pre-school education in Slovenia go back to 1756 when the first pre-school institution was founded in . In Ljubljana the first pre-school institution or a children's shelter opened in 1834. It was attended by children of the underprivileged class aged two to five years whose parents were employed. The shelter was run by a charitable organisation. In 1885 the children's shelter was renamed pre-school institution and a qualified lady-teacher was engaged. In the 1880's foreign capital began to be invested in the land of the Slovenes which resulted also in the emergence of German and Italian societies whose programmes included forced assimilation of children in pre-school institutions. Statistics indicate that before World War I most Slovenian children that attended pre-school institutions lived in larger settlements and industrial centres. Pre-school institutions at that time were private and public.

After World War I, Slovenia lost a part of its territory (the coastal region), and the Italian authorities in that region closed down all Slovenian pre-school institutions and opened new ones which operated until 1943. In the inter-war period, pre-school institutions in Slovenia did not expand significantly and during World War II as well no essential changes took place in this field. Italian, Hungarian, and German occupational authorities attempted to attract as many children as possible to their pre-school institutions.

Pre-war pre-school institutions were mostly institutions providing care for children and much less in the way of education. For this reason in 1946 a new type of a children's institution was established. They were called Centres for Play and Work and were attended by pre-school and school-age children. Due to the increasing number of employed women, the number of pre-school institutions continued to grow. In the 1950's the support of the economy for opening new and financing existing pre-school institutions decreased. Consequently, the contribution by the parents increased substantially and the number of children attending pre-school institutions dropped even further. It was attempted to remedy this situation by setting up pre- school institutions without meals that operated only several hours a day and according to the school calendar. However, the need for pre-school institutions providing meals continued to grow.

The 1960's were a turning point in the development of pre-school institutions. In addition to the expansion of the geographical distribution of pre-school institutions, new forms of caring for children emerged, in particular separating pre-school children from school-age children. In the 1970's and 1980's, the development of pre-school institutions continued. The network continued to expand and the number of children attending pre-school institutions was on the increase. In 1981 a pre-school education programme to prepare children for basic school was adopted. Pre-school education in pre-school institutions came under the jurisdiction of the Ministry of Labour, Family and Social Affairs.

Since 1993 pre-school education in pre-school institutions is an integral part of the educational system and falls under the jurisdiction of the Ministry of Education, Science and Sport.

In 1996, extensive systemic changes were introduced by the new legislation:

● Parents and children can choose between a public and a private pre-school institution and between various programmes, ● Reduced number of children in a group and reduced number of children per professional,

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● Improved organisation of space pre-school institutions, ● Increased level of education of the teaching staff, ● Increased level of education of managing staff in pre-school institutions.

Systemic changes were followed by substantive changes, prepared by the Curriculum Commission for Pre- school Institutions. The new curriculum was introduced gradually in the beginning of the school year 1999/2000. In the school year 2001/02 all children were educated according to the new curriculum.

In years 2000–2008, several improvements were adopted and introduced by the regulations.

Stopetdeset let predšolskih ustanov na Slovenskem in 35 let srednje vzgojiteljske šole v Ljubljani White paper on education in the Republic of Slovenia 3.2. Ongoing Debates and Future Developments

The latest Amendments to the Preschool Education Act (1996), adopted at the end of February 2008 by the Parliament, put into force further relieves for parents. Parents who have more than one child in a pre-school institution pay a fee only for one child; the State is obliged to provide additional subsidies for pre-school education of 5-year olds from 2010 and on, 4-year olds from 2012 and 3-year olds from 2014 and on.

In late 2007, the Ministry of Education and sport introduced the National E-Register of available places in pre- school institutions. Parents, municipal and national authorities have an insight into availability of places from their home. The National E-register is accessible to all users via Internet. The registration of free places shall become compulsory for pre-school institutions in 2008/09, although 90% of them already employ it. 3.3. Specific legislative framework

Pre-school education is regulated by two laws:

● the Organisation and Financing Education Act (enacted in 1996, revised in 2000, 2001, 2002, 2003, 2005, 2006, and 2008) ● the Pre-school Education Act (enacted in 1996, revised in 2000, 2003, 2005, and 2008).

The Organisation and Financing of Education Act regulates the conditions for the implementation and specifies the method of management and financing of education and training in all areas of education, pre- school education included.

The Pre-School Institutions Act regulates pre-school education conducted by public and private pre-school institutions (vrtci): tasks of pre-school institutions, objectives and principles, types of programmes in pre- school institutions, financing, terms and conditions for employment of instructional and professional support staff, work obligations of pre-school teachers and pre-school teacher assistants, collection and protection of personal information in pre-school institutions, etc.

Zakon o posebnih pravicah italijanske in madžarske narodne skupnosti na podroèju vzgoje in izobraževanja /ZPIMVI/ Odredba o pogojih za ustanavljanje javnih vrtcev Zakon o organizaciji in financiranju vzgoje in izobraževanja Pravilnik o dokumentaciji v vrtcu Pravilnik o normativih in minimalnih tehniènih pogojih za prostor in opremo vrtca Pravilnik o publikaciji vrtca Zakon o vrtcih Uredba o merilih za oblikovanje javne mreže vrtcev

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3.4. General Objectives

The objectives of pre-school education in pre-school institutions (vrtci) as defined by the Pre-School Institutions Act are:

● Developing the ability to understand and accept oneself and others, ● Developing the ability for social communication, to acknowledge diversity and to take part in teamwork, ● Developing the ability to recognise emotions and to stimulate emotional experience and expression; to cultivate curiosity, the spirit of exploration, imagination and intuition and developing critical thinking, ● Stimulating linguistic development for efficient and creative use of speech; later also reading and writing, ● Stimulating the experience of works of art and artistic expression, ● Transferring knowledge from various fields of science and everyday life, ● Stimulating physical and body co-ordination development, ● Developing independence in the habits of hygiene and in the care for one's health.

Zakon o vrtcih 3.5. Geographical Accessibility

By contrast, in Slovenia provision of early childhood education and care is characterised by high accessibility for children from the age of one: only 3% of children whose parents applied for a place were not granted it in a pre-school centre in 2006/07. The public network of pre-school institutions is organised in such a way that it enables parents and children accessibility and the option to choose the suitable programme for pre-school children. The local community is obliged to initiate the procedure of setting up a pre-school institution if there is sufficient interest of the parents, however it cannot always ensure a sufficient number of admission places. According to the law, in cases where there are not sufficient admission places, children from socially deprived families and children with special needs are given the priority.

Odredba o pogojih za ustanavljanje javnih vrtcev Zakon o organizaciji in financiranju vzgoje in izobraževanja Zakon o vrtcih Uredba o merilih za oblikovanje javne mreže vrtcev 3.6. Admission Requirements and Choice of Institution

Participation in pre-primary education is voluntary for children; the decision is made by their parents. There are no special admission requirements. All the children aged 1 to 6 years may enrol if there are enough places available. Prior to that, municipalities and pre-school institutions must agree upon all the elements that have financial consequences. If more children wish to enrol than there are available places, a commission appointed by the head teacher of pre-school institution rules on the admittance of children. Children whose parents submitted a certificate, issued by the centre of social work, on the precarious social status of the family have priority in enrolment in a pre-school institution. Priority also has special-needs children. In case of higher demand, municipality is obliged to start a process of extending the capacities of the pre-school education in its territory.

Parents may also apply for a pre-primary place in the municipality outside their residence. The municipality of their residence is obliged to ensure them payment subsidy of needed.

When enrolling their child in a pre-school institution, the parents must submit a certificate on the child's state of health issued by a paediatrician doctor.

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Zakon o organizaciji in financiranju vzgoje in izobraževanja Zakon o vrtcih 3.7. Financial Support for Pupils’ Families

Public pre-school institutions are founded and financed by local communities. They are also financed from parents' contributions (from 0 to 80%, depending on their income), from the national budget (for specific purposes like transport of pre-school children) and from donations and other sources.

Pre-school institutions are funded by municipalities and the fees paid by the parents, the sale of services and products, donations, and other sources. The basis for the payment is the cost of the programme attended by the child, which must include the costs of education, childcare and nutrition. Subsidies for pre-school education are granted to needy families in the form of lower contribution rates. Parents' payments are set by the local community on the basis of the scale classifying parents according to the family income in comparison with the average salary in Slovenia. Since January 2000, parents pay up to 80% of the cost of the pre-school programme attended by their child. Since March 20008, parents who have more than one child in a pre-school institution, pay the fee only for one child.

The average cost of the programme (methodology 2006) for the younger age group is EUR 424.13. In 2006 parents paid the tuition amounting to 30.6% (EUR 101.36) of the actual costs on the average, 69.4% was covered by the municipality.

For families with the lowest income, the following social benefits for children are on offer: childbirth grant, child benefit and benefit for childcare, parental allowance, large family allowance, and parental compensations. Parents who receive financial social assistance benefits are exempted from payment for a preschool institution place. In the households with children living below the at-risk-of-poverty rate social benefits represented 30.8% of all income. In 2006 slightly less than 50% of the children were classified in the three lower payments categories. The three higher payment categories contain altogether 14.2% of the children.

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o vrtcih 3.8. Age Levels and Grouping of Children

Pre-school education admits children from 1 to 3 years of age and from 3 to 6 years of age or to the age when they enter compulsory schooling. The size of pre-school institutions is not prescribed. However, the local community is obliged to initiate the procedure for the provision of capacities if the number of candidates is sufficient for one learning group. Learning groups can be homogenous or heterogeneous within one age group, or they can be combined (they include children of both age groups). The normative number of children in learning groups is defined by the national regulation. Learning groups of the first age group should comprise no more than 12 children (10, if they are age-heterogeneous). Learning groups of the second age group should comprise no more than 22 children. Learning groups are smaller if they are age- heterogeneous (19) or if they include children from 3 to 4 years of age (17). According to the condition and situation of the pre-school education activities in the local community, the community can raise the prescribed number of children in a learning group by no more than 2 children. The number of children in a group is smaller if it includes children with special needs or Roma children.

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o vrtcih

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3.9. Organization of Time

The organisation of time in pre-school education is determined by the Annual work plan of the pre-school institution, considering the framework requirements of programmes offered, the needs of working parents, and the decision of the municipality about the opening hours. Pre-school institutions offer different programmes; those vary in content and duration.

Each pre-school institution plan its opening hours, programmes, time-tables, working days and other practical arrangements in the consent with the municipality and adjusted to the needs of working parents. The decision on opening hours is made by municipality. The organisation of time and the offer of programmes are determined by the Annual work plan of the institutions, previously adjusted to the needs of the employed parents and agreed with the municipality.

Zakon o vrtcih 3.9.1. Organization of the Year

Pre-school education is given roughly at the same time as schools operate. Pre- school institutions within the municipality are usually closed between 15 July and 15 August, one being in attendance. 3.9.2. Weekly and Daily Timetable

The usual opening hours are between 5-6 in the morning and 16-17 in the evening. Earlier start and afternoon care are possible if the parents need it. Life in a pre-school institution begins with the of the child; followed by breakfast; learning activities according to the programme; play and out-door activities; lunch, rest or peaceful activities, light meal, and play again.

Pre-school institutions offer different programmes; those vary in content and duration. Day programme lasts 6 to 9 hours and takes place in the morning, in the afternoon or alternatively (one week in the morning and one week in the afternoon). It is intended for children aged 1 to school age and includes education, care, and meals for children.

Half-day programme lasts 4 to 6 hours. It is intended for children aged 1 to school age and also includes education, care, and meals for children.

Short programme lasts from 240 to 600 hours yearly in demographically threatened regions and remote areas. It is intended for children aged 3 to school age. The short programme may be organized throughout the school year or in a more concentrated form within a specific time frame. It takes place in a pre-school institution or in any other suitably equipped public facility. 3.10. Curriculum, Types of Activity, Number of Hours

The system of pre-school education is regulated in a unified manner, which means that a child need not change the institution and often stays with the same pre-school teacher from the beginning of their attendance in pre-school institution until the end. Programmes vary in content and duration.

Mainstream programmes follow the National Curriculum for Pre-School Institutions that was approved in March 1999 by the Council of Experts of the Republic of Slovenia for General Education.

The Curriculum is based upon appreciation of individual differences in development and learning, as well as on appreciation of the child's integrative and balanced development. It is open and enables implementation of various programmes (day, half-day, short). The objectives, contents, and activities are designed separately for the younger and the older age-category of children. For the sake of better transparency they are divided into various fields; however, the suggested curriculum themes extend over the stringent limits of a single

57 EURYBASE SLOVENIA field and are placed into the context of the children's every-day life in a pre-school institution. The following subject fields are included in pre-school institution activities: physical exercise, language, art, society, nature, mathematics. Interdisciplinary activities like ethics, health care, safety, and traffic education are incorporated into all those fields.

Extra curricular options are offered by each pre-school institution as so-called “enrichment” programmes. They are either integrated into the main syllabus (trips, workshops, celebrations, visits of artists) or organized in the afternoon (teaching of foreign languages, dance, and ceramic design) or organized during holidays. Parents who wish to include their children to such activities are charged extra. 3.11. Teaching Methods and Materials

The National Curriculum for Pre-School Institutions emphasises that the various methods and approaches to activities involving pre-school must take into account the diversity of the age group and enable the integration of the various areas of activity. With various methods and through play, pre-school teachers stimulate and motivate children to use various strategies and tools in their search for answers. The children are stimulated to verbalise and use other means of expression, whereby it is important to take into account their individual needs and interests and their right to privacy. The importance of play is also emphasised. The Curriculum recommends work in small groups and individual work with a child.

The curriculum contains the objectives and principles of pre-school education, which importantly affect every-day activities, communication and classroom arrangement. In planning routine activities (eating, resting, sleeping, tidying up), the differences between children must be taken into account (gender, social and cultural origin, philosophy of life...) and such conditions must be created that those differences can be expressed. Children's particularities, the right to choose and their distinctiveness must also be regarded. The importance of communication for social learning is especially emphasized. The classroom should be flexible, diverse, safe, and stimulative.

An important element of a quality pre-school institution is cooperation with the parents. Parents have the right to take part in the planning of life and work in a pre-school institution or its learning group. They should consider the professional autonomy of pre-school institution workers, who – on the other hand – should consider the culture, identity, language, world view, values and convictions, customs and habits of the parents. Parents have the right to gradually introduce their child to the pre-school institution. The pre-school institution is obliged to provide written information about its activities: in publications and on notice boards. 3.12. Evaluation of Children

The curriculum does not specify the skills, which the children should master at the completion of the individual age period. The child’s achievements are not graded. Pre-school teachers observe, analyse and direct the process of the child's learning through play. The curriculum includes general objectives (e.g. getting acquainted with mathematics in every-day life), specific objectives (e.g. recognizing the relation between cause and consequence), and examples of activities (e.g. the child predicts the result of a person falling into cold water while taking a walk). Pre-school teachers observe how children recognize the cause and consequence through their experience, they talk to children, show them gladness and praise when they successfully solve a problem, and verbally inform the parents about the child's achievements. Pre-school teachers help, direct, stimulate and motivate the children, tell and explain them things, but they do not assess them.

A personal file is kept only for special-needs children and for children in need of counselling or assistance.

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3.13. Support Facilities

In addition to pre-school teaching staff (teachers, assistants), there is a counselling service in each pre-school institution, which may include psychologists, educational specialists, social workers, specialists of social , and/or specialists for children with special needs. Its task is to provide counselling for children (individually or in groups), counselling and consultation work for parents and staff.

The principle of "placement in the most stimulative environment" is applied when decisions are made about the extent to which an individual child is placed in a mainstream group, or assigned to a developmental group.

The counselling specialists join pre-school teachers in the preparation and implementation of the individualised programmes for special-needs children. The individual educational plan corresponding to the pupil's needs is prepared and implemented by the whole pre-school team and in consultation with parents. Support of a SEN specialist is provided inside the group, during the education activities, or in the so called developmental groups, part-time or full-time depending on the specific individual, organisational and institutional situation and in accordance with regulation.

A mobile special education service is in place to help institutions for education of children with severe developmental difficulties. 3.14. Private Sector Provisions

Private pre-school institutions must fulfil the general requirements that apply to the teaching staff, premises and equipment in the public pre-school institutions. They must acquire a favourable opinion of Council of Experts of the Republic of Slovenia for General Education on the suitability of the programme.

In the school year 2006/07 there were 793 single pre-school institutions in Slovenia, of which 19 were private. Among 58,127 children, 975 children were included in private pre-school institutions 3.15. Organisational Variations and Alternative Structures

In addition to the central curriculum, there are other nationally approved programmes that are adapted to the specific learning circumstances. Programmes for pre-school education with Italian and of teaching are designed for children of these two national communities. The Programme for the Roma children gives special consideration to their language and culture.

Few private pre-school institutions conduct their programmes according to special educational principles (Montessori, Steiner). There are also private pre-school institutions that conduct their programmes in foreign languages: international pre-school institution, pre-school institution for employees in foreign-owned companies. These institutions have to meet the facility-requirements. In such cases, the Council of Experts of the Republic of Slovenia for General Education issues a favourable opinion when it ascertains that the programme has been approved by the relevant international association.

The family care programme is intended for children aged 1 to school age. It takes place at the home of the pre-school teacher or pre-school teacher assistant. This form of education can be performed by the staff employed in a pre-school institution or by a private pre-school teacher.

Pre-school care at home is a programme which may be provided by a pre-school institution for children who cannot attend it due to illness. This form of education can be performed by the staff employed in a pre- school institution or by a private pre-school teacher.

Zakon o posebnih pravicah italijanske in madžarske narodne skupnosti na podroèju vzgoje in izobraževanja /ZPIMVI/

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3.16. Statistics Number of institutions, Slovenia, 2003–2007 Total number of pre-school Years Public Private institutions (public and private)1) 2003 767 750 17 2004 752 735 17 2005 777 759 18 2006 793 774 19 2007 811 787 24

1) In the total number of pre-school institutions are counted pre-school institutions as well as dislocated units of pre-school institutions.

Source: Statistical Office of the Republic of Slovenia

Number of children enrolled, Slovenia, 2003-2007

Number of enrolled Children of Children of the 1st age the 2nd age in public pre-school In private pre-school Total period period institutions institutions 2003 54515 53711 804 13097 41418 2004 54815 53983 832 13157 41658 2005 57134 56262 872 13670 43464 2006 58127 57152 975 14900 43227 2007 61359 60148 1211 16474 44885

Note: In the 1st age period are included children aged 1 up to 3 and in the 2nd age period are included children aged 3 up to entering basic school.

Source: Statistical Office of the Republic of Slovenia

Enrolment rate by single years of age, Slovenia, 2003 – 2007 1st age period 2nd age period Gross enrolment

1 year 2 years 3 years 4 years 5 years 6 years + rate 2003 25.6 48.1 65.7 77.8 79.2* 6.0* 60.6 2004 26.5 48.8 66.8 75.9 83.8 4.3 61.4 2005 27.5 49.9 69.5 79.3 83.7 7.3 63.6 2006 28.7 53.1 70.1 81.8 86.3 4.7 64.7 2007 33.0 54.9 74.6 82.9 89.0 4.3 67.2

* - Estimation

Source: Statistical Office of the Republic of Slovenia

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Professional staff in pre-school institutions, Slovenia, 2007

Professional By type of employment staff total full-time part-time in FTE Total 8286 7730 556 - Women 8146 7614 532 -

Pre-school teachers - total 3774 3670 104 3723 for the children of the 1st age period 1304 1283 21 1294 for the children of the 2nd age period 2470 2387 83 2429 Assistants to pre-school teachers - total 3934 3664 270 3799 for the children of the 1st age period 1519 1403 116 1461 for the children of the 2nd age period 2415 2261 154 2338 Management staff - total 304 261 43 - headmasters 136 127 9 - assistant headmasters 168 134 34 - Counsellors - total 118 58 60 - pedagogues 35 17 18 - psychologists 22 10 12 - social workers 21 13 8 - social pedagogues 11 4 7 - special pedagogues (defectologists) 29 14 15 - Other professional staff 156 77 79 - for offering aditional professional support 25 17 8 - nutritionist 65 25 40 - organizers of health-hygiene regime 43 15 28 - others 23 20 3 -

Source: Statistical Office of the Republic of Slovenia

Average learning group size at pre-school institutions, Slovenia, 2003 - 2007

Years 1st age period 2nd age period

2003/04 12.0 19.5 2004/05 12.1 19.5 2005/06 12.0 19.6 2006/07 11.8 19.6 2007/08 12.2 19.8

Source: Statistical Office of the Republic of Slovenia

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Number of children per a pre-school teacher and assistant, Slovenia, 2003 – 2007

2003/04 2004/05 2005/06 2006/07 2007/08

1st age period 5.8 5.8 5.8 5.8 6.0 2nd age period 9.6 9.6 9.4 9.4 9.4 total 8.3 8.3 8.2 8.1 8.2

Source: Statistical Office of the Republic of Slovenia

Statistièni urad Republike Slovenije

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4. Single Structure Education

Organisation of the education system in Slovenia, 2008/09

SI 1 2 3 4 98765 10 5141312111 16 17 18 19 20 21 22 23 24 25 26 27 VRTCI GIMNAZIJE UNIVERZITETNI PROGRAMI / STROKOVNI PROGRAMI OSNOVNE ŠOLE TEHNIŠKI / STROKOVNI PROGRAMI VIŠJE STROKOVNE ŠOLE

POKLICNI IN POKLICNO-TEHNIŠKI PROGRAMI

POKLICNI PROGRAMI POKLICNI TEČAJ / MATURITETNI TEČAJ

Pre-primary – ISCED 0 Pre-primary – ISCED 0 (for which the Ministry of Education is not responsible) (for which the Ministry of Education is responsible) Primary – ISCED 1 Single structure – ISCED 1 + ISCED 2 (no institutional distinction between ISCED 1 and 2) Lower secondary general – ISCED 2 Lower secondary vocational – ISCED 2 (including pre-vocational) Upper secondary general – ISCED 3 Upper secondary vocational – ISCED 3 Post-secondary non-tertiary – ISCED 4 Tertiary education – ISCED 5A Tertiary education – ISCED 5B Allocation to the ISCED levels: ISCED 0 ISCED 1 ISCED 2

Compulsory full-time education Compulsory part-time education Part-time or combined school and workplace courses Additional year -/n/- Compulsory work experience + its duration Study abroad

Source: Eurydice. In Slovenia, basic education or a single structure of primary (ISCED level 1) and lower secondary education (ISCED level 2) lasts 9 years and overlaps with compulsory education. The same institution provides education in all 9 grades. 4.1. Historical overview of basic education

The ancestors of the present-day Slovenians settled in the area in the sixth century AC. In the seventh century, Western Slavic tribes formed an alliance with the Slavic Duchy of Carantania (the centre of today’s Austrian Carinthia), which fell under the rule of the Frankish Empire in the middle of the eighth century. In the 14th century most of Slovenia came under the power of the Habsburg dynasty and later became part of the Austro-Hungarian Empire.

The beginnings of education with instruction in the Slovene language date back to the mid 16th century. At that time, the folk parish schools were formed. But the era of Slovenian cultural-linguistic awakening began at the end of 18th with the first Slovenian books and introduction of partially compulsory schooling. In 1765, the Habsburg rule issued a special patent to launch spinning schools. In this way, Slovenia obtained the first schools established upon the initiative of the state. Partial compulsory schooling was introduced for the first time. The aim of those schools was to train as many children as possible in spinning and weaving, so that they could be employed in manufactories. Children of both genders, aged 7 to 15, who could be missed at home, were obliged to attend such schools.

The short-lived French rule under Napoleon in the mid 19th century also improved the position of the Slovene language in schools. After the defeat of the dual Austro-Hungarian monarchy, which regulated the

63 EURYBASE SLOVENIA school system until World War I, the independent state of Slovenians, Croatians and Serbs was founded in 1918, later renamed the Kingdom of Yugoslavia. German was no longer the language of instruction. Education system in Yugoslavia was harmonised through common curricular guidelines and assessment criteria. Grades and classes like the ones known today were introduced and unified the system of marking by introducing a five-step scale with 5 as the highest mark. The primary school was called the folk school and consisted of the four-year primary school and the four-year upper folk school.

After the Second World War, all private property was nationalised and a milder version of socialism, based on common ownership and self-management, was introduced. In the seventieth, the school preparatory programme for six-year-old children became compulsory and an eight-year single structure compulsory education was introduced with the aim to improve access and equity in education and the aim to prepare all pupils for the upper secondary and higher education.

In the last quarter of the 20th century, Slovenia acquired the right to develop its own national education system, which has progressed considerably since. The former Yugoslav education authorities tried to unify the education system by means of political actions; that education should follow the needs of the economy; schools should prepare students equally for the continuation of studies and for employment. A common national guideline of qualifications and diplomas was developed to serve the needs of the economy (1980). The next attempt of federal authorities to harmonise education systems over the whole territory was the "Common Core Curriculum" that should ensure the establishment of a common education area in Yugoslavia. It was sharply rejected by Slovenia.

Towards the end of the century, the so called ‘innovatory’ movement emerged in schools as a critical reaction to the centralisation policies of the former Yugoslavia. After independence in 1991, Slovenia was faced with fundamental changes in all areas: political, economic, and social. The major education reform (1993-1996) took place in the era of total ownership transformation, with the introduction of a market economy, parliamentary democracy, human rights and increasing globalisation. The transition from a centrally administrated system to an open market economy challenged previous systems of education and training. Following studies of developed Western education systems, the new Slovenian model was based on a broadly accepted concept presented in the White Paper on Education (English edition, 1996) and the entirely new national legislation. For Slovenia, this was of utmost importance since in its history there was little opportunity to develop its own education system.

40 let Zavoda za šolstvo

Zgodovina šolstva in pedagogike na Slovenskem 4.2. Ongoing Debates and Future Developments

The adoption of the most recent Amendments to the Basic School Act in November 2007 introduced new changes in the compulsory school legislation that should be introduced gradually in the 2008 – 2011 period. Schools are obliged to elaborate a pedagogical plan, specifying general values, educational principles, activities, rewards, disciplinary measures and their execution, co-operation with parents as well as their role in the fulfilment of the education plan; schools have been granted the administrative right to transfer students (in exceptional cases only) to other schools even without the consent of their parents; schools are free to choose fixed or flexible timetable; schools must organise the support for additional instruction of the Slovene language for the pupils – children of immigrant parents. The second foreign language shall become compulsory for all pupils of the age of 12 (from 7th to 9th grade) by the beginning in the school year 2009/10 at the latest.

According to the new act, school councils are given full autonomy with respect to the appointment and dismissals of head teachers. They have to ask for the Minister’s conformity, but his/her opinion is no longer obligatory.

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4.3. Specific legislative framework of basic education

According to the Constitution of the Republic of Slovenia (1991) “education is free; basic education is compulsory and publicly funded.” and rituals are not allowed in public basic schools (osnovne šole) as the Constitution separates state affairs from religious communities.

The first legislation in independent State regulating basic education was adopted in 1996 and revised several times since then. The Basic School Act (1996; last revision 2007) determines general educational aims; regulates the right to choose between public and private schools or home schooling; defines the core curriculum and extra curricular contents. It sets forth the manner and rules concerning enrolment, pupils' rights and duties; basic rules concerning the assessment and marking of pupils and their progress to a higher grade, and the award of certificates. Together with the Organisation and financing of Education Act (1996, last revision 2008) regulates basic management and organisational principles, and divide responsibilities and autonomy between the State, municipalities and schools.

It also stipulates the basic rules on home schooling and basic education of adults, and inclusion of children with special needs into mainstream arrangements. The act enabled a smooth transition from the old system of 8-year basic school (old Basic School Act, 1980) to the new 9 -year basic school programme. Gradual introduction of the new curriculum began in 1999/2000 and was completed in 2007/08. The National Education Institute supported by groups and councils of experts monitored the programme implementation.

The law gives the minister the power to regulate certain aspects of education in greater detail by issuing rules, decrees, orders, decisions, and guidelines.

Ministrstvo za šolstvo, znanost in šport

Univerza v Ljubljani, Visoka šola za socialno delo

Zakon o osnovni šoli

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Pravilnik o šolskem koledarju za osnovne šole

Uredba o merilih za oblikovanje javne mreže osnovnih šol, javne mreže osnovnih šol in zavodov za vzgojo in izobraževanje otrok in mladostnikov s posebnimi potrebami ter javne mreže glasbenih šol 4.4. General Objectives

The general aims of basic education are: to develop the knowledge and skills of learners to their highest potential; to provide pupils with the learning to learn skills and thus provide them with a tool for lifelong learning; to enhance pupils’ awareness about integrity of individuals, their national identity, overall cultural and civilisation values; to educate pupils in the spirit of equality, tolerance, respect of inter-personal differences and human rights; to develop their own culture and traditions, while studying other cultures and learning foreign languages; to encourage pupils’ personal health-care and environmental care.

Instructional objectives are determined by specific subject syllabi and cross-curricular themes.

Zakon o osnovni šoli

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4.5. Geographical Accessibility

All children residing in Slovenia have the right to compulsory education under equal and non-discriminatory conditions. As a rule, children enrol in schools located in the school district of their residence. The school is obliged to enrol all children from its school district. The law provides for a possibility of enrolling in a school in another school district if that school agrees to admit the child.

The geographical distribution of schools gives the opportunity to all children in Slovenia to receive basic education as close to their home as possible. This is the duty of municipalities which are responsible for foundation of public basic schools (osnovne šole) in the form of single institutions or in the form of organisational units of other institutions. The most common combination is an institution that comprises both, the basic school and a pre-school unit. Apart from the Waldorf basic school and The first Catholic basic school (established in 2008), which are private, all other basic schools are public. Single and central basic schools usually organise all grades (1-9) in the same building. Smaller branch units in local, usually more remote locations, where there are less children, provide education for the first three or the first six grades in smaller buildings. The size of schools varies: in larger cities the central school has between 400 pupils and 1000 pupils (including those coming from branch. On the other side, there are also central schools with less than 100 pupils and as well small branch units with less than 20 pupils.

Zakon o osnovni šoli Zakon o organizaciji in financiranju vzgoje in izobraževanja Uredba o merilih za oblikovanje javne mreže osnovnih šol, javne mreže osnovnih šol in zavodov za vzgojo in izobraževanje otrok in mladostnikov s posebnimi potrebami ter javne mreže glasbenih šol 4.6. Admission requirements and Choice of School

Compulsory education begins in the year in which the child reaches the age of 6. The prescribed age of children entering school is from 5 years and 8 months to 6 years and 8 months. Parents can choose between public or private schools or homeschooling. In practice almost 100% of children attend public nine-year single structure basic schools (osnovne šole).

There are no special admission criteria. The procedure establishing whether a child is prepared to enter a school can be started upon parents' request or upon a request by the medical service.

Zakon o osnovni šoli 4.7. Financial Support for Pupils' Families

Compulsory education is free. This includes health insurance and medical examinations. Younger children and children with special needs are entitled to free transportation. All children are entitled to free school transportation if their school is located more than 4 km from their place of residence or if their way to school is dangerous. Schools are required to provide school meals. Pupils from socially and economically deprived families are entitled to school meals at a reduced price.

Schools organise textbook stocks that provide pupils with the opportunity to borrow study books. Since 2008/09, borrowing of textbooks at basic schools (osnovne šole) is free of charge. The Ministry of Education also introduced the measure - ‘text books on the school desk’. With this measure the Ministry tries to reduce the weight of school bags and improve the health of the pupils.

The Ministry of Education and Sport also subsidizes open air-schooling for pupils from socially and economically deprived families.

Ministrstvo za šolstvo, znanost in šport

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4.8. Age Levels and Grouping of Pupils

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 learning 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. Teachers have a statutory right to, upon parents’ consent, organise a part of their lessons by: dividing their pupils into various learning groups; applying a team teaching approach; applying ability grouping at some subjects and for a limited number of lessons; or by a combination of all these forms. Schools may independently allocate teaching hours in some subjects, organise project work and implement cross-curricular activities. Such autonomy is restricted when it comes to core subjects, such as mother tongue, maths, foreign languages and sports education.

The size of classes and groups is specified in the Standards and norms for the provision of basic education. The upper limit stands at 28 pupils per class. The requirements for classes which include children with special needs or Roma pupils and the requirements for classes in schools for linguistic minorities (bilingual and Italian-speaking schools) are favourable.

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 basic school (osnovna šola) 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. 4.9. Organisation of School Time

The length of the school year and the maximum number of lessons per week is regulated by the Basic Education Act (1996; last rev. 2007). The National Curriculum determines weekly distribution of lessons. Every school year the Minister for education issues a school calendar, specifying the distribution of school days, school free days and school holidays. Apart from summer holiday which lasts approximately 10 weeks, pupils also have the autumn holidays, Christmas / New Year Holidays, winter holidays and the first of May holiday. National holidays are also school free days.

Zakon o osnovni šoli 4.9.1. Organisation of the School Year

The school year comprises 175 to 190 days of teaching (depending on holidays) between 1 September and 31 August of the following year. Schools are open five days a week, and the minimum number of lessons varies from 20 per week (1st grade) to 30 (9th grade) (or from 22 to 32 in bilingual and Italian-speaking schools) depending on the grade and the number of optional and extracurricular subjects taken. Pupils are allowed to take 5 days of extra holidays during the school year. With the 2007 changes of the legislation, the school year is now divided into two assessment periods,

Zakon o osnovni šoli

Pravilnik o šolskem koledarju za osnovne šole 4.9.2. Weekly and Daily Timetable

In general, lessons are 45 minutes long. The maximum total number of hours of instruction per week is: 16.5 hours (22 lessons) for pupils of the first cycle, 19.5 hours (26 lessons) for pupils of the second cycle and 22.5 hours (30 lessons) for pupils of the third cycle.

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Basic school (osnovna šola) activities include the compulsory curriculum and also extra curriculum activities. Involvement in the latter is voluntary and optional. 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. The extra curriculum activities consist of before- and after-school classes and other forms of pupils' care, supplementary lessons for pupils in need, additional lessons for talented pupils, 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. Out-of- school classes (learning in a natural environment) are organised by the Centre for Curricular and Extracurricular Actvities.

Length of school day, each day of the week (the prevailing organisation):

Out-of-hours Lessons (the Lunch break Lessons (the Out-of-hours provision usual starting usual finishing provision (after (the main meal (before lessons) time in the time in the lessons) break varies) morning) afternoon)

From Monday 7.00-8.00 8.00 20 min. 12.30-14.30 Until 17.00 to between 9.00– Friday 10.00

All compulsory schools operate in one shift. Younger pupils (6 to 12) who take part in out-of-lessons provision, stay at school in the afternoon under the supervision of teachers. They take care of pupils from the 1st to the 6th grade. In the afternoon hours, pupils can learn, play, and/or take up interest activities.

Center šolskih in obšolskih dejavnosti

Zakon o osnovni šoli 4.10. Curriculum, Subjects, Number of Hours

National curricular documents consist of the curriculum for the 9-year basic school, syllabi 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 (»lessons in nature«), 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 curriculum specifies the exact number of yearly and weekly lessons for individual subjects, the number of discussion periods and the minimum number of hours, required for the implementation of the curriculum.

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Weekly timetable of the 9-year compulsory school A - Compulsory core curriculum subjects

Total No. of Subject/ 1st 2nd 3rd 4th 5th 6th 7th 8th 9th lessons (45 No. of lessons year year year year year year year year year min) per per week subject

Slovene language 6 7 7 5 5 5 4 3.5 4.5 1631.5 Mathematics 4 4 5 5 4 4 4 4 4 1318.0 Foreign language 2 3 4 4 3 3 656.0* Visual arts 2 2 2 2 2 1 1 1 1 487.0 Music 2 2 2 1.5 1.5 1 1 1 1 452.0 Social sciences 2 3 175.0 Geography 1 2 1.5 2 221.5 History 1 2 2 2 239.0 Civic and patriotic 1 1 70.0 education and ethics Environmental 3 3 3 315.0 education Physics 2 2 134.0 Chemistry 2 2 134.0 Biology 1.5 2 116.5 Natural sciences 2 3 175.0 Natural sciences and 3 3 210.0 techniques Techniques and 2 1 1 140.0 technologies Home economics 1 1.5 87.5 Sports education 3 3 3 3 3 3 2 2 2 834.0 Optional subjects** 2/3 2/3 2/3 204.0/306

Total No. of lessons 7600/7702 12/13/ 14/15/ 12/13/ No. of subjects 6 6 6 8 9 11 14 16 14 27.5/2 27.5/2 No. of lessons per week 20 21 22 23.5 25.5 25.5 27/28 8.5 8.5 No. of weeks 35 35 35 35 35 35 35 35 32 Class units discussion 0.5 0.5 0.5 0.5 0.5 0.5 103.5 period

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Days of learning 1st 2nd 3rd 4th 5th 6th 7th 8th 9th Total No. of activities per year year year year year year year year year year hours Days for culture 4 4 4 3 3 3 3 3 3 150.0 Days for natural 3 3 3 3 3 3 3 3 3 135.0 sciences Days for techniques 3 3 3 4 4 4 4 4 4 165.0 and technologies (ICT) Days for sports 5 5 5 5 5 5 5 5 5 225.0 Total No. of days 675.00 No. of weeks of 3 3 3 3 3 3 3 3 3 learning activities * The second foreign language of 204 periods is not included yet (obligatory not earlier than in 2009/10). **Pupils take 2 or 3 hours, depends on the parents’ consent. B- Extended curriculum 1st 2nd 3rd 4th 5th 6th 7th 8th 9th year year year year year year year year year Individual and group support to pupils with 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 learning difficulties Supplementary and 1 1 1 1 1 1 1 1 1 additional learning support Interest activities 2 2 2 2 2 2 2 2 2 Afternoon classes, morning care, out-of-school classes

During the school year 2008/09 a small number of schools started introducing a second foreign language as a compulsory subject in 7th grade. Learning of the second foreign language is expected to extend and comprise all schools in 2011/12. Upon the request of parents, pupils may be excused of optional subjects from the curriculum if they attend specialised music and dance school.

Zakon o osnovni šoli 4.11. Teaching Methods and Materials

The national curriculum is open and specifies all the objectives and standards of knowledge, defined as core contents. Within its framework, teachers are free to adjust the content to specific learning environments. The curriculum stresses the process of learning and development of the skills of learners and promotes the contents and teaching methods which take into account the individual pupil’s potential. The education process is defined as an interactive communication between the pupil and the teacher. Therefore, one of the basic principles of the curriculum is also the pupils’ active involvement in the education process.

The modernized subject syllabi (2008/09) are more open and have greater autonomy as in the past. Before 2008, objectives and contents were prescribed in greater detail. Teacher's approach and methods used in the past were more closely related to the textbooks and teaching aids approved by the Council of Expert for General Education. From 2007/08, teachers autonomously choose additional teaching materials, aids and workbooks, while they select textbooks from a wide list of course books approved by the Council for General Education.

Strokovni svet Republike Slovenije za splošno izobraževanje

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4.12. Pupil Assessment

Assessment and evaluation of pupils is carried out in accordance with the provisions of the Basic School Act and the Regulations on Examination and Assessment of Knowledge and Advancement of Students in the Basic School, issued by the Minister of Education. The latter specify basic rules, principles, and guidelines for evaluation of pupils.

Pupils’ achievement is assessed continuously in written, oral and practical forms and by tests set by teachers. Teachers use descriptive grades in the first cycle (grades 1-3) and only numerical grades in the second (grades 4-6) and third cycle (grades 7-9). Pupils and their parents receive information about the progress regularly throughout the school year. At the end of each school year they receive a report stating the grades in individual subjects. At the end of the second and the third cycle, state-wide examinations are given. After the second cycle, written examinations from mother tongue, mathematics, and foreign language are given, however, they are not compulsory and the results do not affect the grades or the progress of pupils to the next cycle. Instead, they merely provide feedback for schools, parents, and pupils.

Second and third cycle pupils’ results are evaluated with numeric grades. Numeric grades are based on the national 5-level grading scale as follows: 5 (excellent), 4 (above average), 3 (average), 2 (satisfactory), and 1 (fail). Numeric grading presents an external learning motivation. Pupils are encouraged to achieve the best results they can. These results can be used as admission criteria in upper secondary schools (in case of limited admission).

Zakon o osnovni šoli 4.13. Progression of Pupils

Pupils in all cycles who receive pass grades may advance to the following grade. Pupils in the first two cycles (grades 1-6) may continue to the next grade even if they receive fail grades. However they can repeat the year if their parents agree. From the school year 2008/09 pupils in Years 3-6, who receive fail grades have to repeat the year if the Teacher Assembly takes such decision even without the consent of their parents.

Pupils of the third cycle who receive a fail grade in one or two subjects must be given the opportunity to improve the relevant subject grades. They may move on to the next grade if they pass the reexaminations. Pupils who receive fail grades in three or more subjects have to repeat the year. However, ninth grade students have several opportunities to improve their final grades in more than two subjects. Decisions relating to pupil progression are taken by the Teacher Assembly. The pupil and/or pupil’s parents may appeal against final grades.

Pupils with learning difficulties may attend supplementary lessons. Gifted pupils may progress faster and may complete the basic school programme in less than nine years. Schools may grant certain privileges (with respect to fulfilment of school requirements) to perspective pupils in sports and/or pupils who attend music and ballet schools. Pupils cannot be expelled from school if they haven’t fulfilled their compulsory school obligation. From the school year 2008/09 on, school may decide to transfer a pupil to some other school also without parent’s consent.

Pupils who completed basic school (osnovna šola) and received a school-leaving certificate may continue their education at any general or vocational upper secondary school. Pupils, who fulfilled their compulsory education obligation but failed to complete the basic school education programme, receive a certificate on the fulfilment of their compulsory education obligation and may enrol into short-cycle vocational education programmes.

Zakon o osnovni šoli

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4.14. Certification

Following the completion of basic education, schools provide each pupil with a certificate containing his/her final grades in each subject for the coursework during the final (ninth) year. Final grades are formulated by teachers (each teacher awards the grade in the subject they teach). From the school year 2008/09, students are no longer evaluated for the total achievment, but only for each subject separately.

The statewide assessments, prepared by the National Examination Committee and the National Examination Centre, are organised towards the end of the final Year. These external examinations are to be taken in 3 subjects: the mother tongue, mathematics, and a third subject determined by the Minister each school year anew. The Minister decides upon the consultation with the Council of Experts for General Education which schools must offer which third subject examinations. The results are recorded in pupil’s final certificate separately and no longer affect the overall grade. The results should not serve as a selection criterion in the admission procedure of the upper secondary school; though in some cases gimnazije may pay attention to the student's external examination results as well. In principle, the purpose of the external assessments has been changed form the previous final examinations to a feedback information about pupils achievements. Pupils receive final certificates with grades in all compulsory subjects, and with the results achieved in external examinations expressed in points.

Strokovni svet Republike Slovenije za splošno izobraževanje

Ministrstvo za šolstvo, znanost in šport

Državni izpitni center

Zakon o osnovni šoli

Pravilnik o dokumentaciji v osnovni šoli 4.15. Educational Guidance

Each school organises its own counselling service. Its tasks are: to evaluate the readiness of pupils for entry into the first grade of basic school programme; to offer advice and helps newly admitted pupils with their inclusion in the school environment and the education process; to help pupils to solve problems and issues concerning their education, personal development, social-economic status, etc. School counsellors guide pupils through the education process and provide them with advice in decisions concerning further education and vocational orientation.

Teachers in lower grades educate pupils about work and professions by integrating relevant information in lessons of their particular subject or subject area, or through out-of-school education activities. Teachers may also invite pupils’ parents to participate in lessons and provide pupils with information about their profession or other work positions. In the final grades of basic school (osnovne šole) vocational and educational guidance is provided mainly by the basic school counsellors. Pupils may be provided with advice and guidance individually, in smaller groups or in class. Counselling activities are supported by field trips, visits to different types of work environment and secondary schools in the vicinity of the school as well as school visits to the local employment office(s).

Zavod Republike Slovenije za zaposlovanje

Zakon o osnovni šoli

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4.16. Private Education

Apart from three basic schools (osnovne šole) which are private, all other basic schools are public.

The first private school, the Waldorf School (also known as Steiner) was founded in 1992. Learning is interdisciplinary, integrates practical, artistic, and intellectual elements, and is coordinated with "natural rhythms of everyday life". The first Catholic basic school was established in 2008. 4.17. Organisational variations, alternative structures in basic education

Parents may also arrange instruction for their children at home, if they so wish. If the parents organise home- schooling for their child, the child must nevertheless enrol into a basic school (osnovna šola), which shall carry out the evaluation and assessment of his/her knowledge together with his/her attainment of standards of knowledge prescribed by subjects’ syllabi.

Basic education is also provided for children of compulsory school age in hospitals. Pupils either attend hospital school or hospital teachers visit them at their homes.

Since 1993, there is a state owned school offering an international programme in English for children of foreign nationals living in Slovenia. The school is open to Slovene citizens provided they used to live abroad for at least 4 years. The tuition fees are low as the Ministry of Education subsidises the school, covering more than half of the operational costs.

The adults may also receive basic education in folk high schools (ljudske univerze) and adult education centres. The Adult basic education programme is tailored to the needs of younger adults and older adults. 4.18. Statistics Key data and indicators on compulsory basic education, Slovenia, school year 2007/08

Basic schools for children Basic schools with special educational needs

Number of basic schools - total 792 60 - of which private 1 - Number of class units 8511 273 Number of pupils enrolled - total 163208 1560 - of whom in private schools 264 - Number of pupils per class unit 19.2 5.7 Pupils/teacher ratio3) - total 12.5 3.4

- in the 1st and 2nd cycle of 9-year programme or in the lower level of 8-year programme (equiv. to ISCED 1) 15.6 3.5 - in the 3rd cycle of 9-year programme or in the upper level of 8-year programme (equiv. to ISCED 2) 9.8 3.4

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Central, single site and attached basic schools are included.

Basic schools with special curriculum, units with special curriculum at mainstream basic schools, institutions for children with disabilities other than mental are included.

Data refer to the end of the school year 2006/07

Source: Statistical Office of the Republic of Slovenia

Youth enrolled in compulsory education, Slovenia, school years 2005/06 - 2007/08

2005/06 2006/07 2007/08 Total Boys Girls Total Boys Girls Total Boys Girls Total number of enrolled 169599 87428 82171 166101 85608 80493 164768 84945 79823 in the 8-year programme 36839 18932 17907 20833 10760 10073 8318 4297 4021 in the 9-year programme 132760 68496 64264 145268 74848 70420 156450 80648 75802 Enrolled in basic schools 167890 86333 81557 164477 84567 79910 163208 83940 79268 in the 8-year programme 36285 18581 17704 20489 10544 9945 8168 4193 3975 in the 9-year programme 131605 67752 63853 143988 74023 69965 155040 79747 75293 Enrolled in basic schools for children with special 1709 1095 614 1624 1041 583 1560 1005 555 educational needs 8-year programme 554 351 203 344 216 128 150 104 46 9-year programme 1155 744 411 1280 825 455 1410 901 509

Source: Statistical Office of the Republic of Slovenia

Share of pupils exiting compulsory education, Slovenia, 2006/07 Basic schools Basic with special schools curriculum Total number of pupils exiting school 19505 275 Share of pupils exiting school with school-leaving certificate 98,4% 94,9% Share of pupils in the final grade who took a final grade improvement exam 4,6% 3,0% Share of pupil exiting school without school-leaving certificate (%) 1,6% 5,1%

Data refer to the end of the school year 2006/07

Source: Statistical Office of the Republic of Slovenia

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Teachers, management, counsellors, librarians and other professional staff, Slovenia, 2006/07 Professional staff - Type of employment Teachers in total full-time part-time FTE Basic schools Total 17671 16774 897 - Women 15336 14642 694 - Management 808 800 8 - Women 536 530 6 - Teachers in ISCED 1 5885 5803 82 6061 Women 5757 5680 77 5908 Teachers in ISCED 2 7333 6821 512 7130 Women 5810 5439 371 5722 Teachers in after-school classes 2077 1927 150 2058 Women 1870 1739 131 1857 Counsellors 797 741 56 - Women 761 712 49 - Other professional staff 771 682 89 - Women 602 542 60 - Basic schools for children with special educational needs Total 881 833 48 - Women 758 720 38 - Management 53 53 - - Women 41 41 - - Teachers in ISCED 1 169 164 5 174 Women 164 159 5 168 Teachers in ISCED 2 296 281 15 300 Women 214 207 7 226 Teachers in after-school classes 80 70 10 70 Women 75 65 10 68 Counsellors 70 65 5 - Women 64 59 5 - Other professional staff 213 200 13 - Women 200 189 11 - Data refer to the end of the school year 2006/07 Source: Statistical Office of the Republic of Slovenia Pupils-teacher ratio, Slovenia, school year 2006/07

Total ISCED 1 ISCED 2 All types of basic schools 12.1 15.2 9.5 Basic schools 12.5 15.6 9.8 Basic schools for children with special ed. needs 3.4 3.5 3.4 Source: Statistical Office of the Republic of Slovenia Statistièni urad Republike Slovenije

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5. Upper Secondary Education

Organisation of the education system in Slovenia, 2008/09

SI 1 2 3 4 98765 10 5141312111 16 17 18 19 20 21 22 23 24 25 26 27 VRTCI GIMNAZIJE UNIVERZITETNI PROGRAMI / STROKOVNI PROGRAMI OSNOVNE ŠOLE TEHNIŠKI / STROKOVNI PROGRAMI VIŠJE STROKOVNE ŠOLE

POKLICNI IN POKLICNO-TEHNIŠKI PROGRAMI

POKLICNI PROGRAMI POKLICNI TEČAJ / MATURITETNI TEČAJ

Pre-primary – ISCED 0 Pre-primary – ISCED 0 (for which the Ministry of Education is not responsible) (for which the Ministry of Education is responsible) Primary – ISCED 1 Single structure – ISCED 1 + ISCED 2 (no institutional distinction between ISCED 1 and 2) Lower secondary general – ISCED 2 Lower secondary vocational – ISCED 2 (including pre-vocational) Upper secondary general – ISCED 3 Upper secondary vocational – ISCED 3 Post-secondary non-tertiary – ISCED 4 Tertiary education – ISCED 5A Tertiary education – ISCED 5B Allocation to the ISCED levels: ISCED 0 ISCED 1 ISCED 2

Compulsory full-time education Compulsory part-time education Part-time or combined school and workplace courses Additional year -/n/- Compulsory work experience + its duration Study abroad

Source: Eurydice. In Slovenia, basic education is a single structure of primary (ISCED level 1) and lower secondary education (ISCED level 2). It lasts 9 years and overlaps with compulsory education. The same institution provides education in all 9 grades. In this chapter are informations only for upper secondary education (ISCED level 3) - for lower secondary education (ISCED 2) see chapter [ 4.]

The structure of upper secondary education in Slovenia includes:

● general upper secondary education (gimnazija) ● technical education and ● vocational upper secondary education.

Upper secondary education is provided by upper secondary schools. They can be specialised to provide only one type of upper secondary education (for example, gimnazija) or they can offer more types of programmes and be organised as school centres comprising a number of organizational units with different types and levels of programmes.

More than 98% of the student population progresses from compulsory to upper secondary education, of them more than 40% continue their schooling in gimnazija, just over 35% in technical schools and just under 25% undertake shorter vocational courses. The percentage of those who do not enrol in upper secondary schools upon completion of compulsory school is negligible: they either decide to undergo work training or to improve their final results from basic school (osnovna šola).

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The key objectives of upper secondary education in Slovenia are:

● to provide general education and vocational qualifications, ● to enable the highest possible number of learners to achieve the highest possible level of education, ● to facilitate development of the highest possible level of creativity and innovation of the learners, ● to facilitate Slovenia's participation in the processes of European integration.

The upper secondary education system is still rather centralised; decisions regarding programmes, job specifications and salaries are taken at the national level. Local and regional authorities have no control over these areas. Schools and teachers, on the other hand, have greater autonomy in regards to the realisation of the curriculum, the choice of teaching methods, management of staff and finance and school admissions.

Zakon o gimnazijah Zakon o organizaciji in financiranju vzgoje in izobraževanja Zakon o poklicnem in strokovnem izobraževanju 5.1. Historical overview of upper secondary education

The first schools on the territory of Slovenia were so-called monastic schools and go back to the 12th century. They were part of monasteries operating mainly for the purpose of introducing new recruits to the monastic life. A little later, parish schools and so-called cathedral schools at the headquarters of dioceses started to appear. With the development of towns, town schools started to emerge, educating young people for more practical and secular purposes. The first real secondary schools started developing from the 16th century onwards. At that time, in the period of Protestantism, a division was made between primary education, aimed at the whole population regardless of the person's social standing, and secondary education. Secondary schools were established to provide a transition to university. There was one such school in Ljubljana, called 'Estate School', founded by the Kranjska Province Assembly. It started operating in 1563 and continued until 1598 when Protestants were forced out of the country.

For the middle classes two types of vocational schools were formed: German schools for writing and arithmetic, and language schools. At the end of the 16th century, with the victory of Counter-Reformation and the abolition of the Reformation schools, the Roman Catholic Church took the leading role in education.

For the needs of the Catholic renewal the Jesuits started to form their own education centres. In Jesuit gimnazija, in so-called lower studies (studia inferior), students were prepared for higher studies (studia superior), which included theology, law and philosophy. The Jesuit gimnazija comprised six classes; the main subject was the Latin language.

At the time of the abolition of the Jesuit Order in 1773 their schools were taken over by the Austrian State, which introduced a series of reforms in subsequent years. The number of classes was reduced from six to five and, along with the Latin language, the German language became more and more important. In some schools the Slovenian language appeared as an optional subject. Natural sciences, history, and geography were included as new subjects. At the same time the state began to set up weaving schools which were an attempt to qualify as many children as possible for spinning and weaving and to place them in the manufacturing and industrial process.

During the time of the Illyrian provinces (1809-1813), when the western part of the present day Slovenia became an administrative part of France, two types of secondary schools were introduced: gimnazija and lyceum. Gimnazije were generally two-year schools, but could also be three or four year schools, where French, Italian and Latin, arithmetic with weight and measure systems and religion were taught in the language of the province. They were preparatory classes for lyceum where French, Italian, Latin with rhetoric, history, geography, mathematics, physics, logic and morals were taught in the French or .

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With the return of Austrian supremacy gimnazije were reformed; class lessons were introduced, natural sciences were abolished and the teaching of Mathematics limited. The main subjects were religion, Latin and Greek. Secondary schools experienced a radical reform after 1848. Gimnazija became an eight-year school, as the former two years of philosophy from the abolished lyceum were added. The matura examination was introduced as the final examination in gimnazija, which was an entrance requirement for university. For the education of commercial and technical staff a special type of gimnazija was introduced, the so-called realka (Real school) where the emphasis was on teaching natural science subjects. Initially they introduced only four years of lower education; afterwards an additional two years were added, and after 1869 eight-year realka appeared. German (in some areas Italian) replaced the Latin language as a language of instruction, while the Slovenian language appeared in the beginning as an optional subject. After some time it became a compulsory subject and a language of instruction as well, but there was considerable resistance to this change. Realka in Idrija was the first secondary school in the modern Slovenian territory that had the Slovenian language as the predominant language of instruction. It was established in 1901. The first completely Slovenian gimnazija was a private Episcopal gimnazija in Šentvid near Ljubljana that opened in 1905. The first public gimnazija with Slovenian as a language of instruction was established on the brink of the First World War in Gorica, when the existing gimnazija was divided into Italian, German and Slovenian institutions. At the same time other types of schools were established as well; for example, a six year lyceum for girls (which had nothing to do with the former type of higher schools in the time of Illyrian provinces), the state craft school, the two year commercial school, schools of agriculture in Novo mesto and Šentjur pri Celju and the school of fruit-growing and viticulture. After the First World War education in the Slovenian language in Slovenian territories, annexed to the Kingdom of Italy and Republic of Austria, was practically abolished. In the Kingdom of Yugoslavia the school system retained inherited forms of education until 1929 when reform brought some new forms. After four years of compulsory basic education pupils could continue education in the lower gimnazija, civil gimnazija, technical or apprenticeship school. Those who did not opt for any of the cited schools, or who failed to continue their education in one of those schools had to attend a higher national school until they reached 14. Along with the gimnazija other secondary schools were five-year učiteljišče (teacher training school, school of commerce, school of patroness sisters, school for nannies, school for midwives, school for commerce and housework. The State Craft School in Ljubljana became a technical secondary school. There are four characteristic periods of secondary education after World War Two. The first period was from 1945 to 1958. Civil schools were abolished and secondary education became an upgrade of the four-year primary school. In the general education stream these schools were gimnazije. Lower gimnazije took three years to complete and had the same curriculum as the three-year higher basic schools. There were five years of higher gimnazija. Only two classical gimnazija were established, one in Ljubljana and one in Maribor, the others were real gimnazije. In 1950, eight-year basic education was reintroduced (a return to the pre-war situation), lower gimnazija also became a four year school, as well as higher gimnazija. Technical schools experienced fast development due to a great need for skilled workers and factory schools for students of industry were established by some of the larger companies. A characteristic of these schools was the alternation of theoretical and practical lessons in the company's plants. Similar alternations of theoretical and practical lessons were also accepted by apprenticeship schools that were formed by people's committees in craftworks and smaller enterprises, which were not able to establish their own schools. Technical secondary schools were established for all branches of industry. The reform of 1958 introduced a system of secondary schools, based on the compulsory eight-year basic school osnovna šola. Gimnazije became four-year schools and were limited to what were formerly the last

78 EURYBASE SLOVENIA four years of gimnazija. Classical gimnazije were abolished, but some gimnazije retained classical departments. After 1962 new subjects (such as sociology, art history) were added to curriculums of gimnazija; teacher training school was transformed into teacher gimnazija. With reform of the education system in the third period, a new concept was introduced in 1981; the so-called career-oriented education. With the Career-Oriented Education Act, only programmes which prepared students equally for entering the labour market and for university studies were introduced. Gimnazije as preparatory schools only for academic studies were abolished. Final examinations were abolished as well; to obtain a final leaving certificate, a successfully completed final grade of the school was sufficient. In 1987 the first serious change to the system was made when a modification to the final examination was reintroduced. It was formally enacted with an amendment to the law in 1989, and at the same time the matura, as a special final examination of upper secondary education, was legalised. In 1990 the programme of gimnazija was reintroduced. In 1991 short vocational education programmes were reshaped into two or three year vocational programmes and four year technical education. All four year programmes, including gimnazija, allowed students to complete their education with a final examination, being an internal school examination, which led to either employment or continuation of studies. The later introduced matura, as an external state examination, led to the university type of higher education. The first final examinations were held in 1989. The first matura, which was trialled on a smaller sample of schools, was administered in 1994 and implemented in 1995. After 1991, for some of the occupations resulting from three-year vocational programmes, the so-called ''programmes for the requirements of crafts and small business'' have been developed with a higher share of practical training in work placements. This started to revive the tradition of the former apprenticeship system, but without real competencies and responsibilities of employers and boards for the practical part of education. The fourth period began in 1996 when the process of passing the new school legislation was completed and the general reform of the school system formally started. The White Paper on Education in the Republic of Slovenia (1995) led to the passing of the Organisation and Financing Education Act and five education- related acts of which two regulate upper secondary education: Vocational and Technical Education Act 2006 and Gimnazija Act. In 1996, new gimnazija programmes were introduced: the general programme (classical gimnazija) and specialised programmes (gimnazija of economics, gimnazija of mechanical engineering, gimnazija of electrical engineering and gimnazija of music), all of which had been trialled in the previous years. The same year also saw the introduction of one-year vocational courses aimed at gimnazija students who did not wish to continue their studies at university, preparing them instead for employment. In 1997, a significant reform of vocational and technical education was started, based on the document "Guidelines for the development of programmes in short-cycle and upper secondary vocational education and programmes in technical upper secondary education" adopted by the Council of Experts of the Republic of Slovenia for Vocational and Technical Education and the relevant curriculum committee for vocational and technical education. In vocational education, two organisational models were introduced: ● the usual "school-based organisational model" in which all authorities regarding students education are the responsibility of the school itself; and ● the "dual organisational model" in which authorities regarding students education (lesson management, work experience, assessment and examination, final examination) are shared by the school, the chamber of commerce, the chamber of trade and trade unions. Taking account of results from the trial run of these programmes (1996), the final reform of all gimnazija programmes was implemented in 1998, resulting in the adoption of programmes: gimnazija and classical

79 EURYBASE SLOVENIA gimnazija (general programmes); gimnazija of economics, gimnazija of technical engineering and gimnazija of arts (specialised gimnazija programmes). A one-year course, the "matura programme", was also introduced, aimed at those who wished to continue their studies at university and needed to pass the matura examination first. This means that all major changes in the education system in Slovenia stipulated by the "White Paper on Education in the Republic of Slovenia" were in principle realised. The lengthiest process was the reform of vocational and technical education. Prior to its completion, the Council of Experts of the Republic of Slovenia for Vocational and Technical Education passed, in 2001, the new "Guidelines for the development of programmes in short-cycle and upper secondary vocational education and programmes in technical upper secondary education". Satisfying the requirements of the new Guidelines, the reform has been completed in 2008. White paper on education in the Republic of Slovenia Zgodovina šolstva in pedagogike na Slovenskem Strokovni svet Republike Slovenije za splošno izobraževanje Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje 5.2. Ongoing Debates and Future Developments

Systemic and curriculum changes as a result of the full implementation of the nine-year-basic-school programme, the beginning of the Bologna process in higher education, and the requirements of the Copenhagen Declaration, have raised the question of future developments in gimnazija programmes. The need to reform gimnazija programmes has further opened the question of the concept of matura. Public debates have mainly focused on how matura affects the realisation of gimnazija programmes and whether matura, as defined by the Matura Act (2003), is still an appropriate instrument to act as the conclusion of gimnazija education and as an admission criterion as well as the main selection criterion for students enrolling in higher education programmes with limited enrolments.

In 2005, a special committee was appointed to develop guidelines for further development of gimnazija programmes, and another committee was appointed in 2006 to further develop and reform the matura. In 2007, the Council of Experts for General Education adopted the Guidelines for the Gimnazija Reform, however, they were very broad and general. More specific documents addressing changes in the formal structure and content of gimnazija programmes have yet to be prepared. At the moment, an internal didactical upgrade is underway whereby teachers autonomously update the educational process and implement new effective methods of teaching. The new Minister of education, who was appointed at the end of 2008, has assigned further development of education - gimnazije included - to the National Commission for the Renewal of the White Paper on Education. It is expected that the Commission should complete the work by the end of 2011.

Included in discussions on the new regional division of the Republic of Slovenia is discussion concerning the transfer of responsibilities for gimnazija education from the national to the regional level. These responsibilities relate to the foundation and financing of gimnazija programmes and decision-making regarding capital investments, accreditation and allocation of gimnazija programmes around the country. Due to the latest socio-economic developments, the decentralisation reform has been postponed for an indefinite period.

Strokovni svet Republike Slovenije za splošno izobraževanje

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5.3. Specific legislative framework of upper secondary education

Upper secondary education in the Republic of Slovenia, split into general and vocational and technical upper secondary education, is regulated by the following acts:

● The Organization and Financing Education Act sets out conditions for the conduct of educational activities and the ways in which education is organised, managed, and funded. It also stipulates the compulsory components of educational programmes. ● The Gimnazija Act regulates education in general and specialised gimnazije where students are educated with the view of continuing their studies in higher education. The Act regulates the following: o the scope and management of education in gimnazija; o general rules regarding requirements of admission, advancement and completion of education in gimnazija; and o rules on the gathering and protection of students' personal information. ● Detailed rules which regulate the implementation of the provisions of the Act are set out by government rules and regulations and other documents that are in the domain of the minister in charge of education. ● The Vocational and Technical Education Act 2006 regulates upper secondary vocational education and technical education where students acquire appropriate knowledge, skills and competences for work in a specific technical area and for the continuation of education in higher education. ● The Matura Act stipulates: o the content of the vocational matura (poklicna matura) - upon completion of technical education; o the general matura (upon completion of gimnazja); o the rights and responsibilities of candidates taking the vocational or general matura; o the set up and responsibilities of matura-related bodies; and o the procedure for the vocational and general matura. ● The Special Rights of the Italian and Hungarian Ethnic Groups in Education Act regulates the implementation of the special rights given to the abovementioned ethnic groups in education, including in upper secondary education. ● The Placement of Children with Special Needs Act regulates the placement of students with special needs and specifies the approaches to and form of education. ● The National Vocational Qualifications Act regulates the recognition of qualifications on the basis of formally and informally acquired knowledge, and potentially also on the basis of assessment of one's knowledge and skills. The recognition on the basis of previously acquired certificates or on the basis of assessment follows the knowledge and skill catalogues adopted by the Council of Experts of the Republic of Slovenia for Vocational Education and confirmed by the minister in charge of labour, family and social affairs. The assessment providers must meet special conditions laid down by the minister in charge of labour (they need to have a license to carry out assessment of formally and informally acquired knowledge; the license is awarded by the National Examination Centre upon completion of the relevant training programme).

Zakon o posebnih pravicah italijanske in madžarske narodne skupnosti na podroèju vzgoje in izobraževanja /ZPIMVI/

Zakon o gimnazijah

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o šolski inšpekciji

Zakon o poklicnem in strokovnem izobraževanju

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5.4. General Objectives in Upper Secondary Education 5.4.1. General Upper Secondary School

General upper secondary schools (gimnazije) provide students aged between 15 and 18 years with four years of general education, which upgrades and broadens the knowledge acquired in basic school.

Besides realising general education outcomes, gimnazije also have the following responsibilities:

● to provide knowledge required for the continuation of studies at university and other tertiary institutions on an internationally comparable level; ● to develop independent critical judgement and responsible behaviour in young people; ● to develop a sense of responsibility to oneself, to others and to the environment; ● to develop general cultural values; ● to prepare young people for active civic participation; ● to develop young people's talents; ● to nurture their ability to appreciate artistic work and artistic expression; and ● to assist young people in choosing their future educational and career paths.

There is special emphasis on areas like Slovenian language and literature, national identity, history and culture, development and support for Slovenian cultural tradition and knowledge of other cultures and civilisations.

Students complete their education in gimnazija by taking the matura examination which enables them to continue their studies at any tertiary institution. Those who fail to pass matura and/or do not wish to continue their education can acquire a qualification of a technician in short one-year vocational course and then seek employment.

Beside general gimnazija there are several types of specialised gimnazija.

The classical gimnazija puts educational emphasis on the interest of Greek and Roman culture and its focus on human beings as the main value; it encourages the development of critical thinking and judgement based on the understanding of causal consequence of natural and social phenomena through space and time; it encourages tolerance of diversity and the awareness of the student's belonging to a common cultural environment.

The gimnazija of technical engineering develops technical thinking, encourages the understanding of complex mutual connections between the development of natural sciences, technical sciences and the society. It provides students with appropriate knowledge to successfully continue their studies in technical subjects at university.

The gimnazija of economics provides students with knowledge needed to understand the laws of the economy; the historic interconnection of economic development; the co-dependence of economy and ecology; the understanding of the development of the modern market economy; and evaluation of the importance and consequences of economic markets in long-term development and planning in society.

The gimnazija of arts, music section, educates young people in the area of music relating to creative, performing, historical and theoretical dimensions of music. The gimnazija of arts, dance section, provides young people with knowledge in the area of dance and enables them to develop related physical abilities and a wide range of theoretical knowledge, focusing on the development of student's individual qualities and talents and thus facilitating the development of young artists. The gimnazija of arts, visual arts section, enables talented and motivated students of visual arts to enjoy continuous development and education in visual arts. They are provided with knowledge in key areas of visual arts relating to the creative, historical and

82 EURYBASE SLOVENIA theoretical dimensions of visual arts. The gimnazija of arts, drama section, provides students with a deeper understanding of the purpose and importance of drama and theatre, its historic development and the theory of drama and theatre. Students acquire basic knowledge in drama, dramaturgy, theatre, literary history, music, visual arts, dance and film theory and film practice. The school develops students’ special skills needed in a systematic approach to drama and theatre artistry and their own creativity and performance.

Zakon o gimnazijah 5.4.2. Technical Upper Secondary Education and Training

In technical upper secondary education, the educational objective is a systemic upgrade of knowledge in core general subjects, theoretical subjects linked to the future occupations and practical subjects. Lessons are based on the principles of systematisation, scientific facts, and exemplarity. Technical qualifications equip students with the competences for the complex works, application of knowledge in atypical situations, ability to plan and control work processes especially from a quality of work perspective, ability to motivate work groups for technological innovation. Equal emphasis is placed on theoretical and practical knowledge and on the acquisition of technical skills as well as theoretical basis for the continuation of studies.

Zakon o poklicnem in strokovnem izobraževanju 5.4.3. Vocational Upper Secondary Education and Training

In vocational upper secondary education, the educational objectives are the following:

● An upgrade of general education after the completion of basic school with special emphasis on the acquisition of knowledge that serves as the basis for a successful life and career; ● Vocational qualification should enable the holder for independent work operations with fewer instructions and at higher levels of technological innovation; ● The emphasis is on the development of abilities to apply vocational skills to atypical situations and ability to solve problems and master different work methods and different technological procedures.

Combined vocational-technical education is intended for students, who have already successfully completed upper secondary vocational education. It lasts approximately two years (120 credit points) and ends with the vocational matura examination. Technical-vocational education therefore provides vocationally qualified candidates with the possibility of acquiring technical qualification and thus gaining access to higher education. If candidates pass an additional exam in one of the general matura examination subjects, they may also enrol into specific academic higher education (1st cycle academic) courses, which support this option. The characteristics and objectives are equal to characteristics and objectives of technical upper secondary education.

Zakon o poklicnem in strokovnem izobraževanju 5.4.4. Short Vocational Upper Secondary Education and Training

In short vocational upper secondary programmes, the educational objectives are the following:

● Revise and update general education in the core subjects from basic school that should serve as a basis for a successful life and career; ● Vocational qualification should enable the holder for independent conduct of work operations following given technical documentation and global instructions and work procedure regulations; ● The emphasis is on the development of abilities to identify technological problems in work processes.

Zakon o poklicnem in strokovnem izobraževanju

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5.5. Types of Institution

Upper secondary schools can conduct only one type of programme, but this situation is rare and typical of larger cities. Schools providing only one programme are most frequently gimnazije. Usually schools provide a range of programmes and thus try to cover wider educational needs in a specific geographical area. Vocational and technical schools, as a rule, provide all types of programmes ranging from short vocational education to upper secondary technical education and quite often also gimnazija programmes.

When the programme offer is very diverse and the size of a school requires, the school is organised as a school centre (šolski center) with internal branching of organisational units. Such organisational units are relatively autonomous in the provision of lessons while financial and staffing resources are managed by the institution as a whole.

Zakon o gimnazijah

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o poklicnem in strokovnem izobraževanju 5.5.1. General Upper Secondary Education

General upper secondary education is conducted by gimnazije. This level of education provides students aged between 15 and 18 years with four years of general education which upgrades and broadens knowledge acquired in basic school.

Gimnazije can be public or private. Public gimnazije are established by the government and are under the authority of the Ministry of Education. Private gimnazije can be established by a domestic or foreign person or a legal entity. Of the six private gimnazije in Slovenia, one follows the public educational programme while the other five follow their own educational programme: four of them are Catholic schools and one conducts a programme based on special pedagogical principles (Waldorf gimnazija). According to the evaluation made by the relevant council of experts, their programmes meet the standards of the public gimnazija programme.

Also included in general education is the one-year matura course (ISCED 4A) which prepares students for matura. This programme is aimed at students who have not finished gimnazija who wish to take the matura examination in order to continue their education at university.

Zakon o gimnazijah

Zakon o organizaciji in financiranju vzgoje in izobraževanja 5.5.2. Technical Upper Secondary Education and Training

Technical upper secondary education is conducted by technical upper secondary schools (poklicne šole, srednje strokovne šole) or school centres (šolski centri) providing short and upper secondary vocational and upper secondary technical programmes in a specific area or industry. Some school centres also include organisational units which provide higher vocational education (higher vocational colleges – višje strokovne šole).

Some technical schools operate jointly with specialised gimnazije which enables easy transfers between programmes and ensures efficiency in the use of equipment and human resources.

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o poklicnem in strokovnem izobraževanju

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5.5.3. Vocational Upper Secondary Education and Training

Vocational Upper Secondary Education is conducted by vocational upper secondary schools (poklicne šole) or school centres (šolski centri) providing upper secondary vocational and upper secondary technical programmes in a specific area or industry or a range of different industries. This enables students to easily transfer from one programme to another if they decide the current programme does not suit their needs. Some school centres also include organisational units - colleges which provide higher vocational education.

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o poklicnem in strokovnem izobraževanju 5.5.4. Short-cycle Vocational Upper Secondary Education and Training

See section [ 5.5.3.] 5.6. Geographical Accessibility of Upper secondary education

The public school network at the national level ensures places in gimnazija programmes for all students who have completed basic education.

The government's responsibility is to ensure there is a sufficient number of places in schools for all students who have completed basic education.

Zakon o gimnazijah

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o poklicnem in strokovnem izobraževanju 5.7. Admission Requirements and Choice of School

Following a successfully completed basic schooling, students can continue their education in any upper secondary school. Students who have completed at least year 7 in the nine-year-basic-school programme, thus fulfilling the requirements of basic-school-completion, can continue their education only in short vocational upper secondary education.

Enrolments in the first year of upper secondary education are conducted on the basis of a joint public call for applications. The 's consent is needed in regard to the number of places available. The call for applications includes: school details, educational programmes offered, their respective lengths, the number of places available, admission requirements, measures which apply in the case of insufficient application or oversubscription, the selection criteria in the case of limited admissions, application dates and procedures, a list of documents required to accompany the application, and all other guidelines and information that play a role in the candidate's decision to enrol in the chosen institution.

A call for apprenticeship positions with employers is published by the relevant chambers (chamber of commerce and chamber of trades).

A joint call for applications for upper secondary schools is prepared and announced by the Ministry of Education and Sport at least six months prior to the beginning of a new academic year.

Following the call for applications schools organise an open day (as a rule, within ten days of the call) where candidates are informed of the school's availability and requirements; the occupations schools educate for; the opportunities for further education; the enrolment conditions; the selection criteria in the case of limited enrolments; important dates relating to admission procedures and all other information that can play a role

85 EURYBASE SLOVENIA in the student's decision to enrol. An open day for the vocational programmes where apprenticeship positions with employers are advertised is organised by the relevant chambers.

Candidates apply by submitting, within thirty days, an application form, the format of which has been previously approved by the minister. Together with the application form they submit other documents as evidence of fulfilling special requirements (for example, a medical certificate) as set by specific educational programmes.

Following the application period schools analyse their submissions and pass the information acquired from the candidates who registered their interest to the Ministry of Education and to the Employment Service of Slovenia. For programmes conducted jointly with employers in dual organisation, information is also passed on to the relevant chambers.

The number of students who enrol in the first year can be limited in a specific school year due to the school's staffing and spatial capacities. The school must obtain the Minister's consent if it decides to limit enrolments. The school must inform its applicants of limited enrolments within eight days of receiving the Minister's consent. The selection procedure in the case of limited enrolments is conducted and managed by the Ministry. The selection is made in two rounds:

● In the first round, the school makes a selection among its applicants on the basis of criteria included in educational programme requirements and is applicable nationally, which covers 90% of enrolments; ● In the second round, those applicants who were not selected at the school of their choice can apply to fill the remaining 10% of placements at all schools with limited enrolments and all other available placements at schools with insufficient applications.

Schools inform candidates of the results of the selection procedure the day after the procedure is completed. Following completion of the selection procedure, schools make a call for applications to fill available placements. Applications can be submitted until all available placements are taken. Those students who undertake repeat exams in August, in order to successfully complete their basic education, have time to enrol before 31 August.

Ministrstvo za šolstvo, znanost in šport

Državni izpitni center

Zakon o gimnazijah

Zakon o poklicnem in strokovnem izobraževanju 5.7.1. General Upper Secondary Education

All students who have successfully completed basic school (osnovna šola) can enrol in gimnazija. However, a school can set additional admission requirements. When enrolments are limited, the student's school grades are, in principle, the key criterion.

In order to be admitted to a gimnazija of arts, students must take an aptitude test, while for admission to sports classes students should provide evidence of athletic achievement.

In the academic year 2008/09 gimnazije with limited enrolments applied the following selection criteria: final grades in compulsory subjects in years 7, 8 and 9 of basic school. For admission to sports classes an additional criterion was the achieved status in sport, whereas for admissions to all types of gimnazija of arts (except the drama section) candidates underwent aptitude assessment. Where there were several candidates at the lower end of the enrolment threshold with the same score, selection was made on the basis of results achieved in the final external national examination (exceptionally). If this additional criterion did not suffice,

86 EURYBASE SLOVENIA the selection was made on the basis of additional points awarded according to the criteria determined by schools themselves.

Ministrstvo za šolstvo, znanost in šport

Državni izpitni center

Zakon o gimnazijah 5.7.2. Technical Upper Secondary Education and Training

All students who have successfully completed basic school (osnovna šola) or short vocational education can enrol in technical upper secondary education. Students can enrol in 2-year vocational technical programmes if they have successfully completed vocational upper secondary course (3 years).

Special requirements are set, such as special talents or physical abilities, if they are needed for successful studies and work performance in a specific activity or vocation.

Ministrstvo za šolstvo, znanost in šport

Državni izpitni center

Zakon o poklicnem in strokovnem izobraževanju 5.7.3. Vocational Upper Secondary Education

All students who have successfully completed basic school (osnovna šola) or short vocational education can enrol in vocational upper secondary education.

Special requirements are set, such as special talents or physical abilities, if they are needed for successful studies and work performance in a specific activity or vocation.

Ministrstvo za šolstvo, znanost in šport

Državni izpitni center

Zakon o poklicnem in strokovnem izobraževanju 5.7.4. Short Vocational Upper Secondary Education and Training

Students can enrol in short vocational upper secondary education if they have successfully completed basic school (osnovna šola), or Year 7 following basic school programme, or having completed basic school with lower educational standards adapted to children with special needs.

Special requirements are set, such as special physical abilities, if they are needed for successful studies and work performance in a specific activity or vocation.

Ministrstvo za šolstvo, znanost in šport

Državni izpitni center

Zakon o poklicnem in strokovnem izobraževanju 5.8. Registration and Tuition Fees

Upper secondary education is primarily free of charge for students.

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5.9. Financial Support for Pupils

Students who hold Slovenian citizenship or who are Slovenian but do not hold Slovenian citizenship, students from EU and EFTA countries, students from countries that Slovenia has bilateral agreements with can apply for national scholarships. They have to meet the conditions prescribed by law and must have not reached the age of 18. A student who is enrolled in a publicly approved educational programme can claim his/her right to a national scholarship by responding to a call for applications advertised by the Employment Service of Slovenia.

Beside national scholarships there are also scholarships for gifted students, the so-called Zois Scholarships. Students can be nominated for Zois Scholarships if they have completed basic school with excellent results or have achieved very good results in upper secondary school while demonstrating high intellectual or artistic abilities.

Next to national scholarships and Zois scholarships for gifted students, offered from public financial resources, employers offer scholarships and financial support.

Zavod Republike Slovenije za zaposlovanje

Pravilnik o štipendiranju 5.10. Age Levels and Grouping of Students 5.10.1. General Upper Secondary Education

Education is organised in one cycle only. When enrolling, students are normally 15 years old. Students in the same class are of the same age. As a rule, the same teachers teach the same students the same subjects for several school years.

As a rule, there are not less than 17 and no more than 32 students in a class, and only with special permission of the Ministry of Education and Sport are classes allowed to have up to 34 students.

When students with special needs are included in a class, the number of students decreases (one student with special needs in a class with 26 students, 2 students with special needs in a class with 23 main-stream students and 3 students with special needs in a class with 20 main-stream students).

If a school provides a range of gimnazija programmes and, due to insufficient enrolments in one programme, cannot organise one full class, combined class is formed, in which students from two or more different programmes can have joint lessons with the same or similar contents as per the curriculum for each year.

In a class with students who are promising sportsmen there are at least 18 and no more than 22 students.

In general education subjects like information technology, biology, chemistry, physics and geography, students are organised for laboratory work in smaller groups of no more than 17 students.

In the music section of the gimnazija of arts programme, students are organised in groups for practice in music subjects (groups of up to three, up to six, up to twelve or up to 17 students) and in instrument playing practice or singing (one-to-one lessons). In the dance section groups for practice in dance subjects include from 8 to 17 students and in instrument playing practice is organised as one-to-one lessons. Groups in the visual arts and drama section include up to 17 students, as well as in the drama section.

Classes in the bilingual Slovenian-Hungarian gimnazija programme have no more than 22 students. With the ministry's consent, a school can run a class of 5 or less students. In general education, subjects like information technology, biology, chemistry, physics and geography, students are organised for laboratory work in groups of up to 13 students. Classes in gimnazija with Italian as the language of instruction in the

88 EURYBASE SLOVENIA ethnically mixed area in have no more than 24 students; with the ministry's consent 5 or less students can form a group.

In accordance with regulations all gimnazije receive special funding to conduct lessons for additional groups in foreign language subjects, enabling schools to offer a larger choice of foreign languages to study.

Classes in the matura course programme have at least 19 and no more than 36 students; 24 students in Italian teaching classes and 22 in the bilingual Slovenian-Hungarian programme. 5.10.2. Technical Upper Secondary Education and Training

Technical upper secondary education is organised in classes in accordance with standards for classes and groups. In one class there should be no more than 32 students, and if students with special needs are included, there should be no more than 26 students together with one student with special needs, 23 per with two and 20 with three students with special needs.

For practice lessons in school workshops, students are organised in groups of 10 to 17, depending on the nature of the lessons. Special consideration is given to work safety.

In the bilingual Slovenian-Hungarian programme, standards are favourable (22 students in one class or less). In a school with Italian as the language of instruction, there are no more than 16 students in one class or less. 5.10.3. Vocational Upper Secondary Education and Training

Vocational upper secondary education is organised in classes in accordance with standards for classes and groups. Each class in the first year should have no more than 32 students, and if students with special needs are included, there should be no more than 24 students, 22 or 20 students.

For practical lessons in school workshops, students are organised in groups of up to 17 (first year), up to 14 (second year) and up to 13 (third year). If safety is a concern, smaller groups are also an option (for example, in forestry, mining, glass blowing).

If there are insufficient enrolments to run one full class, the school can run a combined class of students studying different vocational profiles.

In the bilingual Slovenian-Hungarian schools and schools with Italian as the language of instruction programme, there are favourable standards. With the ministry's consent, a school can run a class of five or less students. 5.10.4. Short Vocational Upper Secondary Education and Training

Short vocational upper secondary education is organised in classes with at least 16 and no more than 20 students. If students with special needs are included, there should be no more than 16 students (14 or 12) students.

For practical lessons in school workshops, students are organised in groups of up to 10 depending on the nature of the lesson (for example, glass blowing lessons have only 4 students).

In the bilingual Slovenian-Hungarian schools and schools with Italian as the language of instruction programme, there are favourable standards. With the ministry's consent, a school can run a class of five or less students.

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5.11. Specialisation of Studies 5.11.1. General Upper Secondary Education

The language of instruction in gimnazije is Slovenian; in the areas where Italian ethnic minorities live there are gimnazije using Italian as the language of instruction (and Slovenian as the compulsory second language) and schools using Slovenian as the language of instruction (and Italian as the compulsory second language).

In gimnazije in the area populated with Hungarian ethnic minorities, lessons are bilingual, in Slovenian and Hungarian.

There are two gimnazije offering an international matura programme (Diploma programme; International Baccalaureate Organisation): this programme starts in the third year of upper secondary schooling and takes two years to complete prior to university entry. One gimnazija offers an international school programme for foreigners in English (International school).

Citizens of the European Union member states have the right to study at gimnazije under the same conditions as citizens of Slovenia; the same applies to foreigners but under the principle of reciprocity.

Even though all gimnazija programmes provide general education for future studies at any university programme, they also provide some flexibility in order to cater for students' special interests.

The first choice is in the selection of the programme. Students can decide to study in a general type gimnazija or in a specialised gimnazija.

General gimnazija programmes provide further choices: the most general (and most popular) gimnazija programme and the classical gimnazija programme with its focus on classical languages, culture and humanities.

Specialised gimnazije offer a wide range of programmes to suit special interests and provide specialised knowledge needed for further studies. The gimnazija of technical engineering develops technical thinking and assists its students to acquire knowledge needed for successful university studies in technical sciences.

The gimnazija of economics provides knowledge focused on the laws of the economy, historical interdependence of economic development and understanding of the development of the modern market economy.

The gimnazija of arts programme requires students to choose their specialisation from the beginning for one of the sections or even a module within one section. Students deciding to enrol in the music section make a decision at the time of enrolment for one of the three modules available: phrase, singing/instrument playing or jazz/popular music. When enrolling in the dance section, students also decide on one of the two modules available: ballet or contemporary dance. Visual arts and drama students also have two choices to be made at the time of enrolment.

All gimnazija programmes are structured in a way that they have compulsory as well as optional subjects that students can take in accordance with their personal interests. The general gimnazija programme offers the choice of the second or third foreign language from a range of foreign languages offered by a school. Students can choose to study Latin as the third language if it is available at a specific school.

In the classical gimnazija programme, students can choose their second foreign language from either one of the modern languages or classical Greek; alternatively they can choose to study classical Greek as their fourth language or study it in the two final years. In their third and fourth year, students elect to study additional elective subjects, mainly those they plan to take for the matura examination.

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The number of hours allocated for optional subjects is slightly lower in technical gimnazija programmes than in general gimnazija programmes.

The gimnazija of technical engineering programme offers optional subjects to suit students who wish to broaden their knowledge in specialised technical areas: in electronics, computing, mechanical engineering, civil engineering, agriculture, timber industry and microbiology.

The gimnazija of economics programme offers elective subjects focused on specialised areas of the economy (business informatics, economic history, economic geography).

In the gimnazija of arts programmes where choices for a section and module are made at the time of enrolment in the first year, electives are mainly focused on students' preparations for the matura examination.

The highest level of electives (taking account of unassigned hours for optional subjects and compulsory optional activities) in the curriculum is available in the general gimnazija programme where 19% of the curriculum is allocated for electives. In the classical gimnazija programme, 15% of hours are allocated to electives, 12% in the gimnazija of technical engineering, 15% in the gimnazija of economics, 7 to 11% in the gimnazija of arts. The number of electives increases with years, being the lowest in the first year and the highest in the fourth year. 5.11.2. Technical Upper Secondary Education and Training

Technical upper secondary education provides qualifications for positions in which work is non-standard and complex, requires planning and monitoring, requires application of knowledge to atypical situations, requires ability to motivate work groups for innovation.

Technical upper secondary education takes place in schools as part of a whole year programme; in some cases, work experience is organised under a teacher's supervision in real work situations (medical technician, maritime technician). As a rule, it takes four years except in some programmes aimed at students with special needs where it takes five years. The programme scope and difficulty level, based on the new Vocational and Technical Education Act 2006, is no longer defined by its duration but rather by credits. The four-year- programmes in technical upper secondary education require 240 to 300 credits, vocational technical upper secondary programmes require 120 credits and vocational short programmes 60 to 90 credits.

Technical upper secondary education generally provides students with qualifications defined by the term 'technician': for example, chemical technician, economic technician, agricultural technician, medical technician, civil engineering technician, etc.

Occupational fields offered in technical education and training are the following: electrical engineering and computer science; economics, trade and management-administration services; hair styling services; catering and tourism; housekeeping services; construction and geodesy; wood engineering and carpentry; chemistry; agriculture; mechanotronics; design and photography; preschool care; glass processing and optics; mechanical engineering, metallurgy and mining; textile and leather; printing and paper science; environmental care/ecology; health, pharmaceutics and cosmetics; nutrition and veterinary science. 5.11.3. Vocational Upper Secondary Education and Training

Vocational upper secondary education provides students with qualifications for a range of job profiles performing less specified and complex work requiring a high level of independence and innovation.

Vocational upper secondary education takes place in schools as part of a whole year programme or in a dual system whereby work experience takes place with an employer on the basis of apprenticeship contracts. The relevant act sets out the rules regarding the apprenticeship contract, the conditions the employer should

91 EURYBASE SLOVENIA meet, the employer's responsibilities, the student's responsibilities, the scope of the educational programme in work practice, mid-year examination, student's award and supervision.

As a rule, vocational upper secondary education takes three years to complete. The programme scope and difficulty level, based on the new Vocational and Technical Education Act 2006, is no longer defined by its duration but rather by credits. These programmes now require 180 to 240 credits for successful completion. Lessons in theory together with total 33 hours per week, and together with work experience organised under an educational programme cannot take more than 36 hours per week. These educational programmes are organised either in schools as part of a whole year programme or in the dual system. The former is the prevalent type.

As a rule, each work profile requires a special educational programme. Vocational upper secondary education programmes are generally designed in a way that provides students with qualifications to perform a range of similar jobs requiring similar general and technical knowledge. 5.11.4. Short Vocational Upper Secondary Education and Training

As a rule, vocational upper secondary education takes two and a half years to complete. Based on the new Vocational and Technical Education Act 2006, the programme's scope and difficulty is no longer defined by its duration, but rather by credits. These programmes are now valued at 120 credits according to the ECTS.

Educational programmes in short vocational upper secondary education are designed to provide students with qualifications which enable them to perform in a range of similar occupations with few differences in the required general and technical knowledge. In practical lessons students can specialise in a specific vocation. The qualifications attained enable them to perform in all occupations the programme is designed for and in some similar occupations. 5.12. Organisation of School Time

The organisation of school time is prescribed by a special regulation of the school calendar that applies nationally. The regulation is issued by the Minister of Education and determines:

● the beginning and end of a school year, ● the first and last school days in a school year, ● the duration and distribution of holidays and other school-free days, ● the assessment period in a school year, ● the longest and the shortest breaks between lessons, ● the daily workload restrictions and ● the examination timetable.

Every year, by the end of May at the latest, the Minister determines the date for the release of final school certificates and the provisional examination timetable. The final exam dates for subjects comprising the general matura and the vocational matura (poklicna matura) are determined by the National Committee for General Matura and the National Committee for Vocational Matura.

Some provisions of the regulation and instructions can be excluded by schools provided they previously obtain the Ministry's approval.

Lessons in a school year are generally delivered over two assessment periods. In vocational upper secondary schools classes are held for a maximum of 42 weeks, in technical schools 40 weeks, and in gimnazije 38 weeks.

As a rule, classes are held five days per week, from Monday to Friday.

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5.12.1. School Year

A new school year in upper secondary education begins on the 1st of September and ends on the 31st of August. In vocational and technical upper secondary education the school year can also begins on the 1st of March and ends on the 28th (or 29th) of February in the following calendar year.

For students, organised school work is provided from the 1st of September to the 24th of June, except for those in their final year who finish classes in the second half of May. The date of the year's end for each year is determined by the Minister and announced in the school calendar. In June, students attend organised preparatory sessions for matura, vocational matura (poklicna matura) or final examination. After the 25th of June, only practical work with employers can still be carried out. For students in their final year in short vocational upper secondary programmes, classes are held from the 1st of September to no later than the 15th of January.

Classes in upper secondary education are generally held over two assessment periods. The first assessment period begins on the 1st of September and ends on the 15th of January, while the second period begins on the 16th of January and ends with the completion of the school year. The School Board can make a decision on the Teachers Assembly's proposal to have more assessment periods with different time frames.

School-free days include legislated national holidays and work-free days; school breaks (autumn, New Year, winter, First-of-May and summer holidays); one day per year is reserved for medical check-ups of all students, this school day is determined by the school itself in its annual work plan; Saturdays, unless Minister's instructions state differently; and Sundays.

The autumn break is one week long and includes two national holidays, the 31st of October and 1st of November. The New Year holidays last from the 25th of December to the 2nd of January. The winter break takes one week and is phased over two weeks; schools in one half of the country start the winter break on the third Monday in February, while schools in another half of the country break a week later, in the next school year, the order is reversed. The First-of-May holidays start on the 27th of April and end on the 2nd of May. The summer break lasts from the 25th of June to the 31st of August except for those students who are doing on- the job training with an employer and finish after the 25th of June.

Examination dates fall partly in school time and partly in holiday time. There are three dates set for the vocational matura, final exams, repeat exams and other exams: the Spring Examination Date (at the end of the school year), the Autumn Examination Date (between the 16th of August and the 20th of October) and the Winter Examination Date (between the 1st of February and the 1st of March). For the general matura, there are two examination dates, the Spring and the Autumn Examination Date. The exact dates for the vocational and general matura are set by the National Committee for Vocational Matura and the National Committee for General Matura on the basis of the school calendar determined by the Minister of Education for each year.

Educational studies follow the annual work plan which is prepared each year by the headteacher and approved by the School Board. 5.12.2. Weekly and Daily Timetable

Classes are held five days per week (Monday to Friday) unless the Minister decides differently in a specific school year.

There can be no more than 30 lessons in theory, not including physical education, or no more than 36 lessons including all other forms of training per week. The weekly organisation of lessons is set by a timetable which is devised by the headteacher.

Classes start, as a rule, at 8 a.m. and finish at around 2 p.m.. The School Board in agreement with the Parents Board and the Teachers Assembly can make a decision to start classes at a different time.

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If the number of students is so high that the school cannot provide all lessons in one shift, it can introduce another shift in the afternoon.

The weekly organisation of lessons is set by a timetable which is devised by the headteacher. By law, students are particularly protected while on on-the-job training in that they should not do more than 8 hours of work per day. Training in a work situation with an employer can take no more than 38 hours per week. If students have five theory lessons in one day, they should then have no on-the-job training with an employer on that day.

Each lesson is generally 45 minutes long. Between lessons students have a break of at least five minutes and one app. 30 minute break, which must not be shorter than 20 minutes. The longest break in a school day is the tea break. If on-the-job training extends for longer than four hours, the student should have at least a 30 minute break. 5.13. Curriculum, Subjects, Number of Hours 5.13.1. General Upper Secondary Education

In general upper secondary education, the programme defines the following items:

● General parts regulate: o programme name, o objectives and duration, o compulsory assessment methods and examination, o conditions of enrolment in the programme and o conditions for progression and completion. ● Special parts include: o curriculum, o syllabi for individual subjects, o knowledge standards tested by the matura and o knowledge standards set for the teachers who teach each subject.

The development of gimnazija programmes is the responsibility of the National Education Institute. The programmes are discussed by the Council of Experts of the Republic of Slovenia for General Education which then determines the special parts of programmes and makes proposals for the general parts. On the basis of its proposals, the Minister of Education approves programmes and enforces them as regulations. Regulations regarding the programmes approvals are published in the Official Journal, whereas the programmes themselves are published in a special publication as well as electronically on the Ministry of Education website.

The curriculum of general gimnazija comprises:

● compulsory subjects that run over 4 years: Slovenian language, mathematics, a first foreign language, a second foreign language, history and physical education; ● compulsory subjects that run less than 4 years: music, visual arts, geography, biology, chemistry, psychology, sociology, philosophy and informatics; ● hours assigned to electives: in the second year one to 3 hours per week, in the third year 5 hours per week, and in the final year 8 to 12 hours per week; the purpose of electives is to satisfy students' special interests and, in the final year, to also help students prepare for the matura examination. The choice of electives may include a third or fourth foreign language, art history or any other subject included in the current curriculum;

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● compulsory choice of activities that are different from other subjects in the way they are delivered. Their purpose is to provide students with knowledge and skills that satisfy students' individual interests and inclinations. Schools can offer these events themselves or in cooperation with external providers. In the first three years, 3 weeks per year are allocated to these activities and in the final year, one week.

The classical gimnazija curriculum has a similar structure, although the list of compulsory subjects that run over 4 years also includes Latin. Students can also choose to study Classical Greek (instead of another modern language) for 4 years or to take it as an elective as their fourth foreign language and study it for 2 years.

The gimnazija of technical engineering curriculum includes general compulsory subjects as well as subjects comprising the matura examination and other technical subjects (for example, biotechnology, electro technology, mechanics, computing, laboratory exercises) as well as other elective subjects in line with the school's specialisation.

The gimnazija of economics curriculum includes general subjects and also economics and business.

The gimnazija of arts, music section, includes modules: A. musical phrase, B. singing/instrument playing, C. jazz/popular music. The gimnazija of arts, dance section, includes modules: A. ballet and B. contemporary dance. The gimnazija of arts, visual arts section, includes compulsory subjects as well as compulsory choices: art history, presentation techniques, visual arts theory, culture of living, sculptural design, basics of heritage protection, and individual and group drawing and painting. The gimnazija of arts, drama section, also includes: drama history and theory, art of speech, art of movement, video and film, drama workshop, instrument playing with the basics of music theory, music workshop, improvisation workshop, movement workshop, video/film workshop and visual arts workshop.

In all gimnazija programmes there are compulsory themes and lessons allocated to preparations for the matura examination. The first foreign language is studied from basic school onwards; it is usually the English language. The second language can be German, English, French or Italian, while some schools also offer Spanish, Russian and Hungarian. The provision of a third language is mainly available in general gimnazijas where more hours are allocated to electives.

In gimnazija, 81% to 93% of the programme is compulsory, while the remainder is chosen by students. Students have the least choice of electives in the first year and the most in their final year when they are also preparing for the matura. Students choose from different matura subjects, optional subjects, and activities. In the context of optional subjects and activities, students take part in problem solving research, fieldwork, and interdisciplinary project work. This takes place under teachers' supervision and in different forms: as excursions, sports and research camps, project weeks and similar. Elective themes include interdisciplinary and general themes, such as: education for family, peace and non-violence; environment; business; sports, cultural and artistic activities; volunteer social work; translation; civic culture; successful learning; first aid; and road and traffic regulations.

Additional special interest activities are organised for students (for example, school choirs, artistic workshops, debate and literary clubs, school radio and school magazines) and optional lessons in foreign languages. Talented students attend special lessons that prepare them for competitions.

Based on the decision of the Ministry of Education (2004), European classes in the form of a European based curriculum of general education were introduced in gimnazija. The curriculum was designed by the National Education Institute, which also monitors and evaluates its implementation. Its test phase has been running since 2004/05. Regarding their contents the European departments include the European and global dimension, but from the Slovene point of view. More than additional knowledge on Europe and the world, the important thing for teachers and students is detailed research into the role of Slovenia in this intertwined

95 EURYBASE SLOVENIA and co-dependent world and the acquisition of knowledge and development of skills for the economic, political and cultural promotion of Slovenia in Europe and the world.

The European curriculum includes new elective subjects:

● More extensive and detailed learning of a foreign language (English, German, French, Italian, Spanish, Russian) in two variants: Foreign language - Slovenia in the world; Foreign language - Culture and civilisation ● Slovene in the world: Social roles of Slovene; and translations ● European studies.

Part of the lessons in the European course is conducted by foreign teachers, native speakers, who have the role of co-teachers for a foreign language and for non-language subjects and who cooperate in the teaching process (but not in the assessment of students’ knowledge).

The gimnazija curriculums have a common thread in that they tend to connect the core and the optional subjects to the content, teaching and learning-objective levels.

The matura course is a short one-year programme aimed at those who have completed four-year technical education and wish to undergo the matura examination in order to enrol in a university programme. The matura course is also available to other students who have completed education in another school or discontinued their gimnazija education. 5.13.2. Technical Upper Secondary Education and Training

In technical upper secondary education, a specific programme defines the following items:

● General parts regulate: o programme name, o objectives, o programme duration, o compulsory assessment methods and examination, o conditions of enrolment in the programme, o conditions for progression and completion, and o qualifications attained upon successful completion of the programme. ● Special parts include: o Curriculum, o knowledge catalogues for individual subjects, o knowledge standards tested by the vocational matura (poklicna matura), and o knowledge standards set for teachers who teach each subject.

The development of technical upper secondary education programmes is the responsibility of the National Centre for Vocational Education. Programmes should follow common guidelines set by the Council of Experts of the Republic of Slovenia for Vocational and Technical Education upon obtaining the Minister of Education's approval. The Council determines the special parts of programmes and makes proposals for the general parts. Based on its proposals, the Minister of Education enacts the programmes. Regulations regarding the inaction of programmes are published in the Official Journal, whereas the programmes themselves are published in a special publication as well as electronically on the Ministry of Education and Sport website.

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The curriculum of four-year technical upper secondary programmes comprises:

● general subjects: Slovenian language, mathematics, foreign language (some students also take a second foreign language), arts, history, geography, either psychology or sociology, informatics, physics, chemistry, biology (or at least two subjects in natural sciences) and physical education; these take around 40% of all school hours; ● vocational modules: they relate to the line of industry for which the school educates students, some modules are compulsory and others are elective; this part takes around 30% of all school hours; ● practical education: delivered partly in school as practical lessons and partly at a workplace with an employer as on-the-job training; this part takes about 15% of all school hours; ● special interest activities: these differ from other subjects in the way of delivery; their purpose is the acquisition of knowledge and skills that satisfy students' individual interests and inclinations; this part takes around 5% of all school hours; ● an open programme set by the school in cooperation with industry associations and/or social partners in the region; this part takes around 10-20% of all school hours.

Two-year vocational-technical programmes, which also provide technical upper secondary qualifications, are aimed at students who have completed a three-year vocational upper secondary programme and wish to upgrade their knowledge. Admission prerequisites are usually specific programmes in vocational upper secondary education from the same or similar field.

Curriculum of two-year vocational-technical upper secondary programmes comprises:

● general subjects: Slovenian language, mathematics, foreign language, (some students also take a second language), arts, history, geography, either psychology or sociology, informatics, physics, biology and physical education; this part takes around 45% of all school hours; ● technical modules: they relate to the industry for which the programme educates students, some modules are compulsory and some are elective; this part takes around 25% of all school hours; ● practical education: delivered partly in school as practical lessons and partly as training in a workplace with an employer; this part takes around 15% of all school hours; ● special interest activities: these differ from other subjects in the way of delivery; their purpose is the acquisition of knowledge and skills that satisfy students' individual interests and inclinations; this part can take up to 4 % of all school hours; ● an open programme set by the school in cooperation with industry associations and/or social partners in the region; this part takes around 10% of all school hours.

One-year vocational courses (ISCED 4A) which also count as upper secondary education are aimed at those students who have completed gimnazija and also wish to obtain qualifications for a specific occupation, or those who have completed technical upper secondary education and wish to obtain qualifications for another occupation.

Curriculum of one-year vocational upper secondary programmes comprises:

● technical theoretical subjects; this part takes (depending on the specific programme) between 55 and 90% of all school hours; ● practical education: delivered partly in school as practical lessons and partly as training in a work situation as work experience; this part can take between 10 and 45% of all school hours.

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5.13.3. Vocational Upper Secondary Education and Training

In vocational upper secondary education, a specific programme defines the following items:

● General parts regulate: o programme name, o objectives, o programme duration, o compulsory assessment methods and examination, o conditions of enrolment in the programme, o conditions for progression and completion, and o qualifications attained upon successful completion of the programme. ● Special parts include: o curriculum and knowledge catalogues for individual subjects, o knowledge standards tested by the final exam, and o knowledge standards set for teachers who teach each subject.

The development and adoption of vocational upper secondary education programmes follow the same procedure as for all other programmes of upper secondary education. See section [ 5.13.2.]

Curriculum of vocational upper secondary programmes comprises:

● general subjects: Slovenian language, mathematics, foreign language, arts, natural science, social science and physical education; this part can take between 20 and 25% of all school hours; ● technical modules: they relate to the industry for which the programme educates; in some programmes, all technical modules are compulsory and in others only some are compulsory and others are elective; this part can take between 20 and 25% of all school hours; ● practical education: delivered partly in schools as practical lessons and partly as training in a work situation with an employer; this part takes between 35 and 40% of all school hours. To a large extent, schools manage practical lessons and training in a work situation in that they enter into collective agreements with employers that regulate the training. Alternatively, students (or rather their parents) sign individual apprenticeship contracts regulating training in a work situation; for students who enter into individual agreements some programmes allow for practical training to be extended by nine weeks in total over three years, while some other programmes allow for practical lessons in the school to be replaced by practical training with an employer; over three years the practical training can take no more than 53 weeks; ● special interest activities: these differ from other subjects in the way of delivery; their purpose is the acquisition of knowledge and skills that satisfy students' individual interests and inclinations; this part can take up to 4 % of all school hours; ● an open programme set by the school in cooperation with industry associations and/or social partners in the region; this part can take between 10 and 15% of all school hours. 5.13.4. Short Vocational Upper Secondary Education and Training

The programme of short vocational upper secondary education comprises:

● General parts regulate: o programme name, o objectives, o programme duration,

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o compulsory assessment methods and examination, o conditions of enrolment, progression and completion in the programme, and o qualifications attained upon successful completion of the programme. ● Special parts include: o curriculum, knowledge catalogues for individual subjects, o knowledge standards tested by the final exam, and o knowledge standards set for teachers who teach each subject.

The development and adoption of short vocational upper secondary education programmes follow the same procedure as all other programmes of upper secondary education. See section [ 5.13.2.]

Curriculum of short vocational upper secondary education comprises:

● general subjects: Slovenian language, mathematics, social and natural sciences and physical education; this part takes around 23% of all school hours; ● technical modules: they are related to the industry for which the programme educates; in some programmes all technical modules are compulsory while in others, some are compulsory and others are elective; this part takes 32% of all school hours; ● practical education: delivered partly in school as practical lessons and partly as training in a work situation with an employer; this part takes between 27% of all school hours. To a large extent schools manage practical lessons and training; schools enter into collective agreements with employers which regulate students training. Alternatively, students (or rather their parents) can sign individual apprenticeship contracts which regulate training in a work situation; however, this does not affect the number of hours or weeks spent in training; ● special interest activities: these differ from other subjects in the way of delivery; their purpose is the acquisition of knowledge and skills that satisfy students' individual interests and inclinations; this part can take up to 3% of all school hours; ● an open programme set by the school in cooperation with industry associations and/or social partners in the region; this part can take around 15% of all school hours. 5.14. Teaching Methods and Materials

Upper secondary schools employ the following types of teaching staff:

● teachers who teach general subjects, ● teachers who teach technical subjects, ● visiting teachers and native speakers of foreign languages who are teachers take part in foreign language teaching, ● counsellors who provide counselling services, ● librarians in charge of the school library who also take part in teaching, ● choir conductors, ● organisers of compulsory (optional) activities and organisers of special interest activities, ● organisers of adult education, ● teachers conducting practical lessons and training, for example, master craftsmen, ● estate managers in agricultural schools, and ● laboratory workers, instructors, organisers of practical lessons, and organisers of practical training in a work situation.

Teachers who teach general and technical subjects; choir conductors; visiting teachers and native speakers of foreign languages who are teachers; counsellors; librarians; and organisers of all compulsory events, special interest activities and adult education, must hold a university degree (ISCED 5A) equivalent to a masters degree and they should be specialised in two subjects.

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Teachers who conduct practical lessons and teach skills; laboratory workers; instructors; and organisers of practical lessons, should have at least an upper secondary education certificate (ISCED 3A). Organisers of practical training in a work situation and estate managers should hold a tertiary degree (ISCED 5B short tertiary qualification).

All teaching staff must have an academic level of education in a proper field and adequate professional qualifications and must take the State Teacher Certification Examination. The majority of currently employed teachers and teaching staff have completed a 4- to 5-year pre-Bologna university study programme in a specific discipline, followed by an additional 6-month university course in theory as well as 6 to 8 months of practical workplace training as junior teachers which qualified them to work in education.

Most of them are employed full-time and have the status of public servants. Teachers can be employed by two or more schools of different types. All teaching staff has a right to (and are expected to) spend at least five days per annum on professional development. Taking part in professional development programmes is one of the conditions for promotion to higher positions. 5.14.1. General Upper Secondary Education

The gimnazija programmes are generally organised around different disciplines. Subjects are structured in such way that students are taught the basic patterns of scientific thinking for different disciplines. Curricula include objectives and didactic recommendations and also recommendations for inter-subject connections which help teachers structure the events. Lessons are delivered in different formats (lectures, exercises, seminars, workshops, field work, research camps); teachers are generally free to choose their own teaching methods.

Textbooks must first be confirmed by the Council of Experts of the Republic of Slovenia for General Education. For one subject there may be many approved textbooks written by different authors; it is up to the teacher to decide which one will be used. Other teaching materials (for example, geographic and historic atlases, resource collections, exercises and workbooks) are selected freely (from the school year 2006/07 on). 5.14.2. Technical Upper Secondary Education and Training

The teaching process in general and technical subjects is very similar to that used in gimnazije. The teacher in a lecture or in group lessons presents the lesson, students use textbooks, workbooks and information technology. Exercises accompanying general and technical subjects require students' active participation; students work on projects and partake in other forms of active participation. Education is mainly based on analytical thinking which serves as the basis for the development of vocational skills. 5.14.3. Vocational Upper Secondary Education and Training

The teaching process in general and technical subjects is very similar to that in other programmes. See section [5.14.2.] The emphasis is more on practise-based methods, practical demonstrations and workshops. 5.14.4. Short Vocational Upper Secondary Education and Training

See section [ 5.14.3.] 5.15. Pupil Assessment 5.15.1. General Upper Secondary Education

Assessment and examination in gimnazije is regulated by the Regulations on Assessment and Examination in General Upper Secondary Schools, while assessment in the matura examination is regulated by the Regulations on the General Matura, both documents require the approval of the Minister of Education.

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As a rule, the assessment of students' knowledge is conducted by the teacher who teaches the students. In certain cases, a sectional teachers assembly can become involved in assessment: when a student lodges a complaint against the grade awarded in a specific subject, or when it has to make a decision on the classroom teacher's proposed grade regarding the student's end-of-year result.

The teacher marks student's oral answers, written tests, visual arts and other works, seminars, projects and presentations. Oral presentations are assessed immediately; written tests and other works must be assessed within 7 days from submission. Grades awarded are recorded in prescribed report books as they are awarded.

Assessment is public. To ensure the public nature of assessment, students are informed of the methods of assessment; dates of examinations; the scope of content that will be assessed in one assessment period; the assessment criteria; when a teacher is marking in the classroom or in a study group; and of the results achieved from an examination.

In a school year there are generally two assessment periods. At the beginning of each assessment period the teacher announces the dates of written tests. In each subject, students must be assessed for their oral answers at least twice a year, except in subjects where this is not possible or the curriculum stipulates otherwise. If the student fails (receives grade 1) in the first oral examination in one assessment period, the teacher is required to give him/her at least one extra chance for oral examination in the same assessment period.

Students who have not been assessed in the whole school year must take an exam in that subject covering content from the whole year.

Students can take maximum of three written tests in one week and only one per day.

Following each assessment period the school organises an assessment conference attended by the whole Teachers Assembly.

Student's parents (or legal guardians) and tutors in boarding halls, if a student boards there, have a right to be informed of the student's progress during the school year and to see his/her assessment records.

At the end of each assessment period the school must inform parents of student's results achieved in each subject, either at the end of the year or after examination. They must also be informed of grades awarded in each subject and of the general grade for the year.

Knowledge demonstrated in individual subjects is assessed using grades from 1 to 5, whereby 1 (Fail) is a negative grade and all others, 2 (Pass), 3 (Good), 4 (Very Good), and 5 (Excellent), are positive grades.

Results achieved in written tests are expressed in percentage points but must also be translated to grades from 1 to 5.

Compulsory optional activities are not assessed; they are only recorded in the student's report as being completed.

The overall school result at the end of the year is also expressed using the 5-point scale of 1 to 5.

The matura comprises examination in five subjects. Exams can be written, written and oral, oral and practical, or can take the form of a presentation. The practical part of the exam can include exercises, seminars, services or products. Written exams or written parts of exams are assessed by external markers appointed by the National Examination Centre. For the matura, the same 5-point assessment scale is used as everywhere else; however, for subjects with a higher difficulty level students receive extra points. The overall result of a student is the sum of all grades awarded; the highest possible general result in the matura examination is 34 points.

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5.15.2. Technical Upper Secondary Education and Training

Assessment and examination in technical upper secondary education is regulated by the Regulations on Assessment and Examination in Technical Upper Secondary Schools, while assessment in the vocational matura (poklicna matura) examination is regulated by the Regulations on the Vocational Matura (both documents are approved by the Minister of Education) and by the internal school regulations set out by the headteacher upon obtaining recommendations from the Teachers Assembly, the Students Guild and the Council of Parents.

Each educational programme prescribes the compulsory assessment formats. Generally, the compulsory formats are oral and written examinations. Students are also marked for their seminar work, projects and services or presentations. The specific format and methods of assessment are set out by the Teachers Assembly in a special assessment plan.

The team of teachers, who teach the same subject or technical module, set out the minimal knowledge standards required for each grade. Grades range from Pass (2), Good (3), Very Good (4) to Excellent (5). If a student fails to satisfy the minimal required standards, "NMS" is recorded in the report book.

The vocational matura comprises examinations in four subjects. Exams can be written, written and oral, oral and practical in the form of a product or service and its presentation, or seminar work and its presentation. Knowledge is assessed in accordance with the prescribed criteria and in the format stipulated by the examination catalogue for each examination unit. Marking is expressed as points. In each examination unit the student can achieve a maximum of 100 points. The points achieved are converted, in accordance with the criteria set by the National Assessment Committee for Vocational Matura (the first and third examination unit) and the School Examination Committee (the second and fourth examination unit), into grades of 1 to 5. Grade 1 is negative, all other grades are positive. 5.15.3. Vocational Upper Secondary Education and Training

Assessment and examination in vocational upper secondary education is regulated by the Regulations on Assessment and Examination in Vocational Upper Secondary Education, while assessment in the final exam is regulated by the Regulations on Vocational Final Examination (both documents are approved by the Minister of Education) and by the internal school regulations set out by the headteacher upon obtaining recommendations from the Teachers Assembly, the Students Guild and the Council of Parents.

Upon the classroom teacher's recommendation the Teachers Assembly assess, at the end of each assessment period and at the end of the school year or upon completion of examination, whether the student has satisfied all requirements set for the year. It also determines his/her overall end-of-year school result.

Each educational programme prescribes the compulsory assessment formats. The specific format and methods of assessment are set out by the Teachers Assembly in a special assessment plan. Generally, the compulsory formats are oral and written examinations. Students are also marked for their seminar work, projects and services or presentations.

The team of teachers who teach the same subject or technical module set out the minimal knowledge standards required for each grade. Grades range from Pass (2), Good (3), Very Good (4) to Excellent (5). If a student fails to satisfy the minimal required standards, "NMS" is recorded in the report book.

Students who have entered into an individual apprenticeship contract must take a trial test in their second year in order to demonstrate that they have been acquiring vocational competencies in accordance with the educational programme. The test is graded "Completed".

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The final examination comprises written and oral (the first examination unit) and practical examination in the form of a product or a service and a presentation (second examination unit). Knowledge is assessed using grades of 1 to 5. Grade 1 is negative, all other grades are positive. 5.15.4. Short Vocational Upper Secondary Education and Training

See section [ 5.15.3.] 5.16. Progression of Pupils 5.16.1. General Upper Secondary Education

The student progresses to the next year if he/she has been awarded positive grades in all subjects and has satisfied all requirements prescribed by the specific educational programme. If he/she has a negative grade in no more than three subjects, the student can take repeat exams. Students with more than three negative grades can repeat the year in the same educational programme. Students with special needs and those with social or health problems are allowed to repeat the same year more than once.

In the final year, students who have not satisfied the requirements for the year have the option of fulfilling the requirements by taking repeat exams.

In exceptional cases (for example, a long absence due to ill health) a student can progress conditionally to the next year even if he/she has not been assessed in a specific subject. The decision is made by the headteacher on the basis of a special application and supplied evidence. The student is required to sit an exam in the specific subject within a timeframe set by the school administration.

The status of a student can be extended for no more than two years if a student is concurrently enrolled in two educational programmes; if he/she is an elite or talented athlete; if he/she has other justified reasons (for example, ill health, parenthood, special social or family circumstances) for not being able to complete upper secondary education in the prescribed time. Such an extension can be granted by the headteacher.

Students have a right to concurrently attend more than one school or educational programme, and/or to complete the programme in less then four years by taking appropriate exams.

By taking exams in each subject, the student can progress faster and complete the programme in a shorter period than the programme stipulates. The decision about accelerated progression is made by the Teachers Assembly.

During the course of study a student can switch from one programme to another. If this occurs, the school can recognise previously fulfilled requirements from the former programme and/or set out differential exams in specific subjects that have not been completed in the former programme in order for the student to enrol in a higher year.

A successfully completed gimnazija programme which includes a completed matura examination enables students to choose the tertiary programme in which they wish to enrol. Requirements for enrolment in higher education include the matura examination but may also include results attained in specific subjects in the final year, or in all years, general school results, and an aptitude test or similar. 5.16.2. Technical Upper Secondary Education and Training

The student progresses to the next year if he/she has been awarded positive grades in all subjects and has satisfied all requirements prescribed by the specific educational programme, including special interest activities and prescribed work experience. If he/she does not satisfy the requirements, the student can complete them by taking exams before the following years enrolments begin. The headteacher may decide

103 EURYBASE SLOVENIA to allow a student, due to ill health, social circumstances or for other justified reasons, to progress to the next year; in such circumstances, the headteacher sets out the conditions the student must fulfil.

During the course of study, a student can switch from one programme to another. If this occurs, the headteacher sets out the requirements and the timeframe for completion in order to account for the differences between the two programmes. Before his/her decision, the headteacher needs to obtain recommendations from the Teachers Assembly.

A successfully completed technical upper secondary programme, including a completed vocational matura (poklicna matura) examination, enables students to either find employment or to continue their studies in professionally oriented tertiary education. By completing an additional exam in one of the general matura subjects, the student can, in accordance with specific admission requirements, enrol in academically oriented tertiary education programmes. 5.16.3. Vocational Upper Secondary Education and Training

The student progresses to the next year if he/she has been awarded positive grades in all subjects and has satisfied all requirements prescribed by the specific educational programme, including special interests activities and prescribed work experience. If he/she does not satisfy the requirements, the student can complete them by taking exams before the following years enrolments begin. The headteacher may decide to allow a student, due to ill health, social circumstances or for other justified reasons, to progress to the next year; in such circumstances, the headteacher sets out the conditions the student must fulfil.

During the course of study, a student can switch from one programme to another. If this occurs, the headteacher sets out the requirements and the timeframe for completion in order to account for the differences between the two programmes. Before his/her decision, the headteacher needs to obtain recommendations from the Teachers Assembly.

A successfully completed vocational upper secondary programme, including a completed final examination, enables students to either find employment, continue their studies in technical upper secondary education in vocational/technical upper secondary programmes or, upon obtaining at least three years work experience, to take the master craftsman examination (mojstrski izpit). 5.16.4. Short Vocational Upper Secondary Education and Training

The student progresses to the next year if he/she has been awarded positive grades in all subjects and has satisfied all requirements prescribed by the specific educational programme including special interest activities and prescribed work experience. If he/she does not satisfy the requirements, the student can complete them by taking exams before the following years enrolments begin. The headteacher may decide to allow a student, due to ill health, social circumstances or for other justified reasons, to progress to the next year; in such cases, the headteacher sets out the conditions the student must fulfil.

During the course of study, the student can switch from one programme to another. If this occurs, the headteacher sets out the requirements and the timeframe for completion in order to account for the differences between the two programmes. Before his/her decision, the headteacher needs to obtain recommendations from the Teachers Assembly.

A successfully completed short vocational upper secondary programme including a completed final exam enables students to either find employment or to enrol in the first year of vocational or technical or general upper secondary education.

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5.17. Certification

See subsections. 5.17.1. General Upper Secondary Education

The gimnazija programmes are concluded by the matura. The matura is an externally assessed examination on a national level. Students sit exams in five subjects. Three of them (Slovenian, mathematics and a foreign language) are compulsory, while two are chosen by students from a list of matura subjects. This list is prepared by the Council of Experts of the Republic of Slovenia for General Education and based on the proposal by the National Committee for General Matura and in agreement with tertiary institutions senates; the list comprises subjects taught in gimnazije and serves as the basis for tertiary education studies in a number of scientific, artistic and professional disciplines. The matura examination is conducted by the National Committee for General Matura appointed by the Minister of Education. Knowledge catalogues and materials for each matura subject are developed by special national subject committees of five to seven members appointed by the Minister of Education. Written tests are assessed by external markers. This form of assessment makes 70 to 80% of the final grade in a specific subject. Only 20 to 30% of the final grade is allocated to the internal school assessment such as oral examination, completion of exercises and completed seminar work. Administrative and professional support for the development of matura materials and the realisation of assessment is provided by the National Examination Centre. In each school, the matura examination is carried out by the matura committee which is chaired by the headteacher. School subject committees are in charge of the execution of specific subject exams in the school. Assessment of knowledge in a specific subject is carried out in the form of exams. Exams can be written; written and oral; written and practical; written, oral and practical; practical only; or can take the form of an examination presentation. The examination format is stipulated by the examination catalogue. Written exams in a specific subject are taken by all candidates on the same day at the same time. The National and subject committees determine the materials used for a specific exam on each day. Markers of written tests in specific matura subjects are external: they include experienced teachers or retired teachers and university lecturers. Results achieved in the matura examination are expressed in points which are then, in accordance with the criteria set by the National Committee for General Matura, converted into grades. The assessment scale comprises five grades, including Fail (1), Pass (2), Good (3), Very Good (4), and Excellent (5). Fail (1) is a negative grade, all others are positive. Some subject exams have different difficulty levels, with higher levels the assessment scale is expanded accordingly. Upon successful completion of the matura examination, students receive the matura certificate and the top students receive the matura certificate with outstanding student commendation. After obtaining the matura certificate, students can enrol in university study programmes and/or any other tertiary education programmes. Students who have completed the matura examination have a right to repeat a specific matura subject exam once in order to improve their grade in a specific subject.

Strokovni svet Republike Slovenije za splošno izobraževanje

Državni izpitni center

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5.17.2. Technical Upper Secondary Education and Training Students, who have successfully completed 4-year vocational or technical upper secondary education, can take the vocational matura (poklicna matura) examination, that is, a final exam in the presence of the examination committee which includes teachers as well as experts nominated by the relevant chamber of employers.

The vocational matura comprises:

● the compulsory part: o written and oral exam in the Slovenian language (Italian or Hungarian for ethnic communities), and o written and oral exam in a vocational/technical subject, ● the elective part: o oral and written exam in a foreign language or mathematics, o seminar work or a product or service and a presentation thereby demonstrating the practical training and qualifications required to perform in a chosen occupation.

Upon completion the student receives the vocational matura certificate which is a public document.

By law, those who acquired a vocational qualification can also achieve a qualification of a technician after few years of work experience and by taking the master craftsman exam (mojstrski izpit), the foreman exam or the retail manager exam.

These exams comprise four parts:

● a product or a service (for master craftsmen at the master level), ● a technical part including technical subjects at the level of technical or vocational upper secondary school, ● a managerial part (for master craftsmen this is the business part) in which the candidate provides evidence that he/she is qualified to run a business or, in the case of a foreman or a retail manager, to manage a work group, and ● an educational part in which the candidate provides evidence that he/she has acquired pedagogical knowledge to work with apprentices in the dual system and with colleagues in life-long training. The themes of the three exams are set by the Council of Experts of the Republic of Slovenia for Vocational Education which develops the exam catalogue based on the jobs nomenclature. In accordance with the regulations which stipulate the way in which these exams are managed and carried out, the examination is conducted in the presence of examination committees from relevant chambers; the committee members are nominated by the chambers from a pool of experts in the relevant industry and appointed by the Minister of Education. The first exams were taken at the Chamber of Commerce of Slovenia in 1999, they were organised for foremen in the power industry. In 2001, master craftsman exams were organised for the first time by the Chamber of Trade of Slovenia. Strokovni svet Republike Slovenije za splošno izobraževanje Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje Državni izpitni center 5.17.3. Vocational Upper Secondary Education and Training Students who have successfully completed 3-year vocational upper secondary education can take the final examination in the presence of a committee comprising teachers as well as relevant experts nominated by the relevant chamber of employers. The final exam includes a theoretical and a practical part. Students who

106 EURYBASE SLOVENIA have completed vocational upper secondary education in the dual system take the practical part of the exam in the presence of a committee appointed by the relevant chamber of employers. The theoretical part includes a written and oral exam in the Slovenian language (or Italian or Hungarian for the members of the Italian and Hungarian ethnic community respectively in the ethnically mixed areas), while the practical part includes a product or a service and a presentation, providing evidence that the candidate can connect the theoretical knowledge acquired to his/her practical skills. The practical part within the dual system is coordinated by the National Institute of the RS for Vocational Education (with its headquarters at the National Examination Centre). Upon completion, the student receives the final examination certificate which is a public document.

Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje 5.17.4. Short Vocational Upper Secondary Education and Training Students, who have successfully completed short vocational upper secondary education, can take the final exam in the presence of an examination committee including teachers and experts nominated by the relevant chamber of employers. The final exam comprises a theoretical and a practical part. The theoretical part includes a written and oral exam in the Slovenian language (or Italian or Hungarian for the members of the Italian or Hungarian ethnic community respectively in ethnically mixed areas), while the practical part includes a product or a service and a presentation, providing evidence that the candidate can connect the theoretical knowledge acquired to his/her practical skills.

Upon completion, the student receives the final examination certificate which is a public document.

Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje 5.18. Educational/Vocational Guidance, Education/Employment links 5.18.1. General Upper Secondary Education In order to assist students (and parents and teachers), every school offers counselling services. Counselling can be carried out by psychologists, pedagogues, social workers, social pedagogues and remedial teachers. Counsellors can help students resolve their learning and personal problems and they also participate in the development and implementation of individual plans for adolescents with special needs when they are integrated in mainstream classes. In some schools, other forms of learning assistance are provided, whereby top students assist those with learning difficulties. In basic schools (osnovne šole) there is a special programme of career guidance aimed at older pupils. In gimnazije, however, the role of counselling for study and career guidance is split between teachers and counsellors. Career guidance is in part included in the Guidelines Programme for the Counselling Services. It is conducted in different formats: by presentations in classrooms, individual interviews, and workshops titled "Where to go after matura?" A more planned career guidance approach is developed by the National Institute of Education which has organised many projects with the view of preparing students for independent decision-making regarding education and their life path in general. These projects also aim to provide students with necessary skills for planning a successful career. Gimnazije assist students in searching for information on study opportunities available in tertiary institutions by providing access to current information communication technologies. The school library provides students with literature describing study programmes, educational institutions and areas of employment.

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The subject informatics, informs students of research opportunities available over the internet. Each teacher, in the context of his/her subject, explains study and employment opportunities in their relevant field. Schools systematically invite former students to give talks about their experiences and they also organise visits to businesses and to different university departments. In gimnazije, career guidance is fairly detailed and extensively planned in the context of classroom lessons as part of inter-subject connections and optional activities. Gimnazija programmes do not provide students with vocational or occupational qualifications. However, some gimnazija graduates do find employment; mainly in the banking sector, in insurance and in public administration, where they sometimes acquire internal qualifications at a later stage. The shortest route to occupational qualifications by means of formal education is to enrol in one-year occupational courses which provide gimnazija graduates with technical upper secondary education and give them the title "technician". 5.18.2. Technical Upper Secondary Education and Training In order to assist students (and parents and teachers), schools offer counselling services. Counselling can be carried out by psychologists, pedagogues, social workers, social pedagogues, and remedial teachers. Counsellors can help students resolve their learning and personal problems and they participate in the development and implementation of individual plans for adolescents with special needs when they are integrated in mainstream classes. See section [ 5.18.1.] According to special regulations which regulate this area of education, educational programmes can be adapted for students with special needs (adaptations can apply to the duration, organisation, assessment and advancement of studies); nevertheless, they must ensure that equal standards prescribed for specific vocational upper secondary qualifications are achieved. Students with special needs are usually included in mainstream education programmes. The school they attend usually organises smaller class sizes. For successful students, schools provide an opportunity to complete their education faster. For students with disabilities and developmental problems schools provide additional counselling services and learning support. 5.18.3. Vocational Upper Secondary Education and Training

See section [ 5.18.2.] 5.18.4. Short Vocational Upper Secondary Education and Training

See section [ 5.18.2.] 5.19. Private Education

The Organisation and Financing Education Act provides for the establishment of private schools to offer general, technical and vocational upper secondary education. A private school that wishes to provide a publicly recognised programme has two options:

● it can develop its own education programme following its own plans and then apply to the relevant Council of Experts for accreditation. The accreditation procedure conducted by the Council of Experts assesses whether the educational standards of the private school's programme are comparable with those of public educational programmes; or ● it can be awarded a concession to run an already accredited publicly recognised programme. The Ministry of Education publicly tenders concessions for areas not covered by public schools.

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5.19.1. General Upper Secondary Education

There are five private schools operating within general education that administer their own accredited programmes.

Two Catholic upper secondary schools operated before 1991, however, their programmes were not publicly recognised in the former state of Yugoslavia, and their students had to take exams in government schools if they wished to receive publicly recognised certificates. In 1991, the newly independent state of Slovenia solved the position of both schools by publicly recognising the qualifications obtained in each school. The accreditation procedure was conducted by the Council of Experts for Education, as the body was called at that time. In the same year, the National Assembly passed an amending act to the Legal Status of Religious Communities in the Socialist Republic of Slovenia Act by publicly recognising certificates issued by both schools.

The Ministry of Education entered into a concession agreement with each school and began funding them from public finances from the academic year 1992/93 onwards. Contractually managed funding provided both schools with finances that covered 100% of the average cost per student in a public school. The cost included salaries and operational expenditure but not investment expenditure for buildings and equipment. In the academic year 1993/94, another Catholic classical gimnazija, started its operations under the same conditions.

In 1996, the Organisation and Financing Education Act was passed. It redefined the financing of private educational institutions and introduced two separate ways of funding. According to the first one, private upper secondary schools that administer their own programme which has been accredited by the relevant council of experts and satisfy the prescribed teaching requirements (such as teachers and equipment), are awarded public funds per student in the range of 85% of the cost per student in a public school. If and when all requirements are satisfied, the government and the private school can enter into a private school funding agreement.

For private schools wishing to provide a public service or run a publicly recognised upper secondary programme, the Act stipulates a special procedure to obtain a concession; the funding is provided in the same range as it applies to public schools. When the procedure is finalised, the government and the public school sign a concession agreement which stipulates 100% funding. The three Catholic schools which had been funded from public funds prior to 1996 retained, by law, the right to 100% funding.

Since 1996, two new private upper secondary schools that administer their own programmes have started operating: in the academic year 1997/98 Catholic classical gimnazija in Maribor and in 1999/2000 the Waldorf gimnazija. Since 1996, the government has provided private schools which administer their own programmes with only 85% of finances. Other funds necessary for their operation come from school fees and donations. 5.19.2. Technical Upper Secondary Education and Training

There are no private schools providing technical upper secondary education. 5.19.3. Upper Secondary Vocational Level

There are no private schools providing upper secondary vocational education. 5.19.4. Short Vocational Upper Secondary Education and Training

There are no private schools providing short vocational upper secondary education.

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5.20. Organisational Variations and Alternative Structures

The gimnazija students can acquire different types of special status:

● The status of a promising sportsman can be acquired by a student registered with the relevant national sports association who competes in official competitions of relevant national sports associations. ● The status of an elite sportsman can be acquired by the definitions under the Sports Act. ● The status of a student competitor can be acquired by a student training to compete in national and international knowledge competitions who has been selected for a competition by an expert club, association or any other authority. ● Those students who attend two educational programmes concurrently can be awarded a special status of multi-programme student.

A student can be awarded special status for the period of at least one school year. Regulations approved by the Minister of Education stipulate the procedure for the acquisition and termination of such status and the amendments to the school’s responsibilities to students who hold such a status.

Within the general gimnazija programme special sports classes can be organised which follow an amended curriculum; the number of students in these classes are reduced. In 2008/09, such classes were organised at twelve gimnazije in Slovenia.

Two gimnazije run the programme of the international matura (International Baccalaureate) in the third and fourth year. Lessons are delivered partly in Slovenian and partly in English. In order to be admitted in the international matura programme, students must satisfy special criteria and follow a special selection procedure. Also students from any 4-year upper secondary programme can apply.

Special educational organisations are being developed to organise project learning and production schools for young adults who drop out of the school system due to learning failures, or for social or other reasons, and who are in danger of social exclusion. The purpose of this type of education is to facilitate young adults' inclusion in education and to prepare them to obtain occupational qualifications. 5.21. Statistics Key data and indicators on upper secondary education for youth, 2007/08 Number of upper secondary: 142 Public 136 Private 6 Number of students enrolled: 91623 Public 89592 Private 2031 Total number of teachers 1) 7504 Women 4887 Net enrolment rate 1) 91% Students/teacher ratio 1) 12,9 1) Students and population aged 15 -18 are taken into account. 2) Data refer to the end of the school year 2006/07 Source: Statistical Office of the Republic of Slovenia

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Number of youth enrolled in upper secondary education by fields of education and type of programme, Slovenia, school year 2007/08 4 -5 -year technical and 2-year short Vocational- Vocational Fields of 3-year vocational other professional Total vocational technical courses, matura programmes programmes and education programmes programmes course in gimnazija programmes total women total women total women total women total women total women Total 91623 44706 1320 322 14381 4583 67725 36261 6564 2434 1633 1106 Agriculture 3551 1940 328 176 1150 655 1378 659 695 450 - - Forestry 121 1 - - 21 - 100 1 - - - - Textiles 188 185 31 31 85 84 16 16 56 54 - - Chemistry, pharmacy,rubber 1064 723 - - 13 2 1051 721 - - - - processing and nonmetals Wood processing 1740 18 155 5 827 5 295 6 463 2 - - Construction 2009 149 134 - 714 7 1028 140 133 2 - - Catering and tourism 4693 2154 - - 1335 371 2597 1519 693 218 68 46 Economics 13525 8733 - - 3148 1974 7888 5094 2245 1509 244 156 Paper and printing 1010 345 - - 48 9 913 315 49 21 - - Electrotechnics and 7967 79 49 - 2042 7 5089 60 753 - 34 12 computer science Metallurgy and mechanical 6951 25 475 4 3173 3 2137 14 1166 4 - - engineering Transport and 1287 343 - - - - 1200 337 87 6 - - communications Mining 94 - - - 45 - 38 - 11 - - - Health care 5982 4472 - - 529 384 5240 3920 213 168 - - Teacher training 1805 1687 - - - - 1775 1659 - - 30 28 Culture 555 383 - - - - 555 383 - - - - General upper 37682 22281 - - - - 36425 21417 - - 1257 864 secondary Personal services 1399 1188 148 106 1251 1082 ------

Source: Statistical Office of the Republic of Slovenia

Graduates, youth and adults, in upper secondary education, Slovenia, end of the school year 2006/07 Youth and adults Youth Adults Type of programme total women total women total women Total 28355 14522 23182 11713 5173 2809 2-year short vocational 559 147 537 143 22 4 programmes 3-year vocational programmes 6278 2561 4515 1585 1763 976 4-5 year technical programmes 8016 4433 6579 3497 1437 936 Gimnazija programmes 8923 5257 8836 5210 87 47 +2 and vocational- technical 3739 1628 2266 958 1473 670 programmes

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Youth and adults Youth Adults Type of programme total women total women total women Vocational courses 219 169 134 98 85 71 Matura course 347 240 315 222 32 18 Passed foreman, head clerk, 274 87 - - 274 87 master craftsman exams

Source: Statistical Office of the Republic of Slovenia

Teachers, professional support, counselling and management staff in upper secondary schools for youth and for adults, Slovenia, end of school year 2006/07 In schools for youth In schools for adults total full-time part-time total full-time part-time Total 8408 7313 1095 1025 339 686 women 5529 4838 691 693 245 448 Teachers – total 7504 6535 969 741 111 630 women 4887 4288 599 486 76 410 Teachers in gimnazija programmes 3015 2436 579 36 18 18 women 2135 1784 351 27 14 13 Teachers in technical programmes and in 2950 2700 250 482 65 417 vocational-technical programmes women 1932 1763 169 303 42 261 teachers of practical lessons 400 366 34 29 2 27 Teachers in vocational programmes 1304 1202 102 216 28 188 women 709 652 57 152 20 132 teachers of practical lessons 437 415 22 28 6 22 Teachers in short vocational programmes 222 189 33 - - - women 103 84 19 - - - teachers of practical lessons 99 93 6 - - - Teachers in other programmes 13 8 5 7 - 7 women 8 5 3 4 - 4 Management stuff 275 273 2 73 56 17 women 147 145 2 40 32 8 Councellors 196 166 30 14 12 2 women 182 155 27 12 10 2 Other professional support 433 339 94 197 160 37 women 313 250 63 155 127 28

Note: 2,735 teachers (among them 1,789 women) taught both youth and adults, so they are not shown in the figure for teachers teaching adults only.

Source: Statistical Office of the Republic of Slovenia

Statistièni urad Republike Slovenije

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6. Tertiary Education

Organisation of the education system in Slovenia, 2008/09

SI 1 2 3 4 98765 10 5141312111 16 17 18 19 20 21 22 23 24 25 26 27 VRTCI GIMNAZIJE UNIVERZITETNI PROGRAMI / STROKOVNI PROGRAMI OSNOVNE ŠOLE TEHNIŠKI / STROKOVNI PROGRAMI VIŠJE STROKOVNE ŠOLE

POKLICNI IN POKLICNO-TEHNIŠKI PROGRAMI

POKLICNI PROGRAMI POKLICNI TEČAJ / MATURITETNI TEČAJ

Pre-primary – ISCED 0 Pre-primary – ISCED 0 (for which the Ministry of Education is not responsible) (for which the Ministry of Education is responsible) Primary – ISCED 1 Single structure – ISCED 1 + ISCED 2 (no institutional distinction between ISCED 1 and 2) Lower secondary general – ISCED 2 Lower secondary vocational – ISCED 2 (including pre-vocational) Upper secondary general – ISCED 3 Upper secondary vocational – ISCED 3 Post-secondary non-tertiary – ISCED 4 Tertiary education – ISCED 5A Tertiary education – ISCED 5B Allocation to the ISCED levels: ISCED 0 ISCED 1 ISCED 2

Compulsory full-time education Compulsory part-time education Part-time or combined school and workplace courses Additional year -/n/- Compulsory work experience + its duration Study abroad Source: Eurydice.

Higher education in Slovenia is regulated by the Higher Education Act (HEA No. 119/06, 59/07, 15/08 and 64/08.). The consolidated text consists of the Higher Education Act (Uradni list RS, No 67/93) and its changes and amendments 99/99, 64/01, 100/03, 63/04 and 94/06. The Higher education sector is governed also by several other acts, i.e.: the Professional and Academic Titles Act (61/06), Recognition and Evaluation of Education Act (73/04) and the Act Ratifying the Convention on the Recognition of Qualifications concerning Higher Education in the European Region (14/99).

The studies are provided by public and private higher education institutions: universities and their members – faculties, art academies and professional colleges. Private faculties and art academies as well as public and private professional colleges may be organised also as single higher education institutions. Universities, faculties and art academies may provide all types of study programmes, while professional colleges may provide, as a rule, the first-cycle professional study programmes, but also the second-cycle programmes when meeting certain academic requirements.

Study programmes adopted before the 2004 Act entered into force, are progressively reformed; the last enrolment is foreseen for the academic year 2008/09, the studies must be completed by the end of the academic year 2015/16 at the latest. Study programmes adopted after the 2004 amendments, are being introduced gradually; the process is to be completed by the academic year 2009/10.

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There are 4 universities (univerze) in Slovenia (, , University of Nova Gorica, and ), over 25 single faculties (fakultete) and professional colleges (visoke strokovne šole), which are not part of an university, and about 60 higher vocational colleges (višje strokovne šole) (offering short tertiary education).

Univerza v Ljubljani

Univerza v Mariboru

Zakon o postopku priznavanja kvalifikacij državljanom držav èlanic Evropske unije za opravljanje reguliranih poklicev oziroma reguliranih poklicnih dejavnosti v Republiki Sloveniji (ZPKEU)

Zakon o visokem šolstvu 6.1. Historical Overview

See subsections. 6.1.1. Short Tertiary Education

The new short higher education sector has a short history. A separate area of higher vocational education started to develop after the adoption of the first new higher education legislation (1993-1996) that has been adopted in the independent Slovenia. The Higher Education Act (1993) abolished the old higher education colleges within the two-stage higher education studies (duration of 2+2 years). The previous short first-stage studies were extended to a minimum of 3 years’ duration. The previous unitary administration of the higher education has been replaced by a new, binary classification on the professional and academic studies.

In the year 1996 enacted Vocational and Professional Education Act introduced the possibility for the development of new post-secondary vocational schools. The first post-secondary institutions were founded within upper secondary-school centres. Later they became mostly independent colleges and expanded all over the country. The majority of institutions is privately owned, closely linked with the needs of the economy and characterised by their strong vocational orientation. A large part of the study programme is usually devoted to work placement in enterprises. The latter also represents the main element in which these study programmes differ from the traditional higher education studies. Education is organised for youth and adults.

From its beginnings until today higher vocational education expanded with an increased pace, strengthened its institutional framework and finally gained the position within the sector of tertiary education with the adoption of the new Short Tertiary Vocational Education Act (2004). When considering the principles of the Bologna Process, students have access to the option to transfer from the short higher vocational education to the first-cycle of Bologna studies. The new act upgraded the higher vocational education system and introduced the credit transfer system, the diploma supplement document became compulsory, accreditation of study programmes and the quality assurance system is mandatory. Since 2005 the respective field is administered by the Ministry of Education and Sport, whereas responsibilities for administration of traditional higher education lie with the Ministry for Higher Education, Science and Technology.

Ministrstvo za šolstvo, znanost in šport 6.1.2. Long Tertiary Education

The first attempt to found a university in Ljubljana dated back to the Reformation times. That period saw the foundation of the Academia Operosorum in the first half of the seventeenth century (association of important writers and artists, theologians, physicians, and lawyers). While courses were already taught at the Jesuit

114 EURYBASE SLOVENIA collegium, the Academia Operosorum aimed at establishing an actual university in Ljubljana. The idea did not fall on fertile ground.

With the dissolution of the Jesuit order (1773), the Ljubljana Faculty of Arts and the Theological Faculty came under Austrian rule. The Jesuit collegium became a state lyceum and most courses continued to be taught by the Jesuits. This system was retained until 1848, with the exception of a number of years when the school system of Napoleon's Illyrian Provinces was introduced. In 1810, the French university Ecoles Centrales was opened in Ljubljana. Ecoles Centrales was a university entitled to confer academic degrees on students.

The French university in Ljubljana saw its decline when the French left the country. As early as 1815, the Austrian lyceum school system was reintroduced. Revolutionary movements in Ljubljana in 1848 revived the demand for the foundation of a Slovene university. Courses of criminal and civil law taught in the Slovene language were the only achievements toward fulfilling the demand until then. The end of 1860s brought about the revival of the movement for a united Slovenia coupled with firm demands for a Slovene university, which never saw the light of day. The movement for a university in Ljubljana intensified at the turn of the century. After years of struggle for recognition of the Slovene language and national consciousness, the University of Ljubljana was founded in July 1919. The foundation of a university represented a challenge for potential teachers and experts of Slovene descent who had already won recognition abroad. These teachers and experts were expected to take over activities at the University of Ljubljana.

The University of Ljubljana, founded in 1919, encompassed five faculties: the Faculty of Arts (courses taught were philosophy, pedagogy, geography, history, history of art, the Slovene language and literature, Romanic languages and their respective literatures, Germanic languages and their respective literatures, classical philology, comparative linguistics, mineralogy, geology, botany and zoology, mathematics, physics, chemistry), Faculty of Law, Faculty of Medicine (only the first two preparatory years), Theological Faculty, and Technical Faculty (civil engineering, architecture, electrical engineering, two preparatory years of mechanical engineering, mineralogy, chemistry).

At the Faculty of Arts, the studies of comparative literature and ethnology were introduced in 1925 and 1940, respectively. In 1928, the two-year study of geodesy taught at the Technical Faculty became a four-year cultural and geodetic study, which was abolished as early as 1931 because of cuts in the budget. 1938 brought about the study of metallurgy.

From its foundation to the end of World War II, the University of Ljubljana experienced an ongoing threat of being closed down. The University survived by virtue of the pragmatism of the university administration during the time between the two world wars. At the beginning, the University had 900 students. In the 1920’s, the student body ranged from 1,200 to 1,400 students; in the 1930's, from 1,700 to 1,900 students. The academic year 1940-41 saw the highest number of students, 2,474. In the period from 1919 through 1941, 3,203 students graduated.

Rapid development of higher education in Slovenia began after World War II. As early as 1945, the studies of medicine and mechanical engineering became full-fledged studies, and the study of geodesy was re- established. In 1945, the study of pharmacy was introduced; in 1946, the study of economics; in 1947, the study of agronomy; in 1948, the studies of archaeology and astronomy became independent studies; in 1949, the study of forestry was introduced; in 1950, the study of dentistry and the studies of psychology and meteorology became independent studies; in autumn, 1956, the studies of veterinary medicine and textile technology were introduced; in 1960, the independent study of sociology; in autumn, 1961, the study of political sciences and food technology; in 1962, the independent study of musicology; and in 1963, the study of journalism.

Besides university studies, studies of the arts developed after World War II including the Academy of Music (already established before World War II), Academy of Film, and Academy of Fine Arts. Besides university studies, junior colleges with two- or three-year study programmes and professional colleges with four-year

115 EURYBASE SLOVENIA study programmes were established, especially because of high demands for qualified staff. These colleges included the Teacher Training College, later called Academy of Education (1947), College for Health Workers (1955), College of Social Work (1955), College of Public Administration (1956), and College of Sports (1956). Besides Ljubljana, Maribor developed as the second higher education centre encompassing the College of Economics and Commerce (1960), Law College (1960), Academy of Education (1961), and college in Kranj (College of Organisational Sciences 1963). Maritime College in Piran was established in 1960. Most junior colleges evolved to become professional colleges, offering post-secondary vocational and higher education.

Prior to World War II, the focus was laid on universities not individual higher education institutions. After 1945, the focus shifted from universities to individual higher education institutions. The legislation of 1954 defined a university as a group of faculties, while faculties became independent (scientific and higher education) institutions. Former joint issues became separated. The administrations of faculties and other higher education institutions won administrative independence.

The year 1960 saw the first law on higher education (no longer the University of Ljubljana Act), which regulated the activities of faculties, art academies, and junior and professional colleges. Besides universities, associations were established. In May 1961, the Association of Higher Education Institutions in Maribor, the predecessor of the present-day University of Maribor, was established.

In 1975, the University of Ljubljana merged ten faculties, ten other higher education institutions (three art academies, Academy of Education, College of Sports, and five junior colleges including the Maritime College in Piran). The University of Maribor (together with the Faculty of Organisational Sciences in Kranj) merged the Maribor higher education institutions.

In 1980, the Career-Oriented Education Act regulated all education after basic education (upper secondary and tertiary education) as usmerjeno izobraževanje – career-oriented education. The concept of concurrent continuing education and training for innovative scientific and applied work neither, improved the quality and efficiency of studies, nor enhanced basic activities of higher education institutions.

In 1989, a novel to the Career-Oriented Education Act newly regulated the jurisdiction of councils for higher education institutions. Furthermore, this Act specified the autonomous and integrative role of universities in forming study programmes and research activities and laid the foundations for the reform of higher education in the independent Republic of Slovenia.

The HEA established new regulations in 1993. This Act laid the foundations for a new relationship between universities, other higher education institutions, and the state.

The HEA established new regulations in 1994. This Act laid the foundations for a new relationship between universities, other higher education institutions, and the state. The Act clearly defines the autonomy of universities and allows the establishment of private single higher education institutions. During this period the Expert Council of the Republic of Slovenia for Higher Education was established for the first time and appointed as the national accreditation body. Criteria for evaluation of study programmes and higher education institutions implemented fundamental study, research and professional standards. Compared to the previous period which lasted for several decades the structure of studies has been amended. Study programmes of two years or two and a half years' duration were abolished, while two different programme types were introduced: academically-oriented and professionally-oriented. The reform also provided students with the option to continue their studies directly in the 4-year doctoral studies upon completion of an undergraduate study programme of 4-6 years' duration. Magisterij of science as an intermediate step on the way to a doctoral degree became non-mandatory. In 1998 the described higher education system structure was supplemented with the Professional and Academic Titles Act. Following the adoption of the Vocational and Professional Education Act in 1996 the offer of tertiary education programmes was extended with the introduction of 2-year higher vocational colleges.

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Slovenia also actively participated in international actions i.e. Slovenia was involved in the drafting of the Lisbon Convention, which it signed in April 1997 together with other member-states of the and ratified in 1999. Slovenia also joined the EU Socrates – Erasmus programme and the Central European programme – Ceepus. A couple of months after June 1999, when Slovenia signed the Declaration on the European Higher Education Area, the HEA was amended. The amendments introduced two important instruments, recommended in the Bologna Declaration and the Lisbon Convention, i.e. the ECTS-compliant credit system ECTS and the Diploma Supplement. The previous system of financing of higher education was also substituted by lump-sum funding. The Act was also supplemented with provisions, governing equal treatment of all EU citizens.

The first Higher Education Master Plan was drafted and adopted in the period from 1997 to 2002 and laid down the primary strategic objectives, such as "to increase the share of population participating in tertiary education to at least 50% per generation and to increase the overall number of graduates; to ensure conditions for the development of integrated, autonomous and responsible universities and other higher education institutions; to promote cooperation among universities and the business sector; to improve students' standards; and to foster international cooperation of higher education institutions."

These objectives were supplemented with the crucial objectives of the Bologna Declaration and the Communication of Ministers of Higher Education adopted in Prague in 2001, i.e., “to foster mobility and pan- European cooperation in quality assurance; to ensure that higher education becomes a public commodity and to promote lifelong learning."

The HEA Amendments, adopted in 2004 laid down statutory foundations for reforms of the higher education system according to the Bologna Declaration and supplementary documents, esp. implementation of a new structure of studies; continued introduction of the credited studies system; continued issuing of the Diploma Supplement, as well as the administration of accreditation and evaluation procedures. The HEA 2006 Amendments comprised a redesigned statutory framework for implementation of the quality assurance system; funding of first and second cycle study programmes and provisions laying down the equivalency between the old, pre-Bologna study programmes and the new, post-Bologna study programmes.

75 let Univerze v Ljubljani : 75 let neprekinjenega delovanja Univerze v Ljubljani 1919-1994

Development of higher education in Slovenia

Higher Education in Slovenia

Petdeset let slovenske univerze v Ljubljani : 1919-1969

White paper on education in the Republic of Slovenia

Zgodovina šolstva in pedagogike na Slovenskem

Zakon o visokem šolstvu 6.2. Ongoing Debates and Future Developments

See subsections. 6.2.1. Short Tertiary Education

Since 2006 higher vocational study programmes are undergoing significant reforms. The reforms, laid down by the Council of Experts for Vocational and Technical Education (2006), comprise also the guidelines for the implementation of the lifelong learning, connections with further higher education studies, internationalisation, introduction of the quality assurance system, definition of competences and learning objectives, credit evaluation according to the ECTS and introduction of the selection-election system,

117 EURYBASE SLOVENIA increasing the elective content and flexibility in education for different occupations within a specific professional field, as well modularity of the education programmes.

Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje Ministrstvo za šolstvo, znanost in šport 6.2.2. Long Tertiary Education

In June 2006, the National Assembly adopted the new Amendments to the HEA. Legislative novelties affect particularly relations among the old and the new qualifications and simplify the quality assurance arrangements. Instead of previously expected Quality Assurance Agency, the Council for Higher Education took over the responsibilities for the quality assurance system, assisted by the administrative department of the Ministry of Higher Education, Science and Technology. At the beginning of 2008, the Constitutional Court decided that the assistance of the ministerial administration cannot adequately support the “independent” work of the Council and therefore must be reorganised. Consequently, in June 2008 the HEA was again amended. Between the two possible solutions widely debated in public – whether to establish a new public Agency (the Director should be appointed by the Government) or to organise a permanent Secretarial Service of the Council (appointed by the Council in its current composition) – the second was chosen. At the beginning of 2009, the new Minister announced fundamental changes of the HEA and the Universities have drafted their own law and have started the internal debate.

The AHEA 2006 stipulates that the financial recourses should be provided from the state budget also for the whole second cycle of studies (up to now, the final year has been fee-paying). The universities are very concerned by the fact that public finances per student has been decreasing and the number of newly accredited higher education institutions has been increasing at the same time (approx. 300 new study programmes, 24 new higher education institutions, of which 18 are private, but subsidised from public funds).

The Ministry prepared the new Financial Rules for the academic year 2008/09.

At the end of September 2007, the National Assembly passed the new Resolution on the development of higher education in Slovenia 2007-2010, which set out the strategies and goals, such as: to strengthen the links between education and research – to create a common area of research and education, regulated by one common act; to strengthen the mobility of young researchers from education to economic sectors; to increase the number of higher education institutions by restructuring the present large institutions into several new ones (the number of universities should be raised from the current 3 to 10 in future); to introduce some new arrangements for governing higher education institutions (possible separation of pedagogical and research responsibilities from the management); to develop a new system of knowledge management (management of intellectual property); to gradually achieve the institutional separation of professional and academic programmes; to promote establishment of doctoral schools; etc.

It is expected that debates will continue, esp. those concerning quality assurance in higher education, funding and national qualifications framework. In the middle of 2008 the President of the Republic of Slovenia highlighted in his speech some of the challenges awaiting the tertiary education sector. He was concerned in particular about the haste of establishing new higher education institutions, resulting in the decreased admission capacity of existing universities; the problem of tertiary education financing and the insufficient public funding of activities aimed at increasing the number of students; the attention required to improve research and development.

Svet za visoko šolstvo Republike Slovenije Ministrstvo za šolstvo, znanost in šport – ENIC Slovenija Zakon o visokem šolstvu

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6.3. Specific Legislative Framework

See subsections. 6.3.1. Short Tertiary Education

Legislative framework of the higher vocational education is contained in the Higher Vocational Education Act (86/2004) that defined the position of higher vocational schools and positioned them within the tertiary education sector. The Act redefined the adoption of study programmes, their content, organisation of studies and monitoring of results, as well as quality assurance according to the principles and objectives of the Bologna and the Copenhagen process. The Act stipulates the responsibility of the Minister of Education to regulate specific aspects of education with corresponding regulations (i.e. admission, assessment, award of diplomas, funding criteria, adoption of new and reformed study programmes and/or specific curricular issues, teaching staff qualification, measuring the success of directors of higher vocational schools, etc).

Ministrstvo za šolstvo, znanost in šport

Sklep o merilih za postavitev javne mreže višjih strokovnih šol 6.3.2. Long Tertiary Education The Higher Education Act

The HEA regulates the status of higher education institutions, requirements for performing higher education activities, and public service in higher education and its financial support. Furthermore, this Act regulates the status of libraries, institutes, and other institutions required for performing higher education activities, provided all these institutions have been established as part of univerze (universities) and študentski domovi (students' residential facilities).

Professional and Academic Titles Act

The Professional and Academic Titles Act governs professional and academic titles awarded after successful completion of state-approved study programmes offered by higher education institutions.

Higher Education Master Plan

The nacionalni program visokega šolstva (Higher Education Master Plan), which is adopted by the National Assembly, sets forth the public service in higher education. The Government of the Republic of Slovenia drafts the Higher Education Master Plan on the basis of expert opinions of the Council for Higher Education of the Republic of Slovenia and the Council for Science and Technology of the Republic of Slovenia.

The Higher Education Master Plan defines the development strategy and provides for a reform of the system of financing higher education.

Financial means, required to implement the Higher Education Master Plan are set forth in the budget of the Republic of Slovenia. It is implemented by public higher education institutions and other institutions (university members, student groups, and students' residential facilities), and private higher education institutions based on a concession.

Recognition and Evaluation of Education Act

The Convention on the Recognition of higher education qualifications in the European region and the Bologna process of implementation of a common European higher education area had significant influence on the introduction of a new system for recognition of foreign education documentation. As a result the Recognition and Evaluation of Education Act was adopted. The procedures and criteria stipulated therein

119 EURYBASE SLOVENIA take into account the reforms of the education systems, while still maintaining the tradition of transparency. The Act lays down a transparent system for a fast and efficient exercising of rights contained in the education legislation; i.e. list of criteria for the recognition of two fundamental rights: the right to pursue further education at a higher or equal level and the right to perform a job, for which the holder of the document is qualified at the document's place of origin.

Zakon o visokem šolstvu

Seznam strokovnih in znanstvenih naslovov ter njihovih okrajšav

Nacionalni program visokega šolstva Republike Slovenije (NPVS)

Pravilnik o evidenci visokošolskih zavodov 6.4. General Objectives

See subsections. 6.4.1. Short Tertiary Education

Most statutory objectives of higher vocational education refer to students:

● Transfer of knowledge and skills for work and further education that can comparable with the best at the international level; ● Development of students’ potential for management of work processes and acquisition of key vocational competences; ● Development of the students’ perception of citizenship and perception of affiliation with the European culture, national identity, creativity, critical thinking and responsibility; ● Encouragement of the life-long education.

Higher vocational colleges also participate in research assignments within their respective occupational field. For this purpose they are associated within the Association of higher vocational colleges of the Republic of Slovenia. 6.4.2. Long Tertiary Education

The roles of universities and other higher education institutions are defined by the HEA and strategic documents (e.g. Development Strategy of the Republic of Slovenia (2005), Programme of Reforms for the Implementation of the Lisbon Treaty (2005), the National Research and Development Policy of the Republic of Slovenia 2006-2010, the National Higher Education Master Plan of the Republic of Slovenia 2007-2010, etc.

By legal definition, Universities are autonomous, scientific, research, artistic and educational higher education institutions. Their mission is to develop science, professionalism and arts. Universities are multi- disciplinary institutions, composed of faculties, art academies and professional higher education institutions. Through education they equip their students with knowledge and provide them with competences for further education or employment. They must comply with the criteria for the provision of study programmes at all three cycles.

Private faculties and arts academies as well as public and private professional higher education institutions may be founded as autonomous higher education institutions. In such cases the mission of the faculty or artistic academy is to facilitate research work and education in at least one field of study and/or to provide 1st and 2nd cycle study programmes. Till recently, the majority of professional higher education institutions provided 1st cycle study programmes only from a single field of study.

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The HEA stipulates that all citizens of the Republic of Slovenia have the under equal conditions. This also applies to citizens from the EU member states without Slovenian citizenship or other foreigners according to the principle of reciprocity. Equal access to higher education is provided through public tenders and an increasing number of student vacancies. Information on the admission criteria, criteria in case of limited enrolment and the number of study places for each study programme is published. To provide for admission to different study fields in all regions the state, together with higher education institutions adopts the decision on the number of study places. The number of the latter subsidized by the state is increasing. The concession (and related budget subsidy) is also awarded to private higher education institutions.

When preparing new Bologna study programmes HEIs must cooperate with employers. Namely, the Criteria on accreditation of higher education institutions and study programmes set the following obligatory elements of an application for accreditation of a new study programme:

● evidence of fullfilling conditions for the conducting of practical training, ● information on graduates’ employment possibilities, ● opinion of the branch Chamber of Commerce and Industry, competent ministry or other relevant associations of employers on the study programme.

The cooperation with employers is foreseen also in practical training of students in a working environment. By the HEA, practical training is a mandatory component of professional higher education programmes, as also are applied research projects in the working environment within second and third cycle studies.

The Slovenian Development Strategy foresees two development objectives in higher education between 2006-2013: “to improve the opportunities available to each person for a long healthy and active life through investments in learning, education, health, culture, living conditions and other relevant sources for realisation of personal potential” and “to increase global competitiveness by encouraging innovation and entrepreneurship, expanding the use of ICTs and through effective investments funding of learning, education, training, research and development.” One of the priority objectives of the Reform programme for the implementation of the Lisbon Treaty in Slovenia is “the effective creativity, bilateral knowledge transfer and the application of knowledge to enhance the economic development and to improve the quality of jobs.”

The National Research and Development Programme for the period 2006-2010 encourages the connections between education, research and entrepreneurship, as well as the mobility of knowledge, ideas and people within the society. Measures of the Economic and Social Reform Framework for improving the living standard in Slovenia aim to improve the economic position of the Republic of Slovenia. Expected actions in the tertiary education sector consist of: foundation of new universities; introduction and establishment of regional units of higher education institutions and an increase of funding, allocated to public and private tertiary education sector, to 2% GNP by 2010. The share of population with completed tertiary education is still too low, while lifelong learning itself is not adequate to keep pace with changes in the environment.

Among the measures for a more effective application of knowledge and innovations are also simplified procedures for access to funds from the national budget or from the EU structural funds; economic incentives for employers’ demand for knowledge, esp. in the light of reducing the labour cost of top experts. Transfer of knowledge, from higher education institutions and research institutions, to the business sector should be implemented through joint-funding of projects with a high practical value or projects connected directly with the interests of business entities.

Objectives of the Higher Education Master Plan 2007–2010 are specified in more detail. For the business sector, funding of 80 junior researchers per year shall be provided. The latter can be regarded as the state’s contribution to knowledge transfer among the tertiary education, science and business sectors. It is important to further maintain the share of people between the ages of 19 and 26 at 60% and to increase the

121 EURYBASE SLOVENIA proportion of adults involved in all forms of lifelong learning. It is required to improve study conditions, the number of opportunities for students with special needs and to improve the ratio between the number of graduates and the number of students enrolled (to 75%). Public funding allocated to higher education and research must be increased to 5% GNP. It is necessary to increase the total number of higher education institutions and achieve a better regional coverage. The state must encourage the internationalisation of tertiary education (research and studies) and quality inspection of public and private higher education institutions. At least one Slovenian University must be positioned among the top European universities (The Ljubljana University has reached this position). The flow of experts among the higher education institutions, research institutions and the economy must also be improved.

Zakon o visokem šolstvu 6.5. Types of Institution

See subsections. 6.5.1. Short Tertiary Education

In the academic year 2007/2008 there were 56 higher vocational colleges (višje strokovne šole) in Slovenia, while the number of private schools reached about a half of the total number. The total number of students reached 16,424 of which about two thirds selected part-time mode of study. Upon completion of the programme students receive a short-cycle education diploma (total: 120 ECTS credits; approx. 2 years’ duration). 6.5.2. Long Tertiary Education

Higher education in Slovenia is provided by universities (univerza), faculties (fakulteta), art academies or higher professional colleges (visoka strokovna šola), all referred to as higher education institutions. The law divides them according to their founders into public (founded by the state) and private (founded by a natural or legal person). The higher education institutions can be integrated into universities, or else not affiliated to any of them. All higher education institutions, regardless of their status (public, private) have to be accredited and registered according to the provisions of the HEA in order to obtain the degree granting power. Two basic types of accredited study programmes can be offered:

● degree programmes ● non-degree programmes or supplementary programmes as a form of lifelong learning programmes

Higher professional colleges can only offer higher professional degree programmes. However they can also offer research magisterij programmes if certain additional requirements according to the law are met, otherwise in co-operation with universities, faculties or art academies. The universities have to offer all three- cycle degree programmes.

All higher education institutions, however, can offer non-degree programmes or programmes of continuing education to a wider public and through elaboration of these collaborate closer with the other partners in higher education, especially the local economy.

Study is organised either full or part-time. The language of instruction is Slovene; a foreign language is possible in parallel or in parts of the programme with visiting professors or a larger number of foreign students as well as in foreign language programmes’ instruction.

Higher education degree programmes can be divided into pre-Bologna reform programmes and the Bologna compliant programmes. At the moment, either of the two types of programmes can be accessed, depending on the higher education institution offer, not all of them offer programmes reformed according to the Bologna process yet.

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Pre-reform study programmes

According to the regulation in force before the AHEA (63/04), the higher education system offered two types of undergraduate study programmes – academic study programmes, of 4 to 6 years’ duration, and professional study programmes, of 3 to 4 years’ duration.

The postgraduate study programmes before the reform were:

● specialisation study programmes, of 1 to 2 years’ duration, ● magisterij of science or arts study programmes (equivalent to the research Master) of 2 years’ duration, and ● doctoral study programmes. The latter last 4 years after the completed first academic study or 2 years after the completed research magisterij. Post-reform study programmes

AHEA /63/04) and AHEA (94/06) represent the legal framework for the introduction of the three-cycle higher education in accordance with the Bologna declaration. The first-cycle study programmes are still academically or professionally oriented. Their duration is determined by years (three to four years) and credit points (180 to 240 CP). 60 credit points may be obtained per study year, 1 credit point consists of 25 to 30 hours of a student’s work; there are from 1500 to 1800 hours per year in total.

The second-cycle study programmes are magisterij (equivalent to Master). They consist of 60 to 120 credit points and last from one to two years duration of an individual magisterij study must be planned with regard to the duration of the first cycle study programme. The total duration in the same field of study should not exceed five years (3+2, 4+1). The second cycle study programmes include also long magisterij study. They are allowed to be designed only for the professions regulated by the EU directives or by the legislation of the Republic of Slovenia. Where not determined differently by the EU directives, these programmes are of five years’ duration and consist of 300 credit points.

The third cycle is doctoral study. It lasts for at least three years; study requirements consist of 180 credit points app., two thirds of which shall be acquired by research. The degrees in all three cycles can be designed as joint degrees. 6.6. Admission Requirements

See subsections. 6.6.1. Short Tertiary Education

The general requirement for admission to higher vocational college is the successful completion of 4-years upper-secondary education at the level of a technician. The following applicants qualify for higher vocational studies: those who have passed the matura or the vocational matura (poklicna matura) examination, or those who have a vocational qualification of master craftsman or equivalent. In addition, master craftsmen applicants must have at least 3 years of prior working experience, and must comply with the standards of Slovene language and mathematics at the level required for vocational matura.

Applicants apply to higher vocational colleges through the joint national application system managed by the National Higher-vocational registration services. The numbers of study places are approved and publicly announced by the Ministry of Education. The specific criteria for students’ selection are determined by the higher vocational colleges and applied if the number of applicants exceeds the number of available places. Some vocational colleges require tests prior to admission as well. Student selection is usually based on their previous study record or combined previous study record and admission test results.

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6.6.2. Long Tertiary Education

The general admission requirements are regulated by the HEA. The general requirement for admission to a higher professional degree programme is successful completion of general or technical upper secondary education, comprising usually 12 -13 years of prior education. The names of the certificates are Matura or Poklicna matura examination certificates, in the case of foreign qualification a corresponding international or foreign qualification is taken into account.

Access to pre-Bologna academic study programmes is open to holders of the matura certificate, the final examination certificate, obtained prior to 1 June 1995, or the vocational matura (poklicna matura) certificate, obtained in or after the academic year 2001/2002 plus an additional examination in one of the general matura subjects.

Access to higher professional study programmes is open to holders of the matura certificate, the vocational matura (poklicna matura) certificate or the equivalent. Access to research magisterij is open to holders of the diploma obtained in academic study, exceptionally and subject to certain additional requirements also to holders of the higher professional diploma. Access to doctoral studies is open to holders of the diploma in academic study programmes or to holders of the research magisterij diploma.

Access requirement to Bologna complient academic and single cycle magisterij study is the matura certificate, final examination certificate prior to 1 June 1995, or the vocational matura certificate plus passed an additional examination for one general matura subject.

Access requirement to higher professional study programmes is the matura certificate, the vocational matura certificate or the final examination certificate under the 4-year upper secondary school or equivalent.

The general access requirement for magisterij study is a completed first cycle study programme. Specific access requirements are determined by individual study programmes. Study programmes from corresponding fields of study must be determined, while candidates who graduated from other fields of studies are required to acquire from 10 to 60 additional bridging credit points, depending on the difference between the fields of studies.

The general access requirement to doctoral study programmes is a completed second cycle study programme (magisterij).

According to regulations on transfers and transitions in higher education, graduates of vocational colleges with the same, similar, or related content of studies, may enrol in professionally oriented programmes. They may continue their studies in the second or third year of professionally oriented programmes, respectively. If the differences between the two programmes are substantial, students are required to pass bridging examinations (either prior to enrolling in a specific year of study or later) and fulfil other requirements, such as practical training.

Students apply for higher education study through the joint national application system if the study programme they are applying for is delivered by a publicly founded or a state subsidized higher education institution. If it is not, the application is proceeded by the independent higher education institution. Student selection is usually based on previous study record. The specific selection criteria in the case of limited access are determined by the individual study programme. Procedures for entry to post-graduate and/or second- cycle study programmes are run by institutions themselves.

Public and state subsidized higher education institutions themselves determine the number of places available, but must obtain approval from the Government of the Republic of Slovenia.

Zakon o visokem šolstvu

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6.7. Registration and/or Tuition Fees

See subsections. 6.7.1. Short Tertiary Education

Full-time students at higher vocational colleges with a state subsidized place pay no tuition fees, but do have to settle the administrative fees (registration and certification costs). The level of the tuition fee for part-time and/or non-state-subsidized students is determined by the institutions themselves. If the students take longer than the prescribed period to complete the course they are no longer entitled to free study. Part-time and/or non-state-subsidised students must settle both, tuition and administrative costs. 6.7.2. Long Tertiary Education

In public and the state subsidized higher education institutions, full-time students with Slovene or European citizenship or foreign students from countries with mutual agreement with Slovenia in the area of fees, do not pay tuition fees. Slovene students, in addition – if not part-time and employed – can benefit from state subsidies for accommodation, food and transport. Students pay tuition-fees in part time studies or non- subsidized study places, post-graduate and supplementary non-degree studies.

According to the Rules on Fees and other Contributions in Higher Education (40/94; 45/98) higher education institutions may charge students the following costs:

● entrance and annual registration fees (costs of selection procedures, admission documentation, study record and student ID, etc); ● costs for the fourth or any following taking of an exam in the same subject; ● costs of examinations by the committee; and ● costs, linked to the implementation of the study programme fieldwork and professional field trips (transportation, accommodation, etc).

During the academic year 2007/08 higher education institutions charged an admission fee between 15 and 40 € and examination fees between 25 and 50 €.

Zakon o visokem šolstvu Pravilnik o šolninah in drugih prispevkih v visokem šolstvu 6.8. Financial Support for Students

See subsections. 6.8.1. Short Tertiary Education

Students may benefit from a range of financial support options to cover the cost of residence and/or to pay for fees relating to study. Full-time students, who do not pay tuition fees, may receive a scholarship to pay for the living costs. Scholarships are awarded usually on the basis of social criteria, but the amount can depend on the level of the student’s academic performance. Students are also entitled to subsidised accommodation or a place in the public student’s residence, as well as meals at reduced prices. Basic health insurance is covered by the state for all full time students. All kinds of support may be awarded to students in addition to financial assistance for their parents (tax relieves).

Adult students are usually financially supported by their employers. Unemployed adult students may receive financial support from the state funding programmes, designed specifically for the education of the unemployed. Loans may be granted to any student under commercial conditions.

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Students from EU countries enjoy the same basic conditions of study as Slovene students. The situation for students from third countries depends on the existence and the content of a bilateral agreement. Zavod Republike Slovenije za zaposlovanje Pravilnik o štipendiranju Pravilnik o dodeljevanju študijskih pomoèi 6.8.2. Long Tertiary Education

The scholarships are regularly publicly tendered by the Ministry of Labour, Family and Social Affairs as well as individual employers and municipalities. Scholarships are available also for foreign students on the basis of mutual agreements and through some tenders, mostly for post-graduate studies. Altogether 20.2% of all students receive public funding support, in an average amount of EUR 186 per month (2007/08). Most of them are state scholarships for materially deprived students (54%) and talented and gifted students (30%). Scholarships provided by future employers amount to 12.5%, and those provided by (organised) foundations to 3%. A certain percentage of the basic scholarship is represented by special allowances for disabled students, students from families with minimum income, students with above- average study achievements, students coming from the most distant places from the study centres, students enrolling in under subscribed programmes, students from minorities, and student families. Scholarships are not taxed. One parent may claim a general, officially determined tax relief for children that are full-time students, as they are considered to be dependent family members. All students receive subsidies for nutrition (meal coupons) and overall health insurance, while subsidies for housing (in student halls of residence and rented off-campus residential facilities) and public transport tickets are given to students fulfilling the prescribed conditions. According to the national survey Eurostudent 2005, numerous students (66%) undertake work provided by organised intermediaries, that is “student services”, to cover the costs of living during their studies. Such student income, not exceeding a yearly set amount (approx. EUR 6,677) is not taxed. Special attention is paid to guarantee equal access to higher education for students with special needs. They can enjoy special privileges concerning admission requirements (especially in cases of limited enrolment) and scholarship eligibility, they receive additional subsidies for housing, and provisions to ensure their (physical) access to study and residential facilities have been made. The Act on Scholarships and Student Financial Aid inforced in 2008/09 has increased possibilites for students to gain a scholarship and introduces the so called “Awarad for the student’s contribution to the sustainable development of the society” in the amount of 500 to 5000 €. Zavod Republike Slovenije za zaposlovanje Pravilnik o štipendiranju Pravilnik o dodeljevanju študijskih pomoèi 6.9. Organisation of the Academic Year

See subsections. 6.9.1. Short Tertiary Education

The academic year in higher vocational colleges starts on October 1 and ends on September 30. Course work lasts 37 – 42 weeks (40 hours per week); instruction covers a minimum of 34 weeks; 20 – 40 hours per week. Within the limits set by statute and the Minister’s regulation, colleges decide on their provision of courses throughout the academic year.

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6.9.2. Long Tertiary Education

The academic year in Slovenia starts on October 1 and ends on September 30. Academic year plans are adopted by the higher education institutions. The academic year is usually divided into two semesters. The first semester lasts from 1 October and until the middle of January, while the second semester lasts from the middle of February until the end of May. There are three examination periods: summer (of 4 weeks' duration in June), autumn (in September) and winter (of 3 weeks' duration in the 2nd half of January and the 1st half of February. Students must have access to at least 3 examination dates per academic year. For part-time students the organisation and schedule of lectures, seminars, and exercises are adjusted to student needs.

Maximum study load is restricted in two ways. Lectures, seminars and tutorials may comprise a minimum of 20 and a maximum of 30 hours/week; 30 weeks/year. If the programme also includes work placement, the student load can reach a maximum of 40 hours/week; 42 weeks/year.

The new Bologna study programmes also determine the students’ study load with the number of awarded credits, according to the ECTS. 1 ECTS credit point corresponds to 25-30 hours of study work; annual study load for individual student equals 60 credit points (1500-1800 hours). Study work consists of: lectures, seminars, tutorials, practical training, attendance, presentations, field work, individual studies (study literature, seminar assignments, project work and research), preparation for exams and the diploma (magisterij, doctoral) thesis. 6.10. Branches of Study, Specialisation

See subsections. 6.10.1. Short Tertiary Education

Study programmes are offered in areas of ballet, electrical engineering, electronics, catering, civil engineering, horticulture, informatics, agriculture, commercialist, sanitation, wood technology, mechatronics, multimedia, business, secretary, postal service, transport services, accountant, mining and geo-technology, mechanical engineering, telecommunications, tourism, country management, dental hygiene, food technology and nutrition. 6.10.2. Long Tertiary Education

University education is divided into fields according to ISCED classification (8 broad groups and 22 narrow fields). Degrees can usually be chosen according to one discipline but in some fields there are also multidisciplinary degree programmes. The undergraduate degrees usually include studies in one main discipline and a possibility to chose elective subjects from other disciplines, however in teacher education or the humanities, interdisciplinary studies are quite common, combining two subject areas or disciplines (e. g.: two foreign languages). Greater promotion of elective subjects is being promoted as well as student and staff mobility to other Slovene or foreign higher education institutions. Instruments for recognition of credits are being formed and already well functioning at universities with greater proportion of mobile students or more inclusion in international mobility projects.

As a rule, pre-Bologna programmes leading to professional degrees took 3 years (six semesters) to complete. As an exception, the study programmes, Social Work and Sanitary Engineering, lasted for 4 years (eight semesters). In principle, students retained their student status for an additional year, during which they fulfilled the remaining programme requirements, wrote their diploma paper, and defended it. Therefore, the actual time for completing professionally oriented programmes was 4, 4 and a half years, or 5 years, respectively.

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Pre-Bologna academic study programmes took, as a rule, 4 years (eight semesters) to complete. Some programmes lasted for 4 years and a half (9 semesters – architecture, electrical engineering, pharmacy, civil engineering, geodesy, computer science and information technology, mechanical engineering), and some lasted for 5 years (10 semesters – single discipline study of theology, veterinary medicine). Study programmes at the Faculty of Medicine took 6 years (12 semesters – medicine, stomatology) to complete. In principle, students retained their student status for an additional year, during which they fulfilled the remaining programme requirements, wrote their diploma paper, and defended it. Therefore, the actual time for finishing academic studies is, at least, 5, 5 and a half, 6, or 7 years, respectively.

Post-graduate studies included programmes leading to specializacija, programmes leading to magisterij znanosti, and programmes leading to doktorat znanosti.

Studies leading to specializacija took one or 2 years to complete, and were offered mostly within the fields of educational and social sciences, manufacturing and processing field and some detailed fields like nursing and caring, social work and counselling etc.

Studies leading to magister znanosti took 2 years to complete, and studies leading to doktor znanosti took 4 (or 2) years to complete. Since the HEA 1993, it has been possible to study for a doctorate in two ways:

● by embarking on a 4-year course after completing the academic study programme, consisting of theoretical courses and individual research; ● by completing a 2-year magisterij znanosti (research Master) and then 2 further years of doctoral study, based on individual research.

Studies leading to magisterij znanosti and doktorat znanosti were offered in practically all scientific fields.

The three-cycle study programmes have being introduced gradually after the AHEA 2004, which is why they are not offered yet in all fields. In the academic year 2007/08 the number of Bologna-compliant programmes was the highest in the fields of social science, business science and law. The proportion of students enrolled in the new programmes from the listed fields increased to 43%, whereas the proportion of students attending the new programme is lower than 15% in the fields of medicine, humanities, arts and education.

Duration of the Bologna-compliant study programmes: see [ 6.5.2.]

For most of the so far adopted first and second cycle programmes the 3+2 pattern has been chosen, with only one exception: Faculty of Social Sciences (University of Ljubljana) chose the pattern 4+1. Until 2008 only a few single cycle magisterij study programmes have been adopted. Pharmacy and Architecture are of 5 years’ duration and consist of 300 credit points; the lengths of veterinary medicine is 6 years or 360 credit points. 6.11. Curriculum

See subsections. 6.11.1. Short Tertiary Education

All higher vocational studies are combined with practical training in the workplace in a relevant industry or public sector. Courses are organised for both full-time students and adults. The typical duration of study is 2 years. Study time is measured in credit points and the completion of a full-course corresponds to 120 ECTS. They lead to the diploma with a vocational qualification (120 ECTS). The language of instruction is Slovenian.

The programmes are designed to equip individuals with the knowledge, skills and competences to be able to operate independently and without supervision within the workplace. To some extent they are expected to also be able to cope with change in the workplace and take responsibility for evaluation and the improvement of activities at work. Curricula and modules are based on professional standards and have a

128 EURYBASE SLOVENIA range of optional choices. There is also practical and independent work for students (e.g. project work, product elaboration, etc). The last term in the final Year is devoted to the preparation of the diploma project (diploma paper) which can be produced individually or in small groups. 6.11.2. Long Tertiary Education

The elaboration and adoption of study programmes are in the area of institutional autonomy, however basic requirements as regards the components of every degree study programme are stipulated by the HEA and, since each degree programme has to go through the accreditation procedure by the Council of Higher Education of the Republic of Slovenia, according to the Criteria on accreditation.

Study programme framework objectives at all three cycles are stipulated by the HEA, as follows:

Professional study programmes (1st cycle) enable students to acquire professional knowledge and competences for application of scientific methods when solving demanding professional and work problems, develop skills for communication at the disciplinary and interdisciplinary level, professional criticism and responsibility, self-initiative and autonomy in decision-making and leadership. Work practice in a real work environment is a mandatory component of all professional study programmes.

Academic study programmes (1st cycle) allow students to acquire professional knowledge through studies of theoretical and methodological concepts, to receive training required for application of theory into practice and solution of professional and work problems, esp. through the search for new sources of knowledge and application of scientific methods, develop skills for communication at the disciplinary and inter-disciplinary level; professional critical thinking, self-initiative, autonomy in decision-making and directing of complex tasks. Integral non-mandatory components of these study programmes consist of practical training in the work environment or participation in research.

Magisterij study programmes (2nd cycle) provide students with the opportunity to deepen their knowledge in the wider professional fields, training required to search for new sources of knowledge in the professional and scientific field, to use scientific-research methods in a wider range of problems under new or amended conditions; to accept the responsibility for management of the most complex work systems and to develop critical reflection, social and communication skills required for directing of group work. Project assignments within the work environment and/or fundamental, applicative and development research assignments are a mandatory component of these study programmes.

Long Magisterij study programmes (2nd cycle) allow students to acquire and deepen their professional knowledge and competences from the fourth and fifth paragraph of this article. Admission tender, admission requirements and criteria in case of limited enrolment are subject to the provisions of the HEA which apply to the 1st cycle academic study programmes. Long Magisterij study programmes can be designed if they equip students with qualifications for professions, governed by the EU directives or exceptionally, if stipulated by a special regulation, also other professions in the Republic of Slovenia.

Doctoral study programmes (3rd cycle) provide students with an extended comprehension of theoretical and methodological concepts, as well as training for the development of new knowledge and solution of the most complex problems through testing and improving the existing solutions or by discovering new solutions, skills for directing the most complex work systems and scientific-research projects from a wide professional or scientific field and ability of critical reflection. A mandatory part of these programmes are also fundamental and applicative research assignments.

The Act also lays down other mandatory study programme components, as follows:

● Degree study programmes are designed according to the underlying principles of the implementation of a joint European higher education area so as to ensure their compatibility with programmes offered by other higher education institutions within the area.

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Study programmes leading to a 1st cycle or a 2nd cycle degree consist of the following mandatory components:

● General information about the programme (name, level, type, duration); ● Definition of key programme objectives and/or general and subject-specific competences acquired through the programme; ● Information about the international compatibility of the programme; ● Information on international cooperation of the higher education institution; ● Curriculum with information on the value of study requirements according to the European Credit Transfer System (ECTS) and the proportion of optional components within the programme; ● Admission criteria and criteria in case of limited enrolment; ● Criteria for the recognition of knowledge and skills, acquired prior to enrolment in the study programme; ● Forms of assessment; ● Criteria for progression according to the programme; ● Criteria for transfer between programmes; ● Study-mode; ● Requirements for the completion of studies; ● Professional title, formulated in accordance with the law.

Doctoral study programmes represent the basis for the preparation of study work and research programme for an individual student. The doctoral study programme must clearly specify the mandatory components from the previous paragraph – except for components listed under bullets 8, 11, 13 and 14. The latter are specified in the study programme if such a requirement is comprised in the statute of the higher education institution. The curriculum defines the content fields and lists the study requirements which can be allocated either to the study programme, or the research programme of each individual student (group forms of study work, individual or team research). Organised forms of study work in the doctoral study programme must comprise at least 60 credit points. The doctoral study programme must also specify the scientific title, formulated in accordance with the law.

The listed components are specified in even more detail in the Criteria for the Accreditation of higher education institutions and studies and in the Criteria for Credit Evaluation of studies.

The language of instruction is Slovene, a foreign language is possible in parallel or in parts of the programme with visiting professors or a larger number of foreign students as well as in foreign language programmes’ instruction.

Specific study programmes require the foreign language skills in the admission procedure (medicine, sociology, political science, journalism, communication studies, economy, etc.), or sometimes the foreign language grade in the matura is taken into account as the evidence of competences. New study programmes include foreign languages as required or recommended subjects, and learning foreign language terminology of a specific field is often included in theoretical and other subjects of specialisation. English and German are the most commonly taught foreign languages, followed by French, Italian, and Spanish. Some faculties offer Russian. Foreign language teaching lasts for, at least, one academic year (often two), predominantly, in the first and second academic years, i.e. one generation of students is learning a foreign language at a time (more than 15,000 students a year).

Furthermore, languages and their respective literatures are offered as study programmes. At the Faculty of Arts, which is a member of the University of Ljubljana, students may graduate in English, German, French, Italian, Spanish, Russian, Croatian, Serbian, Macedonian, and, from the academic year 1995-96 onward, also Chinese and Japanese. In addition to the more common languages, language courses are taught in Swedish, Dutch, Portuguese, Catalan, Friulian, Romanian, Czech, Slovak, Polish, and Bulgarian. The Faculty of Education, which is a member of the University of Maribor, offers English, German, and Hungarian as study

130 EURYBASE SLOVENIA programmes. Each year, between 700 and 800 students decide to study languages. Most of these students study, besides their first language, another language in the form of language courses (sometimes a requirement). Language courses are also open to non-philologists.

Svet za visoko šolstvo Republike Slovenije

Zakon o visokem šolstvu 6.12. Teaching Methods

See subsections. 6.12.1. Short Tertiary Education

Higher vocational study programmes are largely based on practice. Education takes the form of work placement at employers, while practical exercise and preparation of different student’s works (seminar work assignments) also represent a significant part of studies. Students complete project assignments in cooperation with their mentor within an enterprise; in the 2nd year they prepare the diploma paper, i.e. project assignments with high practical value. 6.12.2. Long Tertiary Education

Alongside the traditional forms of teaching – lectures, seminars, practical training and examinations based on lectures and literature – instruction makes increasing use of other methods, such as essays, projects, and group work. The use of case studies and new information technologies in instruction has also increased. Post- graduate studies, both the pre-bologna ones and those belonging to the new second and especially third cycle, include individual work and research combined with counselling by lecturers and researchers.

The education material is generally not free of charge but books and other study materials are widely available through the higher education libraries or the Internet. 6.13. Student Assessment

See subsections. 6.13.1. Short Tertiary Education

Students of higher vocational colleges are assessed during exams (including partial exams), seminar assignments, laboratory work and practicals. During practicals students’ graphical and technical works, project assignments, services, presentations and other activities are assessed. Students are also required to prepare a report on their work practice. Students’ results are graded with numerical grades from 1 to 10; 10 is the highest grade, while 6 is the lowest pass grade. Knowledge of students at a subject or a diploma examination, practicals, seminar works and work practice is evaluated with the grades: excellent (10), above average (9 and 8), average (7), satisfactory (6) and non-satisfactory (1 to 5). Grades from 1 to 5 are fail grades, while others are pass grades. Regardless of the provisions within the previous paragraph completed practicals and seminar work assignments, required by the study programme as a prerequisite for access to a specific examination are graded with ‘pass’ or ‘fail’. Final grade of the diploma examination is the grade point average calculated from pass grades awarded for each specific part of the diploma examination.

Examinations can take the form of an oral examination, a written examination or a combination of both.

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6.13.2. Long Tertiary Education

Students are assessed on the scale from 1-10, the minimum pass grade being 6 and the maximum grade being 10. Some types of individual student’s work (projects, seminars…) can also be assessed as passed/not passed.

Student assessment is based on continuous assessment. In most cases, students are assessed on the basis of written examinations at the end of lecture series or larger study units, but there are also oral examinations. In addition, students write papers for seminars and other papers. For the first-cycle degree and the second- cycle degree, students write theses. At art academies, which are members of the universities, the thesis can take the form of an artistic production, such as a concert, a play or some other performance, which also includes a written part.

The examiner is usually the course lecturer or the teacher responsible for the study unit or module, but the final responsibility for assessment remains with the subject professor. Theses are assessed by two or more teachers appointed by the higher education institution. 6.14. Progression of Students

See subsections. 6.14.1. Short Tertiary Education

Students may progress to the second year upon successful completion of all progression requirements prescribed by the study programme. However, if they successfully completed at least one third of all study requirements within the required period, students may retake a year in the same study programme.

Students have the right to retake a year more than once if they were not capable of completing the prescribed requirements of the study programme due to: illness or health problems, parental leave, exceptional social or family environment and similar reasons. The right is granted y the principal of the school upon the proposal of the study affairs commission. The latter may propose that the relevant student progresses to the next year and later completes the remaining requirements from the previous year.

Students, which return to study after a period of more than 3 years, can be required to pass bridging examinations or to complete other study requirements, in the event that the study programme has been significantly amended. 6.14.2. Long Tertiary Education

Students who have fulfilled all requirements (exercises, colloquia, seminar papers, examinations, practical training, etc.) of a specific year may progress to the next year. Students who by the end of each year have not fulfilled one or two requirements may, in some study programmes, conditionally advance to the next year. Since the credit system has been introduced, one must usually pass at least two thirds of the prescribed requirements among which there are almost always the most important basic or compulsory subjects.

Furthermore, students may, by exception, progress to the next year, even if they have not fulfilled all requirements specified by the programme because of sound reasons (e.g. maternity leave, illness, sports status, active involvement in bodies of higher education institutions or student organisations, etc.).

During studies, full-time students are permitted to repeat the same programme year only once. Furthermore, they are permitted only once to transfer to another study programme.

Gifted students may progress faster than specified by study programmes. The higher education institutions themselves define how many times a student can resit an exam. In most cases each student is allowed to resit

132 EURYBASE SLOVENIA a single three times and afterwards only upon a special request. In case of pre-Bologna study programmes, the total time required for the completion thereof, an additional year must be added to the standard length of study (see 6.10.2). According to the HEA and Assessment Criteria for credited evaluation of studis, all study programmes must be designed so as to allow for the students' completion within the prescribed standard length. Nevertheless, students continue to request the traditional additional year. University Statutes also comprise special regulations for the completion of doctoral studies. A Doctoral thesis must be defended within 5 years from the date of its approval. 6.15. Certification

See subsections. 6.15.1. Short Tertiary Education

Upon completion of all the requirements of the programme, the student is awarded a Diploma with the Supplement in Slovene language and/or in one of the languages of EU. The diploma document includes the name of vocational qualification derived from the name of the programme, regulated by the Act on the Names of qualifications, and Professional and Academic titles (2006). Irrespective of this rule, in technological fields of study the name of the qualification is combined with the title of inženir or tehnolog. 6.15.2. Long Tertiary Education

After students have passed all examinations, they are required to write a diploma paper. The topics of the diploma paper are usually selected from students' fields of study and announced in advance. After students have fulfilled all programme requirements and submitted the diploma paper, students are required to pass the diplomski izpit (diploma examination). Traditionally, the diplomski izpit (diploma examination) is open to the public. At the diplomski izpit (diploma examination), students demonstrate before a (usually three- member) board of examiners their knowledge in their respective fields, present their diploma paper and discuss the topics of their diploma paper with board members. The diploma paper defence is the last requirement in the student’s studies.

Pre-Bologna graduates acquire a diploma and a professional or academic title determined in accordance with the Professional and Academic Titles Act (Uradni list RS, No. 83/03 – officially consolidated text). The typical professional title for the graduates of academic study programmes is univerzitetni diplomirani…, while the graduates in technical, teacher training and art studies acquire the title of univerzitetni diplomirani inženir …, profesor…, akademski (+ profession)… The graduates of medicine, dental medicine, pharmacy and veterinary medicine acquire the professional titles doktor medicine, doktor dentalne medicine, magister farmacije, doktor veterinarske medicine

A graduate of higher professional studies acquires the professional title of diplomirani (+ profession) … or diplomirani inženir (+ field of study) … Graduates in post-graduate study programmes acquire the professional title of specialist … and academic titles of magister znanosti/magister umetnosti and doktor znanosti. All professional and academic titles are published in Official Gazette.

Graduates of the Bologna compliant programmes are granted the diploma and the professional or academic title determined in accordance with the Professional and Academic Titles Act (61/06). The typical professional titles of graduates of first cycle study programmes are diplomirani (+ profession) (UN) and diplomirani (+ profession) (VS). Graduates of the second cycle magisterij study shall acquire the professional title of magister (+ field of study), while graduates in technical, teacher training and art studies acquire the title of magister inženir (+ field of study), magister profesor (+ teaching subject/s), magister akademski (+ profession). Graduates of medicine, dental medicine, pharmacy and veterinary medicine acquire the professional titles of doktor medicine, doktor dentalne medicine, magister farmacije, doktor veterinarske medicine. The

133 EURYBASE SLOVENIA completed doctoral study programme results in the diploma and obtained academic title of doktor znanosti. All professional and academic titles are published in Official Gazette.

Since the 2000/01 academic year, a Diploma Supplement has been issued to all undergraduate and postgraduate students. From the 2005/06 academic year it is attached to each first-, second- and third-cycle diploma. According to the 2004 HEA and Rules on Diploma Supplement issued by the Minister for Higher Education it is free of charge and written in Slovene and in one of the official languages of the European Union (generally in English). 6.16. Educational/Vocational Guidance, Education/Employment Links

See subsections. 6.16.1. Short Tertiary Education

There are strong connections between the higher vocational education and the employment sector. Public higher professional college can be founded only under the condition that the representative body of potential employers (a chamber or a ministry) in the adopted elaborate expresses a demand for education that cannot be satisfied by existing schools. Upon foundation of a school the chamber is required to provide for at least 60 vacancies for work practice of students (proven by verified contracts on work practice of students), as almost 40 % of education programme is organised in the working environment at a specific employer. Foundation of schools must be approved also by the local community and regional development agencies in the area, where the school is being founded.

Private school that wants to be included in the Registry of higher professional colleges approved by the Ministry must, inter-alia provide contracts on work practice of students, verified by the competent chamber.

Zavod Republike Slovenije za zaposlovanje 6.16.2. Long Tertiary Education

Assistance to students in Slovenia is provided at both, the national and institutional levels.

The Employment Service of Slovenia assists students in selecting study programmes, receiving scholarships, and transitioning from education to working life (first-time job placement and/or job placement in general). Furthermore, authorised private agencies that have been granted a concession by the Ministry of Labour, Family and Social Affairs assist students in job placement.

The Slovene Human Resource Development and Scholarship Fund also awards scholarships for studies and research, promotes international mobility of students and researchers, assists enterprises with funding for the development of staff, provides information on opportunities for study and research through international networks.

Centre of the Republic of Slovenia for Mobility and European Educational and Training Programmes (CMEPIUS) is a public institution working in the field of international projects and international mobility. It supports the development and realization of international projects and promotes international mobility of students and researchers.

The Student organisation assists students with residence search, medical issues, food, financial aid, etc.

At the national level the Higher Education Application – Information Service, located in Ljubljana, connects all universities and autonomous higher education institutions with a concession, and acts as the main national body responsible for the coordination and administration of admission procedures for all first

134 EURYBASE SLOVENIA degree study programmes (see 6.6.2.) and provides future students with all the relevant information concerning access to studies at the specified institutions.

All higher education institutions prepare information resources for their potential future students. Traditionally all institutions hold at least once a year the information day, one for the undergraduate study programmes and another for the postgraduate study programmes, and days of open access days.

In recent years, tutorship (provided by both, students and teachers) has become one of the most common widespread forms of systematic guidance of students during their course of study. Teacher tutors usually help students in their group with the creation of a study plan and advise students on their choice of optional subjects. Student tutors are usually students of the senior years, while their duties vary:

● To help 1st year students with adapting to a new educational and living environment; ● To offer study assistance during learning and advice on the selection of learning methods and learning strategies through the so-called subject tutorship. ● To offer advice to students with special needs and to assist them with overcoming their personal problems; ● To assist foreign students in adjusting to the new environment.

Higher education institutions also have greater responsibilities, linked to the employability and employment of students. Several institutions have established career centres, which aid students in planning of their career, esp. the composition of the curriculum, so as to provide them with the target competences required for employment and, thus, facilitate the transition to their first employment.

The majority of higher education institutions also employ authorised officers – coordinators of work with students with special needs. Every higher education institution that accepts foreign students has an International Relations Office or a person in charge of dealing with international relations.

The connections between higher education institutions and employers are also becoming stronger. In particular work practice plays a greater role in the new post-reform programmes. Therefore, employers participate in the drafting of the study programme. During the studies employers organise either mandatory or instruction-led work practice. The Ministry of Higher Education, Science and Technology has been promoting study and research work which seeks to solve actual practical problems in enterprises, the civil service, agencies, chambers, etc. The very successful 'Junior Researchers Programme' that was launched in Slovenia in 1995 and produced a great number of talented researchers, and significantly reduced the average age of the researchers' population, is still active. Since most graduates participating in the programme remained at universities and public research institutes, a complementary 'Junior Researchers for the Economy' programme was launched in 2001 with the aim of increasing the proportion of researchers holding a doctoral degree, employed in the business sector.

Služba za programe Evropske unije

Zavod Republike Slovenije za zaposlovanje

Visokošolska prijavno-informacijska služba, Univerza v Ljubljani

Visokošolska prijavno-informacijska služba, Univerza v Mariboru

Ministrstvo za šolstvo, znanost in šport – ENIC Slovenija

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6.17. Private Education

See subsections. 6.17.1. Short Tertiary Education

Private colleges can be founded by domestic and foreign natural or legal person. Colleges can be founded in the form of an educational institution, a business entity and/or an organisational unit of an institution, enterprise or other legal persons.

Higher vocational education can be organised in private colleges, founded by legal or natural persons, which comply with the statutory requirements for the foundation and organisation of a formally recognised study programme and have a corresponding teaching-training institution and are listed in the register of higher professional colleges at the Ministry of Education and Sport.

On the basis of a public tender the Minister of Education can award a concession for the provision of a formally recognised programme to a private college or a commercial education provider. 6.17.2. Long Tertiary Education

Since the enactment of the HEA in 1993, higher education programmes can also be provided by private higher education institutions. Their establishment and operation is governed by the HEA and the corresponding secondary legislation acts. They are subject to accreditation and evaluation of the study programmes, while the same rules also apply to students, teachers and researchers. They differ only in their powers concerning the admission of students and financing. Universities and autonomous higher education institutions, which are founded by the Republic of Slovenia, are entitled to funds for the implementation of the curriculum and off-study activities, development assignments and investments and investment sustainability. Private higher education institutions with concessions receive only funds for the first three missions, while other independent private institutions can only receive funding for development assignments. 6.18. Organisational Variations and Alternative Structures

See subsections. 6.18.1. Short Tertiary Education

Most vocational colleges offer distance learning courses, sometimes named as e-learning courses. Such courses are designed to meet the educational needs of the adults and to provide study opportunities regardless of place of residence and work. Colleges themselves promote the development of ICT-based education and to provide information about the courses available through distance education. The admission requirements for the distance learning programmes are the same as in traditional forms of studies. Qualifications awarded upon completion of distance learning studies are equivalent to those upon the completion of traditional forms of study.

No statistical data on distance learning in short tertiary education programmes are available. See more about the development of distance learning in Slovenia in the section 6.18.2. 6.18.2. Long Tertiary Education

Distance learning in Slovenia was started over 10 years ago at the Faculty of Economy at the University of Ljubljana and the University of Maribor. As a result, special teaching methods, use of different media and technologies, as well as study resources were developed. Gradually, distance learning is gaining recognition as one of the forms of study for part time students. Its use is the most common in the field of economics and

136 EURYBASE SLOVENIA business sciences, while it is also used for individual subjects in the study programmes from the field of technics and services (e.g. at the Faculty of Construction and the Faculty of Logistics at the University of Maribor).

Admission to the distance learning study programmes is subject to the same regulations and requirements as admission to other full-time or part-time study programmes. Completion of study requirements, assessment, progression and completion of studies must also comply with the same requirements. The diplomas, awarded upon the completion of distance learning studies are equivalent to diplomas upon the completion of traditional forms of study.

Higher education institutions offer numerous short programmes for various short non-degree programmes. This allows for the deepening and extending of knowledge acquired during undergraduate and postgraduate study programmes. Aside from the common programmes of this type, which have a long tradition in the study field of teacher education, the number of such programmes is also increasing in the field of social (esp. economic and business) sciences, as well as in technical sciences as a tool for revision of knowledge.

Higher education institutions adopt different measures to foster the modular structure of the study programmes. However, at the moment such cases are quite rare. Nevertheless, the recognition of knowledge acquired through non-formal education is gradually being introduced as recognition of prior learning. The criteria for recognition of prior learning are set in the Criteria for accreditation of higher education institutions and study programmes that were adopted by the Council for Higher education as the accreditation body in 2004. Thus, from 2004 onwards, they are part of the criteria for accreditation of study programmes.

According to the Criteria, higher education institutions recognise acquired knowledge, skills and competences that, regard to content and requirements, fully or partly correspond to general or subject- specific competences, set by an individual study programme. Knowledge, skills and competencies acquired by formal, non-formal and informal learning are taken into account.

Recognised knowledge, skills and competencies can be considered as an enrolment condition, if this is not set by law, and as selection criteria in case of a limited number of study places or as completed study obligation. In the latter case, a completed study obligation must be evaluated and expressed in ECTS. 6.19. Statistics Key data and indicators on tertiary education, Slovenia, academic year 2007/08

Number of tertiary institutions 80 - higher vocational colleges 59 - universities* 4 - single higher education institutions 17 Number of students enrolled 115,445 - at higher vocational colleges 16,424 - at universities 92,524 - at single higher education institutions 6,497 Number of graduates 16,680 - at higher vocational colleges 2,874

- at universities and single higher education institutions 1,806

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Teaching staff in FTE 6,514 - at higher vocational colleges 570

- at universities and single higher education institutions 5,944 Net enrolment rate ( aged 19-23) 49% Student/teacher ratio - at higher vocational colleges 16.6

- at universities and single higher education institutions 21.0

* 4 universities have all together 53 members (faculties, art academies and professional colleges).

Source: Statistical Office of the Republic of Slovenia

Participation rate of population aged 19-23 in tertiary education, Slovenia, 1997-2007 Academic Year Total Men Women 1997/98 31 24 38 1998/99 34 27 41 1999/2000 36 29 43 2000/01 38 31 45 2001/02 41 32 50 2002/03 42 34 50 2003/04 43 35 51 2004/05 45 36 54 2005/06 46 37 56 2006/07 48 38 59 2007/08 49 39 60

Source: Statistical Office of the Republic of Slovenia

Tertiary education graduates, Slovenia, 2000-2007 Year Number of graduates 2000 11,497 2001 11,991 2002 14,278 2003 13,931 2004 14,888 2005 15,787 2006 17,145 2007 16,680

Source: Statistical Office of the Republic of Slovenia

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Tertiary graduates by institutions and type of programme completed, Slovenia, 2007

Universities and single higher education institutions Higher University University Single higher Total vocational University University Total of of Nova education colleges of Ljubljana of Maribor Primorska Gorica institutions Type of 16,680 2,874 13,806 8,687 3,220 926 57 916 programme - total Higher vocational 2,874 2,874 ------Higher professional 5,548 - 5,548 2,803 1,588 400 31 726 (old) 1st level higher 67 - 67 - - 50 - 17 professional 1st level university 202 - 202 - - 202 - - University (old) 6,078 - 6,078 4640 1,364 62 12 - 2nd level magisterij 75 - 75 49 10 - - 16 Specialisation (old) 430 - 430 190 46 192 - 2 Research magisterij 991 - 991 660 160 17 7 147 (old) Doctoral (old) 415 - 415 345 52 3 7 8

Source: Statistical Office of the Republic of Slovenia

Tertiary graduates by fields of education and sex, Slovenia, 2007 Fields of education Total Men Women Total 16,680 6,377 10,303 Education 1,492 224 1,268 Humanities and Arts 983 277 706 Social sciences, Business and Law 8,282 2,561 5,721 Science, Mathematics and Computing 731 465 266 Engineering, Manufacturing and Construction 2,105 1,661 444 Agriculture and Veterinary 402 167 235 Health and Welfare 1,312 222 1,090 Services 1,373 800 573

Source: Statistical Office of the Republic of Slovenia

Statistièni urad Republike Slovenije 6.19.1. Short Tertiary Education Student enrolment at higher vocational colleges by sex, mode of study and grades, Slovenia, 2007/08 Sex Mode of study Grade Total women men full-time part-time 1st grade 2nd grade 16,424 7,985 8,439 5,991 10,433 8,539 7,885

Source: Statistical Office of the Republic of Slovenia

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Teachers and professional support staff at higher vocational colleges by professional title, teaching load and sex, Slovenia, 2007 Total Total in FTE Teaching load full-time total women total women part-time or more Total 1,781 870 569.8 294.3 167 1614 Lecturer at higher vocational college 1,389 672 441.8 218.9 118 1271 Instructor 258 142 60.1 38.9 5 253 laboratory assistant 88 23 42.3 14.6 23 65 Physical education teacher 15 4 2.5 0.8 - 15 Librarian 31 29 23.1 21.1 21 10 Source: Statistical Office of the Republic of Slovenia Statistièni urad Republike Slovenije 6.19.2. Long Tertiary Education Programmes Student enrolment at universities and single higher education institutions by type of programme, Slovenia 2007/08 Single higher University of University of University of University of Total education Ljubljana Maribor Primorska Nova Gorica institutions Total 99,021 61,210 24,221 6,344 749 6,497 Higher professional (old) 25,712 13,811 7,420 2,010 151 2,320 University (old) 41,402 31,567 8,888 759 188 - 1st level higher professional 11,200 3,794 3,143 1,675 152 2,436 1st level university 11,023 6,908 2,714 946 57 398 2nd level uniform magisterij 221 221 - - - - Specialisation (old) 495 205 23 267 - - Research magisterij (old) 4,477 2,757 973 426 60 261 2nd level magisterij 2,909 1,007 735 179 50 938 Doctoral (old) 1,256 778 182 73 79 144 3rd level doctoral 326 162 143 9 12 - Source: Statistical Office of the Republic of Slovenia Teachers and professional support staff at universities and single higher education institutions by professional title, teaching load and sex, Slovenia, 2007 Total Total in FTE Teaching load full-time or total women total women part-time more Total 7,547 3,023 5943.7 2389.5 3,630 3,917 Teaching faculty 4,488 1,515 3304.6 1112.9 1,857 2,631 Faculty assistants 2,997 1,487 2603 1261.8 1,748 1,249 Research faculty 62 21 36.1 14.8 25 37 Note: FTE = full-time equivalent Source: Statistical Office of the Republic of Slovenia

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Share of higher education students enrolled in old programmes and programmes harmonized with the Bologna declaration, Slovenia 2004-2007 Share of higher ed. students Share of higher ed. students Academic Year enrolled in Bologna programmes enrolled in old programmes 2004/05 0.00% 100.00% 2005/06 8.20% 91.80% 2006/07 15.65% 84.35% 2007/08 25.93% 74.07%

Source: Statistical Office of the Republic of Slovenia

Accredited higher education institutions (June 2008) No. of No. of No. of Other professional Total academies faculties members colleges University of Ljubljana 3 22 1 - 26 University of Maribor - 16 0 2 18 University of Primorska - 4 2 3 9 University of Nova Gorica - 5 1 - 6 Autonomous HEIs - 11 14 - 25 Total 3 58 18 5 84 Higher education by type of programme and gender, Slovenia, academic year 2007/08 Mode of Study - TOTAL Full-Time Part-Time Education institution Gender Gender Gender and Type of Programme Male Female Male female Male Female - TOTAL - TOTAL - TOTAL Education institutions – 99,021 39,883 59,138 70,489 28,291 42,198 28,532 11,592 16,940 TOTAL Type of Programme - 25,712 11,808 13,904 15,251 7,549 7,702 10,461 4,259 6,202 TOTAL Higher professional (old) 41,402 15,222 26,180 37,782 14,041 23,741 3,620 1,181 2,439 University (old) 11,200 4,333 6,867 6,176 2,212 3,964 5,024 2,121 2,903 1st level higher 11,023 4,350 6,673 9,127 3,554 5,573 1,896 796 1,100 professional 1st level university 221 109 112 163 78 85 58 31 27 2nd level uniform 495 260 235 65 23 42 430 237 193 magisterij Specialisation (old) 4,477 1,840 2,637 664 267 397 3,813 1,573 2,240 Research magisterij (old) 2,909 1,160 1,749 848 347 501 2,061 813 1,248 2nd level magisterij 1,256 661 595 401 211 190 855 450 405 Doctoral (old) 326 140 186 12 9 3 314 131 183

Source: Statistical Office of the Republic of Slovenia

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Higher education graduates by type of programme and University and/or indipendent HEIs, Slovenia 2007 HEIs - University of University University of University of Independe

Total Ljubljana of Maribor Primorska Nova Gorica nt HEIs Type of study programme – 13,806 8,687 3,220 926 57 916 TOTAL Higher 5,548 2,803 1,588 400 31 726 professional (old) 1st level higher 67 - - 50 - 17 professional 1st level 202 - - 202 - - university– University (old) 6,078 4,640 1,364 62 12 - 2nd level uniform 75 49 10 - - 16 magisterij Specialisation 430 190 46 192 - 2 (old) Research 991 660 160 17 7 147 magisterij (old) Doctoral (old) 415 345 52 3 7 8

Source: Statistical Office of the Republic of Slovenia

Statistièni urad Republike Slovenije

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7. Continuing Education and Training for Young School Leavers and Adults

Continuing education and training for young school leavers and adults in Slovenia is defined as processes purposely started by adults who have completed some form of initial education cycle on the scale of life-long education (or who dropped-out of education) and includes further educational activities categorised as:

● formal education: related to the attainment of a degree or vocational qualification at a higher level of education (for example, part-time studies), ● formal national certification system: linked to the attainment of a vocational qualification at the same level of previously attained education, through which adults validate through examinations their competences that have been developed in informally or non-formally, ● formal or non-formal continuous training: for already qualified adults who are upgrading their knowledge and skills (for example, in-service training, on-the-job training and retraining, professional development courses, project learning for youth, and production schools), ● non-formal adult education: to improve one's knowledge and insight and to improve one's skills and powers of expression (for example, Third Age University).

Formal adult education in Slovenia is provided through public and private schools, folk high schools (ljudske univerze) and higher education institutions. Their purpose is to provide a vocational qualification or a degree. Assessment in the national certification system is provided by licensed assessment providers. Continuing training for already qualified young people and adults and non-formal education is provided by various kinds of institutions: state, non-governmental or private structures, folk high schools, schools, specialised and non- specialised institutions, libraries, television, and so forth. 7.1. Historical Overview

The history of organised forms of adult education in Slovenia, like in many other European countries, dates back to the nineteenth century. At that time Slovenia was a part of the Austro-Hungarian Empire, and that was when various initiatives in adult education were introduced. During the second half of the nineteenth century Sunday schools were established in rural areas aimed at improving peasants' and farmers' knowledge. General and vocational education was organised for workers and trades people and there was also training for women in some vocational groups (for example, in mining). More enlightening education and civil education was reserved for intellectuals; this type of education was closely related to the promotion of people's awareness of their Slovenian ethnicity. The liberally oriented bourgeoisie formed various societies; their mission was to spread popular education. In 1905, such a society called 'Academy’, was established in Ljubljana.

From 1921 onward, eight adult education institutions (ljudske univerze, ljudska vseučilišča or folk high schools) had been established in the Kingdom of Yugoslavia, influenced mainly by the Danish, Anglo-American or German traditions.

After World War II, when Slovenia became part of the Socialist Federative Republic of Yugoslavia, adult education mainly developed on the basis of needs. During that period ljudske univerze (folk high schools) had partially retained their aims from the pre-war period, which was enlightenment of the broadest masses, and witnessed a huge expansion.

Since 1945, adult education has been in the domain of folk high schools, various educational institutions and political organisations. In the early 1950s, rapid economic development and reconstruction of Slovenia required widely available educational programmes to improve the level of people's education and to provide vocational qualifications. As a result basic and secondary schools added extra classes for adults to their

143 EURYBASE SLOVENIA offering. Education provided by schools was no longer able to meet the needs of the economy and as such employee training in centres began to grow rapidly. The developmental work in adult education became institutionalised in 1958 when the Institute for Adult Education was established; its basic mission was research and the promotion of adult education.

During the early 1970s, legislation regulating the operation of adult education institutions was introduced, thus making this segment a recognised part of the education system. This period saw wide-spread development: broadening of the folk high school network, an increase in adult education classes organised by basic and secondary schools, the first correspondence courses were introduced, and new methods of adult education were developed at the only university of the time.

The 1980s were marked by the Career-Oriented Education Act (1980) which, by unifying adult education and upper secondary education, meant a step back in their development. Adult education had, in line with the legislature, positioned itself to fulfil associated labour needs. Both of the fundamental changes, a unified system and joining the two spheres (education and work), had in the social and political circumstances in which they came into force, turned into their opposites. The declared unity of the system influenced the 'schooling' of adult education and its removal from the public administration system and the system of financing. The experiment to connect work and education had brought too close to a functional dependency on the current needs of labour and, as such, had substantially curtailed the possibilities of learners.

Since 1991, when Slovenia gained independence, immense social and political changes have brought about democratisation in Slovenia. This has had an important impact in the field of adult education. Adult education has been conceptualized in the White Paper on Education (1996) as an equal field in the system of education. There have also been some important changes in the field of public administration (the Ministry of Education, Science and Sports established an Adult Education Department) and financing (the Government of the Republic of Slovenia has, in its budget, earmarked as a separate item, financial resources for the development of adult education).

The Ministry of Education, Science and Sports (until 2005) has launched the preparation of the Adult Education Master Plan, devising the criteria to determine which programmes and providers have special importance for national development. Deemed important for further professional development were: the foundation of the Slovene Adult Education Centre with its main task to stimulate and promote adult education in Slovenia, the establishment of an independent study programme of at the Faculty of Arts, and the establishment of the Institute of the Republic of Slovenia for Vocational Education and Training as the central Slovenian institution for the development of vocational and technical education and training.

During the previous decade the geographical distribution of adult education organisations spread. Many private educational organisations began to offer adult education which provided a broader variety of educational programmes. A special Adult Education Act was passed in 1996.

Throughout the last decade the emphasis has been; on research in adult education; on the implementation of the National Adult Education Programme; the evaluation of current practices and the monitoring of the impact of new policies; the development of new educational programmes for adults; the introduction of the system of certification of vocational qualifications which entailed the procedures to assess and recognise national vocational qualifications; and on the adaptation of educational programmes of the youth to adult audiences.

In terms of educational infrastructure, a network of 14 regional advisory centres has been established as well as a network of 25 regional and thematic coordinators: a network of teachers in adult literacy programmes, a network of mentors in alternative programmes of adult education and counsellors for quality control, and a network of life-long education centres. A central national promotional event has also been introduced, known as the Life-Long Learning Week, which is organised annually. This period has seen an expansion in new forms of informal learning. Special attention has been paid to the provision of access to education for

144 EURYBASE SLOVENIA the less educated and other marginal groups (for school drop-outs, for the unemployed and employed, for adults with special needs, for people in rural areas, for Roma people and migrants) by developing new programmes, implementing special strategies and training teachers to work with these groups.

The reform of formal vocational education considered the needs of adults. These programmes are now designed in modules and students earn credits upon their completion. This gives adults new educational opportunities and facilitates a better connection between the formal vocational education system, the certificate assessment system and the recognition of informally acquired knowledge.

The results achieved seem to work. Their quality has been confirmed by the adaptation of innovative models and good practice examples internationally with the financial support of the EU and the Stability Pact for South-Eastern Europe. The Slovenian model of the Life-Long Learning Week has been adopted in other countries in South-Eastern Europe and in Spain; the model of advisory centres has been introduced in Serbia and Romania; Borza znanja (The Knowledge Exchange) has received mention as a good practice example in EU reports; the model of teaching foreign languages to socially impaired groups of adults received an international award (The European Label for Innovative Projects in Language Teaching and Learning); the model of teacher training to improve literacy levels has been adopted in Hungary and, on UNESCO's request, also in Botswana; and the programme Project Learning for Young Adults received an award by the European Committee of the Regions.

Adult education research in the countries in transition : Adult education research trends in the former socialist countries of Central and Eastern Europe and the Baltic region : research project report

Ljudske in delavske univerze v obdobju 1945-1991

Prispevki k zgodovini izobraževanja odraslih : (1945-1990) : poroèilo o raziskavi 7.2. Ongoing Debates and Future Developments

The Resolution on the National Programme of Adult Education, passed in 2004, is currently undergoing a revision. An amended Resolution that will cover the period to 2013 is expected to consider perspectives of adult education in the wider economic, social and environmental context. As in other countries, there is a need to address the aging population; the effects of globalisation on migrations; cultural, social and economic processes; environmental changes; and scientific and technological advances which require new approaches to education for the population.

Ongoing debates are being particularly concerned with the relation between general and employment- related education that would be the most appropriate; how to provide high quality education and training; how to redistribute intellectual capacities between institutions for young people where enrolments are in decline and institutions for adults where the demand is on the increase. There are heated debates on the question of privatisation of adult education where the realisation of national objectives is at stake; on education for vulnerable groups of adults; on the operation of public organisations for adult education and of quality control over educational services offered. Diminished privatisation of the public network in adult education is of special importance for Slovenia as there are currently no appropriate measures to ensure the provision of educational and learning activities of national importance in the public network. Discussions are leaning toward demands that the government ensures the continued operation of the public network and are currently at the centre of attention both from experts and the relevant fields.

Debate on the Strategy for Life-Long Learning 2009-2019 is coming to its close. The new strategy is based on the premise that all people living in cities and within the region should have access to a variety of high quality paths of life-long learning and education. Starting from preschool, where parents should be able to enrol their child in an affordable and location-wise accessible public or private pre-school institution; through basic school which provides children with a high standard of general education; to adult education with a provision of a variety of educational programmes aimed at different target groups organised in towns

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At the moment, the Adult Education Act is also undergoing a revision. The key questions relate to the provisions for educationally and socially challenged groups of adults. This requires a different system of operation and financing of public organisations providing adult education. 7.3. Specific Legislative Framework

The responsibility for management of adult education (from basic school to tertiary level) is shared by:

● the Ministry of Education and Sport which is responsible for pre-university education (short higher education included), ● the Ministry of Higher Education, Science and Technology, which is responsible for the traditional tertiary education, and ● the Ministry of Labour, Family and Social Affairs, which is co-responsible for the vocational education and training.

Within the Ministry of Education and Sports, education at different levels is in the domain of specific directorates. Adult education is under the Directorate for Upper Secondary and Short Higher Vocational; within which is the Sector for Adult Education.

The Council of Experts for Adult Education, established by the Government, monitors and evaluates the situation and development of adult education. It prepares proposals for the Minister of education concerning which adult education programmes should be accredited and addresses other relevant questions in the field of adult education. The Slovenian Institute for Adult Education is an independent research institute which conducts developmental and research projects related to the development of adult education theory and practice. It provides expertise for decision-making under the authority of the Council of Experts for Adult Education and is an advisory service for organisations involved in adult education.

The Ministry of Labour, Family and Social Affairs is responsible for scholarships; it defines vocational standards which serve as the basis for the development of vocational education programmes, catalogues of knowledge and skills; and for monitoring of the implementation of the National Vocational Qualifications Act. The responsibility for adult education lies with the Directorate for the Labour Market and Employment in the Sector for Life-Long Learning and Scholarships. The Sector is responsible for the education and training of the unemployed and other vulnerable groups in the labour market. The executive agency, the Employment Service of Slovenia, is responsible for the implementation of the right to education of vulnerable groups.

Local councils (alone, or a few acting jointly) are the founders of folk high schools (ljudske univerze). They are responsible for the basic education of adults and for the creation of suitable conditions for this kind of education.

The Constitution guarantees the right to education for everybody. Adult education as a separate area is regulated by a special Adult Education Act and as a special aspect within other acts relating to education; it is included in the labour and social legislation for specific sectors of activity.

School legislation comprises several acts:

The Organisation and Financing of Education Act regulates the system and operation of educational establishments, expert bodies and institutions involved. (See section [ 5.3.])

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The Basic School Act, the Gimnazija Act, the Vocational Education Act and the Higher Education Act regulate formal education. The provisions of these acts generally also apply to adult education. The Basic School Act guarantees adults the right to complete basic education following the basic school programme for adults, free of charge. When adults join such programmes, the organisation; assessment and examination; advancement to the next grade; timetable; and the annual schedule, must be adapted to their needs.

The Minister of Education issues a special regulation, the 'Instructions for the Adaptation of Vocational Education Programmes for Adults'. Adults enrolling in such programmes are required to meet admission criteria as prescribed by the relevant programme.

The Adult Education Act defines educational programmes for adults, the rights of adults in accredited educational programmes, the management of public educational institutions for adults, the obligation to develop the Adult Education Master Plan, annual programmes in adult education, and the financing.

The rights and responsibilities in education for specific target groups are regulated by labour and social legislation. The Employment Relationship Act (2002) lays down the right to education for employees and the right to study leave for the type of education that is in the employer's interest; collective agreements put this right into practice. The Pension and Disability Insurance Act stipulates the right to vocational rehabilitation for people with disabilities. The Employment and Insurance Against Unemployment Act regulates the right of the unemployed to education and training and the obligations arising from these rights. The rights and responsibilities are defined more specifically in programmes of the active employment policy and in the government Educational Programme for the Unemployed running since 1998/99.

Adult education and training is also regulated by specialised acts in the area of health, environment, agriculture, culture and others, which stipulate the requirements of occupations and the requirements for permanent training of the employees.

By the Foreigners Act (2008) and a special Rules on the Programmes for integration of Foreigners (2008) it is also said that the government has a responsibility to provide conditions for the integration of foreigners in Slovenian cultural, economic and social life including the provision of Slovenian language classes, further education and vocational training, familiarisation with the Slovenian history, culture and the Constitution.

The certification system is regulated by the National Vocational Qualifications Act of 2000, which specifies the procedures and the institutions bearing responsibility for the preparation of standards and catalogues of knowledge and skills required for a particular vocational qualification. The act also specifies the conditions and procedures of assessment for the award of a national vocational qualification.

Strokovni svet Republike Slovenije za izobraževanje odraslih

Ministrstvo za šolstvo, znanost in šport

Ministrstvo za šolstvo, znanost in šport - ENIC Slovenija

Ministrstvo za delo, družino in socialne zadeve

Zakon o izobraževanju odraslih

Zakon o nacionalnih poklicnih kvalifikacijah (ZNPK)

Zakon o organizaciji in financiranju vzgoje in izobraževanja

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7.4. General Objectives

Life-long learning is defined as the key element of the development of Slovenia. As one of the five priorities, it is stated in the Strategy for Development of Slovenia. Life-long learning is positioned alongside labour market management policies (facilitating competitiveness and employability), research (facilitating technological development, innovation and creativity and the nurturing of top researchers) and social policies (decreasing educational shortcomings, caring for deprived groups, developing key competencies). It also plays an important role in the areas of health, culture, and the development of rural areas, where economic and social objectives are interconnected.

Adult education was defined as a key component of life-long learning by the Slovenian parliament in 2004 in the Resolution on the Master Plan for Adult Education in the Republic of Slovenia to 2010, based on the strategic document for holistic development of pre-university adult education to 2010. It defines three priority areas:

● learning to improve the level of education, ● education and training for the needs of the labour market, ● general adult education and learning.

Within these priority areas the Resolution defines the following strategic objectives:

● to improve the general level of education in adults and to lift the level of education to at least twelve years of education as the basic educational standard, ● to improve the employability of the population, and ● to broaden learning opportunities and develop inclusion in education for all.

The instrument for the implementation of the Master Plan is the annual adult education programme adopted by the Government of the Republic of Slovenia each year, a report on its implementation is delivered biannually to the Parliament. The annual programme includes also a programme of education for the unemployed and a programme of measures for active employment policy. In the annual adult education programme, the government determines each year which areas are given priority and the funding for their implementation.

In the Annual Adult Education Programme 2008/09,

● the first priority is given to public literacy programmes for different target groups (young unemployed, adults with special needs, adults in rural areas, employees) and other programmes: programmes of information technology literacy, education for active citizenship, for minorities and the Roma people, education for adults with special needs, programmes for the elderly and operation of centres for self- oriented learning, knowledge exchanges and advisory centres; ● the second priority is given to programmes of formal education of adults which lead to publicly recognised levels of education, from basic to tertiary education; ● the third priority is given to training programmes for the unemployed and employed and to the acquisition of national vocational qualifications as per the certification system for the employed and unemployed.

The development of higher education (including higher education of adults) is determined by the Resolution on the Higher Education Master Plan (2007 – 2010).

For individual key components of life-long learning, defined by the Slovenia's Development Strategy (Government, 2005) and by the Master Plan for Adult Education in the Republic of Slovenia to 2010 (2004), the following special strategic documents have been issued by the competent authority:

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● the National Strategy for raising the Literacy, passed by the Minister of Education and Sports (2005), regulates the whole area of literacy for youth and adults at all levels of education; ● the guidelines for the strategy of raising the level of basic skills and literacy of employees passed by the Council of Experts for Adult Education (2008); ● the Strategy for Roma people's Education in the Republic of Slovenia, passed by all councils of experts in education (2004); ● the strategy known as 'The Republic of Slovenia in an Information Society' was passed by the government in 2003. This strategy pays special attention to the use of the internet in the learning process, to computer literacy for teachers and students, to the development of computer literacy for employees and the unemployed, and to training and e-learning; ● the Decree of Active Employment Policy: Education and Training, implemented by the Ministry of Labour, Family and Social Affairs, includes the acquisition of new knowledge, skills and abilities and aims to raise the level of education and qualifications for employees and the unemployed; ● in the Social Agreement 2006-2009, passed by trade unions, employers and the government, there is a special chapter regulating education for employees.

The Strategy of Life-long Learning devised by the Minister of Education in 2007 is based on strategic objectives of the EU, while the definition of national objectives and strategic cores include measures to overcome the shortcomings in the national system, such as:

● how to change the inferior position of adult education in relation to youth education; ● to improve management and raise funding of adult education; ● to balance education and training for the development of human, cultural and social capital; ● to equilibrate the economic concept (profit; money drive) in life-long learning with the humanistic concept (learning to be a better human).

The national objectives defined by the Strategy of LLL are focused on building awareness of how important learning is for the individual and local environment; and on the promotion of equality of learning at all ages and in all activities.

Strokovni svet Republike Slovenije za izobraževanje odraslih 7.5. Types of Institution

Institutions providing adult education are:

● folk high schools (ljudske univerze), that have traditionally provided public adult education and training; ● schools and higher education institutions, primarily intended for the youth; ● private educational organisations specialised for the delivery of adult education; ● other institutions whose main activity is not the provision of adult education.

In Slovenia, 34 folk high schools are currently operating. They were founded by their respective local councils. The major part of their offer comprises programmes of formal education: foreign languages, science, mathematics and computing, and others. Most programmes are designed to meet requirements for employment (48%), while others cover general needs and personal interests. Folk high schools are mainly funded by the market, to a smaller extent by councils (as founders’ responsibilities) and by the government for programmes and activities determined by the Adult Education Master Plan. The programmes offered by folk high schools include accredited educational programmes leading to certificates and/or qualifications (generally these are programmes for youth which are adapted for adults), formal supplementary programmes and informal programmes.

The certificate system links many participating institutions: the Ministry of Labour, Family and Social Affairs, the Institute of the RS for Vocational Education and Training with its National Reference Point for Vocational

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Qualifications, the Slovenian Institute for Adult Education, the National Examinations Centre, the Employment Office, and other ministries, chambers and trade unions. The procedures for assessment and certification of vocational qualifications are carried out by registered contractors: for example, inter-company educational centres, schools, adult education organisations and chambers. They must meet the prescribed conditions. The registration of contractors is regulated by the National Examinations Centre. The registered contractors establish committees for the assessment and certification of vocational qualifications; their members should hold a licence awarded by the National Examinations Centre.

The next group of adult education providers includes schools and higher education institutions which provide education for youth and adults mainly in formal programmes that lead to a qualification or degree. They also offer short training courses, refreshing, supplementary and specialisation courses.

Private educational organisations which specialise in the provision of adult education mainly offer programmes of informal education (services, computing, assistance with employment and foreign languages), however, they can also register to provide formal programmes.

Adult education is also provided by many other institutions whose main activity is not adult education, these include: education centres within companies, chambers of commerce, industry, trade, craft, and small business, vocational and expert associations, and others (such as libraries, centres for social work, clubs and associations). An important share in informal education is held by driving schools. There is a range of programmes in informal adult vocational education which do not lead to qualifications or degrees but are nonetheless important for enhanced performance within an occupation. Such programmes include computing programmes, for example CICSO, Linux and Java, offered by authorised providers.

Zavod Republike Slovenije za zaposlovanje

Center Republike Slovenije za poklicno izobraževanje

Ministrstvo za delo, družino in socialne zadeve

Državni izpitni center

Andragoški center Republike Slovenije 7.6. Geographical Accessibility

The adult education offering provides most choice and variety (40%) in the Central Slovenian Region, which encompasses the capital and its surroundings, where about one quarter of the population over 15 years of age resides. In some other areas there is considerably less choice. In areas where the proportion of the unemployed, the level of education, and the income per capita are below the national average, adult education providers are few and the population has less access to education.

To facilitate better access to education, the government is promoting regional educational networks which are included in the annual adult education programme. These networks are:

● Centres for Self-directed Learning where learning is individual and self-serviced. These centres provide study materials that are adapted for self-directed learning, modern learning technologies and professional help which are provided by information services, advisors and mentors. The programmes these centres offer include foreign languages and some other general subjects; ● Knowledge Exchanges are information centres which provide details of those who are looking for knowledge and those who have knowledge to offer. Providers are individuals while users also include businesses; ● Information and Advisory Centres (see item 7.15.3.); ● the network of programmes known as Project Learning for Young Adults (Introduction, item 4.3.);

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● Life-Long Learning Centres (13) are regional learning points which develop Internet portals related to learning. They publish e-content for distant learners, provide information and advisory services and they also connect and promote partnerships between regional service providers, the local environment, the economy and the third sector. 7.7. Admission Requirements

To enrol in the basic school programme, no special admission requirements apply. All adults who attended basic school (osnovna šola) for 8 (or 9) years and have not finished it successfully, and are over 15 years of age can enrol. To enrol into a gimnazija programme, candidates must be over 16 years of age and must have successfully completed the basic school programme.

General access requirements to formal general education programmes for adults are more or less the same as for younger students. However, for adults, the qualifications acquired under the past regulatory systems are taken into account. Those who have failed to finish the gimnazija programme as young students are allowed to sit the matura examination at any time later in their adult life. If they do not wish to complete their general education in gimnazija, they can opt to attend a vocational course and gain a qualification in their selected occupation. Those who have completed technical education can take the general examination in one additional general matura subject and then continue their studies at university.

All candidates who meet the requirements for obtaining vocational qualifications can apply for the relevant vocational certificate to the National Examinations Centre, which publishes calls for applications at least twice a year. They may submit their application outside the advertised deadlines. Candidates must prove their eligibility by providing portfolios or documents and other evidence which shows that they have acquired the kind of knowledge and skills as determined by the knowledge standards catalogue for the vocational qualification they wish to obtain.

In order to acquire qualifications in the certificate system, candidates must have relevant experience and a portfolio showing evidence of their experience. For a master craftsman exam, foreman exam or retail manager exam, as well as for certain qualifications, special preparatory courses can also be organised.

In principle, there are no admission requirements to enrol in informal education programmes. There may be special prerequisites in language courses where advancement from one level to another is possible.

Državni izpitni center 7.8. Registration and Tuition Fees

Basic school for adults is funded from the national budget. Finances come from the budget supervised by the Ministry of Education and Sports and from local councils' budgets. In accordance with the Resolution on the Adult Education Master Plan and annual adult education plans, finances are allocated for the prioritised areas of adult education. Funds for the implementation of annual programmes are provided by the two ministries: the Ministry of Education and Sports and the Ministry of Labour, Family and Social Affairs. The latter provides funds mainly for vocational education and training and for the acquisition of qualifications in the certificate system. Adult education is also funded from the European Social Fund.

Adults enrolling in upper secondary and tertiary education must pay fees. Their fees can either be paid by themselves or they can be paid fully, or in part, by their employer. In individual cases, when areas of education prioritised by the Resolution are concerned, fees can be paid by the Ministry of Education and Sports or by the Ministry of Labour, Family and Social Affairs as a measure of the active employment policy.

The Ministry of Education and Sports also finances associations for adult education which respond to its annual calls for applications. The proportion of funds allocated depends on the funds available, the association's programme and the number of applicants.

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In the certification system, candidates only pay for the material costs of assessment according to the rules determined by the Minister of Labour, Family and Social Affairs.

For all other types of education, the cost is borne by businesses or by students.

Ministrstvo za šolstvo, znanost in šport

Ministrstvo za delo, družino in socialne zadeve 7.9. Financial Support for Learners

Public funds allocated by the Ministry of Education and Sports can only finance education programmes offered by institutions, not individuals, while the Ministry of Labour provides public funds for both individuals and business to cover medical insurance and work safety costs, travel expenses, study materials, and food and accommodation expenses which are related to education.

The unemployed who enrol in formal educational programmes at the upper secondary and tertiary level acquire the status of a student and, if they are under 26, they can apply for scholarships under the same conditions as other young people in the educational process.

The unemployed included in education and training who do not receive scholarships are entitled to an activity grant if their course takes more than 100 hours. The activity grant can range from € 100 to € 300, depending on the length of the programme.

Beside scholarships and activity grants, the unemployed are also entitled to cost of living benefits (€ 6 per day), a supplement for travel expenses, study materials and study aids as required by the programme, however, the total amount cannot climb higher than 20% of the minimal wage. Students also have their compulsory health insurance costs and the cost of an initial medical check-up paid for. Students with special needs are entitled to an additional benefit.

The unemployed who fail to successfully complete the programme they commenced are required to return any scholarship awarded with interest; they can, however, apply for a waiver on the grounds of illness or social hardship.

Ministrstvo za šolstvo, znanost in šport

Ministrstvo za delo, družino in socialne zadeve 7.10. Main Areas of Specialisation

See subsections. 7.10.1. Programmes of formal education leading to publicly recognised general and vocational certificates, degrees or qualifications

Basic adult education is prescribed by law. Based on the Basic School Act, the Council of Experts passed the Basic Adult Education Programme.

Programmes of formal post-compulsory education which are originally designed for youth, are adapted also to the needs of adults. By special instructions, the Minister of Education determines the form and manner of adaptation for these programmes to the needs of adults; the implementation of the programme; the organisation of education by lessons; and the teaching and learning methods. Selection of study materials and assessment methods are in the autonomy of teachers. For adults, schools are required by law to recognise knowledge acquired in non-formal education or informal learning.

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Adults can complete general and vocational education gradually, taking subject exams or modular courses one by one.

Strokovni svet Republike Slovenije za izobraževanje odraslih

Zakon o osnovni šoli 7.10.2. National system of certification of vocational qualifications

National vocational qualifications are formally recognised qualifications required to pursue specific occupations or jobs based on appropriate vocational standards. Vocational standards also serve as the basis for the development of formal vocational education programmes and the programme modules which form an integral part of a programme. A modularised formal vocational education programme can be derived from various vocational standards. Each module is derived from a particular vocational standard. Students who do not complete the whole programme can provide evidence that they have the knowledge and skills corresponding to only one of the programme modules and are therefore qualified for a particular job or a single aspect of a more complex occupation.

The certification system is a network of institutions and bodies, which enables adults to obtain a formal recognition or certification for the knowledge and skills they have acquired. The aims of the certification system are: to provide a quicker and more flexible response to needs of the labour market, to increase economic effectiveness, to improve the adaptability of the economy, and to address social inclusion and reduce the unemployment rate.

Zakon o nacionalnih poklicnih kvalifikacijah (ZNPK)

Pravilnik o sestavi komisij za preverjanje in potrjevanje nacionalnih poklicnih kvalifikacij ter o naèinu in postopku za pridobitev in izgubo licence

Pravilnik o naèinu in postopku preverjanja in potrjevanja nacionalnih poklicnih kvalifikacij

Pravilnik o vodenju razvida izvajalcev javnoveljavnih programov vzgoje in izobraževanja 7.10.3. Programmes of informal education and learning

The largest share of adult education is represented by programmes of informal education and learning; in some cases such programmes can also be accredited. Accredited programmes are defined by the Adult Education Act. Around 15% of informal programmes are accredited. They are verified by authorised national bodies. At the end of such programmes students receive a written evidence of the knowledge and skills acquired.

Accredited informal programmes are, for example, language programmes (foreign languages for adults, Slovenian for foreigners) and other programmes aimed at special target groups (project learning for young adults, programmes for success in life). Accredited language programmes (English, French, Italian, Hungarian and German for adults) take up to 500 hours and are available on two difficulty levels. The programme of Slovenian for foreigners is available on three difficulty levels: basic, intermediate and advanced.

Project Learning for Young Adults (PLYA) is a programme that runs for one academic year and includes ten months of project work. It is aimed at adults aged between 16 and 25 years who have dropped out of the school system and wish to continue their education. This programme provides them with skills needed to find employment. The key method in this programme is project work which facilitates the achievement of general education outcomes, the development of occupational identity and social cultural activity. Students, together with their mentors, work on elective, production and individual learning projects which relate to their particular interests.

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‘Programmes for success in life’ are a variety of 75-hour programmes which aim to improve students' writing skills. These programmes include titles such as Reading and Writing Together, Rural Challenges, Me and My Workplace, and My Step. They are aimed at those who have completed less than 10 years of education. The programme titled 'A Bridge to Education', for example, prepares students for further education. There are no special admission requirements for enrolment in one of these 75-hour programmes.

From 2000 on, other accredited programmes specifically aimed at adults were also developed and conducted. These included: literacy programmes in Slovenian and foreign languages, science, humanities, mathematics, social skills, active citizenship, and learning to teach target groups such as young unemployed adults, adults with special needs, adults in rural areas (all programmes taking 120 hours); programmes for employees in sectors undergoing restructuring (programmes taking 350 hours); and programmes for parents of school-age children attending the first three years of school (50-hour programme).

Job-related accredited programmes include training courses, further training and specialisation courses. The major share of adult learners take different continuing education courses (82% of programmes and 79% of all students), these are followed by training courses which aim to complement completed basic school or completed four-year upper secondary school (16% of programmes and 19% of students) or programmes of re-qualification at the same level of education, and specialisation programmes. Most of these programmes (86%) train students for employment in the service sector (83% of all students in accredited programmes, including driving schools).

Non-accredited programmes represent over 80% of all programmes of informal education. Upon completion, students receive a written confirmation that they have attended and completed the programme; this statement has validity only in limited environments. These programmes include vocational training (73% of all programmes and 81% of all students) and general programmes (23% of programmes and 16% of students).

Private language schools offer a considerable variety of language programmes which are not accredited. Another large group of such non-accredited programmes are different IT programmes. The Ministry of Education and Sports provides a special programme which promotes computer literacy for teachers and trains them to use information technology as a teaching aid. A very popular and widespread programme in Slovenia is the ECDL (European Computer Driving Licence) programme. A statement of attainment is given to students upon its completion and is recognised by employers. 7.11. Teaching Methods

Teachers enjoy full autonomy when selecting their teaching methods. For educational programmes leading to a degree, qualification or other publicly recognised certificate, there are certain recommendations regarding the delivery of such programmes. The emphasis is on the students' activity and teachers are provided with case studies for specific parts of each programme. 7.12. Trainers

The relevant legislation stipulates the required level of education for teachers delivering programmes in formal education. The same applies to adult formal education. In addition to a university degree in a specific area (Bologna 2nd level), teachers delivering adult education must also have studied pedagogical education specialising in adult education and they must have completed a professional examination in the specific area. The relevant pedagogical knowledge can be acquired through departments of education at one of Slovenia’s universities. An exception to the prescribed level of education is made for teachers of technical subjects and instructors in vocational education, nevertheless, they do need to have relevant pedagogical education specialising in adult education if they wish to teach adults in formal educational programmes.

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Educational criteria applying to teachers, mentors and other teaching staff are the same as in the formal school system (See Chapter 5.14.). Detailed criteria are determined by the Minister in accordance with provisions of publicly recognised programmes for adults and the programmes themselves further detail some specific conditions. Teachers and mentors teaching adult literacy programmes are required to attend additional training. The same applies to counsellors in educational information centres, quality advisors and counsellors, and members of examination committees in the certificate system. Mentors and study group leaders can also obtain training in a special educational programme.

There is also a system of permanent professional training endorsed by the Ministry of Education and Sports. Teachers and other professionals can join voluntarily; their participation in developmental areas and education is awarded and taken into account when assessing promotions.

In programmes of informal adult education, the criteria regarding teacher qualifications depend on the specific programme. Considering that most informal programmes are accredited the staff, including teachers, generally hold qualifications prescribed by the Adult Education Act.

Zakon o izobraževanju odraslih 7.13. Learner Assessment/ Progression 7.13.1. Formal education leading to a degree or qualification

The assessment, advancement and completion requirements of educational programmes for both youth and adults are prescribed by the relevant school acts. Upper secondary vocational and technical education is further regulated by special guidelines issued by the Minister of Education and Sports. Programmes of upper secondary vocational and technical education have different durations; they can be completed in three, four or five years. The manner and procedure to adapt these programmes for adults is determined by the 'Guidelines for Adaptation of Upper Secondary Vocational and Technical Programmes for Adult Education' issued by the Minister of Education.

The Assessment Guidelines (1998) required a programme to be adapted to the individual adult student in such a way that part of the lessons devised for young students were attended by the adult student (at least 30% of theory and 60% of practice); the adult student had to take part in consultations with his/her teacher at least once a week; a trial exam was held which gave the adult student an idea about the scope, difficulty level and types of questions to be expected in the real exam; assessment was conducted in the form of seminars, presentations, production of practical products, provision of services, demonstrations and so on; the adult education leader was expected to provide the adult student with advice relating to the programme and examination.

The new Guidelines (2008/09) stipulate that the educational institution providing adult education is now required to devise a personal educational plan, either for each person or for a group of adult students. The basis for any programme adaptation is the initial interview with each student and the potential recognition of previously acquired knowledge.

Adult education is usually provided in the afternoon, after work. The number of days per week when students attend programmes can vary from three to five days, but it can also be organised during weekends. There is also the option of organised and guided self-directed learning.

The requirements to complete education are the same for youth as they are for adults (see 5.16.). The only difference is that adults are allowed to take the matura and the vocational matura (poklicna matura) examination in two steps while youth need to take the whole exam in one step. Assessment and advancement are regulated in the same manner, by the Minister's guidelines, and apply to youth and adults

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(see 5.15.). However, the guidelines for adults are adapted as required and some provisions of assessment and advancement do not apply to adults.

In the basic school programme, adults can have their knowledge in a specific subject certified by taking exams in specific subjects; they can progress to the next year level when they get a positive grade in at least two thirds of all subjects. Adults can also provide evidence that they have already mastered certain knowledge which can be recognised.

In upper secondary vocational education, the educational institution in question determines the conditions, methods and procedures of assessment for adults in accordance with the general guidelines prescribed by the Minister of Education. Within these guidelines, two instruments are used: the initial interview and the personal education plan which maps out the knowledge and topics already mastered and those that need to be acquired; the manner in which this will be achieved; and the schedule of study. The adult education leader (or Teachers Assembly) assesses whether the adult student has satisfied all requirements from their personal education plan and how many credit points can be granted. Adults in the programme are allowed, as opposed to regular students, to sit partial or whole final exams. Successfully completed partial exams count toward the final exam. Final examination can be devised to assess the acquired knowledge in one programme unit (subject or module) in one year or in more programme units spanning over more than one year. In partial and in whole final exams the teacher is the examiner. If there are more than two attempts at the final exam, it must take place in the presence of an examination committee.

In higher education, adult students are assessed in individual subjects by means of exams, tutorials, seminars, and also by products, project works, presentations, services and others. The rules are similar to those applicable to youth (see 6.13.). For completed study requirements students are granted credits. Students advance to the next year if they have satisfied all requirements set by the study programme for that year.

Studies for adults are adapted to their needs. The main principles relate to the adaptation of the course content, teaching methodologies, time and venue, and to the needs of each particular group of adults. Teaching mainly takes place in the evenings or at the end of the week. The instruction is given in an abridged and condensed form over weekends. Some group practical training, for example foreign language conversation, can be organised at an employer’s premises early in the morning before office hours. Courses in higher education are offered as part-time studies to fee-paying students and to employed adult students. Teaching can be organised flexibly: for example, there can be night and weekend programmes, programmes during academic holidays, evening courses, distance courses, and e-learning or directed self-learning. 7.13.2. Certification system

Candidates' applications are dealt with by a relevant commission which examines the submitted documents and other evidence contained in the candidate’s portfolio and determines whether the candidate meets all the requirements defined by the catalogue of professional knowledge and skills. If candidates meet the prescribed requirements, the commission certifies their vocational qualification and awards them a certificate. If candidates do not meet the requirements defined by the catalogue, they undergo assessment of their knowledge, skills and competences. In this procedure candidates provide evidence that they have acquired knowledge that is not evident from their documents. The methods and measures of assessment of knowledge and skills are defined by the catalogues of professional knowledge and skills.

Assessment of knowledge and skills should not take more than 180 minutes. It can consist of written or oral tasks and presentations. Candidates are allowed to use authorised textbooks referenced by the relevant catalogue. Candidates' performance is marked using descriptive grades “pass” and “fail”. Upon successful completion of examination, candidates are awarded publicly recognised certificates.

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7.13.3. Formal or non-formal continuing training for already qualified adults

The assessment, advancement and completion of publicly recognised programmes are defined by the programmes themselves. Programmes aimed at special target groups (students who have dropped out of education, the unemployed and employees with poorly developed key competences) have recently implemented some new features. Each student has a portfolio which contains not only his/her necessary data and résumé, but also: evidence and documents submitted at the time of enrolment for the purpose of recognising previously acquired knowledge and analysing his/her personal learning needs; a personal study plan; documents (coursework and materials prepared by the student during the programme, self-evaluation of learning outcomes, the teacher's evaluation of learning outcomes, and student's personal views about the educational process); and the teacher's assessment of how the knowledge standards have been met. The programme is successfully completed when the portfolio is given positive grades by teachers delivering the programme. In these programmes assessment is not expressed in numeric grades but only by 'knowledge standards have been met' or 'knowledge standards have not yet been met'.

In order to receive a publicly recognised certificate confirming knowledge of a foreign language, adults are required to sit an exam with the National Examinations Centre or another organisation authorised by the Centre.

Državni izpitni center 7.13.4. Other informal educational and training in non-accredited programmes

The rules of assessment, advancement and completion for programmes that are not publicly recognised are defined by the programme provider who also issues statements of attainment confirming the student's attendance and completion of the programme. 7.14. Certification

See subsections. 7.14.1. Formal adult education

See chapters 5.17. and 6.15. 7.14.2. Certification system

Candidates' applications are processed by the relevant commission which examines the submitted documents and other evidence, or the candidate’s portfolio, and determines whether the candidate meets all the requirements defined by the catalogue of professional knowledge and skills. If candidates meet the prescribed requirements, the commission certifies their vocational qualifications and awards them a certificate. If candidates do not meet the requirements defined by the catalogue, they can take an exam to demonstrate their knowledge, skills and competences. In this procedure candidates have a chance to demonstrate knowledge that is not evident from their documents. The methods and measures of assessment are defined by the catalogues.

Examination should not take more than 180 minutes. It can include written or oral tasks and presentations. Candidates are allowed to use textbooks defined by the catalogue. The candidates' performance is graded using descriptive grades: “pass” and “fail”. When candidates pass the examination they are awarded a publicly recognised certificate.

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7.14.3. Formal or non-formal continuing training for already qualified adults

Upon a successfully completed accredited programme, adult students receive a nationally recognised certificate as evidence of their successful completion of a publicly recognised educational programme. 7.14.4. Other informal education and training in non-accredited programmes

Upon completion of a non-accredited programme, adult students receive a statement issued by the programme provider. The statement confirming the student's attendance and successful completion of the programme is not publicly recognised, however, employers may take it into consideration (for example, the ECDL certificate). 7.15. Education/ Employment links

Links between schools and workplaces exist at different levels and in different areas. 7.15.1. Links established by the cooperation of social partners with educational institutions, national institutes and other expert bodies

At the national level, social partners participate in councils of experts (Council of Experts for Adult Education, for Vocational and Technical Education, and for Higher Education), appointed by the government. At regional levels, social partners participate in regional committees for the development of occupational standards appointed by the Minister of Labour.

Social partners (chambers, companies, institutes, trade unions) develop occupational standards. These serve as the basis for the development of educational programmes. Social partners also analyse, evaluate and harmonise the framework of qualifications for different sectors and organise practical training in the workplace. Some chambers also conduct master craftsman exams (mojstrski izpit), foreman exams and retail manager exams.

The local community, employers and educational institutions participate in the autonomous development of curricula as up to 20% of the national curricula in vocational education can be dedicated to topics arising from local interests and needs.

Gospodarska zbornica Slovenije

Obrtna zbornica Slovenije

Svet za visoko šolstvo Republike Slovenije

Strokovni svet Republike Slovenije za izobraževanje odraslih

Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje 7.15.2. Balancing educational offerings with labour market needs

Through its active employment policy, the Ministry of Labour, Family and Social Affairs ensures there is a balance between educational programmes and employers' needs in two ways: by encouraging the unemployed to enrol in programmes that prepare them for occupations where there are shortages, and by encouraging employers to provide education and training to their employees. Employees in sectors that are undergoing restructuring and whose jobs may be at risk therefore have an opportunity to requalify for jobs in sectors where new positions are available.

Another example of balancing out labour market needs is the certificate system which enables a quick response to identified needs for new skills and competences within companies and sectors experiencing

158 EURYBASE SLOVENIA labour shortages. The system ensures the standardisation of new knowledge and the recognition of informally acquired knowledge. The poorly educated, unemployed and school dropouts are thus given a chance to be competitive within the labour market as they have another path available to obtain basic vocational qualifications or new skills.

Zavod Republike Slovenije za zaposlovanje

Ministrstvo za delo, družino in socialne zadeve 7.15.3. Advisory service

In Slovenia, there is a network of fourteen Information and Advisory Centres; the first one was established in 2001. They operate as part of folk high schools (ljudske univerze) in Life-Long Learning Centres. Local networks connect strategic and expert partners. Strategic partners include employers and employees; they decide on strategies for the development of the local environment and participate in the planning and implementation of the development of a human resources policy. Expert partners include institutions involved with adult education. The operation of Information and Advisory Centres is coordinated by the Slovenian Institute for Adult Education. These centres provide an advisory service for adults before their enrolment, during their study and afterwards. Full-time advisors are specially trained for the provision of this service.

At the Slovenian Institute for Adult Education, there is also an advisory section where experts answer questions related to learning and education from individuals, who would like to join a programme, and from existing and potential educational institutions.

Career advice for the unemployed is provided by the National Employment Agency at both national and regional levels. At the Agency, there are Information and Career Advice Centres. For the unemployed these centres provide information needed when searching for employment; about educational programmes; career planning; and employment opportunities. The Agency also provides e-advice, a website service with useful information and the latest tools for job seekers, and an e-advisory service which is provided by experienced advisors at the Agency.

Information and advice is also provided by some educational organisations and other institutions, such as, The Chamber of Craft and Small Business of Slovenia, the Institute of the RS for Vocational Education and Training and some other organisations specialised for career advisory services.

The operation of Information and Advisory Centres is funded by the Ministry of Education and Sports, while the advisory services provided by the National Employment Agency, including Information and Career Advice Centres, are funded by the Ministry of Labour, Family and Social Affairs with the support of the European Social Fund.

Zavod Republike Slovenije za zaposlovanje

Andragoški center Republike Slovenije 7.16. Private Education

The operation of private educational organisations and their funding depend on whether they provide publicly recognised educational programmes or programmes that are not publicly recognised.

In order to provide publicly recognised programmes (formal and informal) private educational organisations must register, like public organisations, with the Ministry of Education and Sports. They can tap into public funds, under the same process as for public organisations by submitting an application to a public tender, or by invitation, to provide programmes determined by the annual adult education programme. The annual

159 EURYBASE SLOVENIA adult education programme also determines other educational activities that can be funded from public funds (for example, study groups, Life-Long Learning Week).

For educational programmes that are not prioritised by the annual adult education programme, even though they are publicly recognised, fees may be charged (for example, some foreign languages, driving schools). The fees are paid either by students or by employers or sponsors.

Many private institutions provide different educational activities in rather diverse areas which are not financed from public funds. The quality and range of these programmes is regulated by the market. Generally, their programmes are aimed at well-educated adults. 7.17. Statistics Providers of further education and the number of registered participants, Slovenia 2006/07 No. of Participants in Participants in Participants in Organisations for No. of partici- non-accredited accredited of adults providers pants programmes programmes programmes TOTAL 348 268,745 205,101 37,839 25,805 Public or Labour Universities 34 24,339 16,837 1,733 5,769 Other specialised institutions 122 80,790 57,332 9,299 14,159 Units at schools 44 14,850 8,754 4,498 1,598 Units at companies, etc 35 90,401 89,124 72 1,205 Educational centres at the 2 9,076 9,076 - - Chambers Vocational or professional 11 12,312 10,404 - 1,908 associations Driving school 70 21,875 0 21,875 - Other providers 30 15,102 13,574 362 1,166

Source: Further Education, Slovenia, 2006/2007, Statistical office of the Republic of Slovenia, 3 July 2008, first published on 26 July 2008 (http://www,stat,si/novica_prikazi,aspx?id=1731)

Types of informal education programmes, duration in hours and no. of participants, Slovenia 2006/07 Type of programme No. of participants No. of programmes No. of hours Total 205101 12567 338252 Programme leading to a national vocational 2,238 104 9,710 qualification Preparation for management master craftsman 1,384 107 3,650 examinations Preparation for examinations for provision of 1,653 161 15,387 services Preparation for individual matura subjects 639 156 5,645 Professional programmes for employment 164,077 9,884 229,487 General purpose and leisure programmes 35,110 2,155 74,373

Source: Further Education, Slovenia, 2006/2007, Statistical office of the Republic of Slovenia, 3 July 2008, first published on 26 July 2008 (http://www,stat,si/novica_prikazi,aspx?id=1731)

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Adults who completed education by gender and type of education programmes, Slovenia, end of school year 2006/07 Adults Types of programmes All Female Total 5,173 2,809 Lower vocational education 22 4 Secondary vocational education 1,763 976 4-year technical and professional programmes 1,437 936 Gimnazija 87 47 VET programmes 1,473 670 Vocational courses 85 71 Matura courses 32 18 Passed the master artisan or work organisation – administration examination 274 8

Source: Secondary education of youth and adults, Slovenia, end of school year 2006/2007 and beginning of school year 2007/2008, Statistical office of the Republic of Slovenia, 24 April 2008, first published on 26 July 2008 (http://www,stat,si/novica_prikazi,aspx?id=1591)

Adults registered in secondary education programmes and adults who completed education at educational institutions in Slovenia at the end of school year 2006/07

Registered Completed education

Type of educational institutions total women total women Total 14,956 7,594 5,173 2,809 Public or folk high schools (ljudske univerze) 5,210 3,227 1,378 993 Other specialised organisations for adult education 2,582 1,417 861 508 Units for adult education at schools 6,846 2,761 2,544 1,157 Educational centres at the chambers - - 274 87 Other 318 189 116 64

Source: Secondary education of youth and adults, Slovenia, end of school year 2006/2007 and beginning of school year 2007/2008, Statistical office of the Republic of Slovenia, 24 April 2008, first published on 26 July 2008 (http://www,stat,si/novica_prikazi,aspx?id=1591)

Statistièni urad Republike Slovenije

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8. Teachers and Education Staff

8.1. Initial Training of Teachers

The initial training of teachers is conducted by universities in the form prescribed by the higher education legislation and education regulations regarding requirements for teachers and other pedagogical workers. The requirements for teaching staff are generally the same as those for teachers of general subjects, other pedagogical workers in counselling positions and in libraries as well as in school administration, regardless of the school level. Teachers can obtain teaching qualifications in two ways:

Concurrent model or integrated model: initial training can be obtained by completing a teacher education study programme, thereby being awarded the professional title, profesor, of one or two subjects. The integrated model leads to the profession of a general teacher at the primary level or to a pre-school teacher in pre-primary settings.

Consecutive model: if the teacher completes a non-teaching study programme which provides appropriate knowledge in the subject of teaching but does not provide professional training, the teacher must acquire such knowledge through a supplementary post-graduate course leading to a teaching qualification.

These regulations allow teachers who complete the teacher training study programme to acquire the knowledge of another similar subject through a supplementary post-graduate course in a new discipline.

Initial teacher training for pre-school teachers is based on the integrated model. The study programme in pre-school education takes at least three years and is conducted by faculties of education at the three universities in Slovenia (University of Ljubljana, University of Maribor and University of Primorska). The future Bologna study programme (2009/10) will be structured in a similar way, that is, it will consist of 180 credit points (CP).

Class teachers in basic schools also obtain their qualifications in study programmes based on the integrated model, whereas subject teachers in basic schools and teachers of general subjects in upper secondary schools usually follow the consecutive model. Prior to the Bologna reform, study programmes took four years to complete. After the Bologna reform, which is being implemented gradually from 2006 to 2009, study programmes in education will take five years (3+2 or 4+1), that is, 300 credit points. The Higher Education Act (2006) stipulates that the old academic study programmes (which took between four and six years) and the new Bologna programmes, which have a weighting of 300 credit points, are equal on the qualifications scale (level 7). Pedagogical study programmes are mainly offered by the three faculties of education, but also by some other faculties, such as the Faculty of Arts in Ljubljana and Maribor and the Faculty of Sport in Ljubljana. Some faculties, mainly those of sciences, provide pedagogical programmes in cooperation with faculties of education.

Teachers of technical theoretical subjects in vocational upper secondary education usually gain their qualifications using the consecutive model. They first finish their tertiary education programme in their chosen field which can take between three and six years (or 180 to 300 credit points). Upon graduation, they usually find employment in their chosen field. After at least three years of experience in the field they can apply to work as teachers in vocational upper secondary education. However, before starting teaching they are required to obtain an appropriate teaching qualification (30 credit points).

It should be mentioned that all students in higher education in Slovenia have the right to an additional pre- graduation year (absolventski staž) which allows students who have not completed their studies in the prescribed period to work on their graduation thesis while still enjoying the status of student. Students enrolled in the Bologna study programmes can exercise this right only once in the course of their studies, either when completing Bologna level 1 or Bologna level 2.

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Teachers of practical instruction in vocational and technical education obtain appropriate qualifications in three stages:

● by completing, at least, an upper secondary technical school of the relevant specialisation, ● by obtaining three years of work experience in the relevant field of specialisation and, ● by subsequently completing a teacher training course or by passing a master craftsman examination (mojstrski izpit).

Employers in crafts shops and companies who provide practical training for students in the dual system of vocational education usually hold the title of master craftsman. In school workshops where practical training is provided in small groups, teachers give practical instruction. These teachers hold either a qualification as a technician or a short higher education diploma, while in some programmes (if it is required, for example, veterinary medicine) they must also hold a university diploma.

Teachers who teach programmes that are adjusted for children and adolescents with special needs train in study programmes within the concurrent model. These study programmes take four or five years to complete. Teachers who teach in the second and the third three-year cycle in the basic school and in the adjusted programmes of upper secondary school can be regular subject teachers but they need to obtain a special qualification to work with children with special needs. Teachers who teach children with special needs that are integrated into mainstream classes can acquire pedagogical knowledge for this type of work by in-service professional training.

Adults are taught by teachers with different educational backgrounds. The Adult Education Act stipulates that teachers of adults who are active in their profession and who are paid from public sources must have a higher education degree (equivalent to a master’s degree) in the appropriate field of specialisation and a teaching qualification. Universities and the Slovenian Institute for Adult Education offer teachers of adults appropriate longer or shorter postgraduate training. The Faculty of Arts at the University of Ljubljana offers a study programme on the theoretical aspects of adult education called andragogics.

The Organisation and Financing Education Act of 1996 introduced the head teacher examination which must be passed as one of the requirements for the position of head teacher. The programme that leads to this exam is conducted by the public institution called the School for Head Teachers. On the recommendation of the Council of Experts for General Examination, this programme was passed in 1997 by the minister in charge of education. The programme takes 144 hours and comprises six modules:

● Introductory Module – discusses the head teacher's role as an educational leader and manager, teaching styles, and the implementation of changes; ● Theory of Organisation and Management – the idea of organisation and specific features of educational organisations and school management; ● Planning and Decision-Making – vision, strategic planning and approaches to decision-making; ● Head Teacher as an Educational Leader – conflict resolution, conducting meetings and monitoring lessons; ● People in the Organisation – climate and culture, motivation and the personal and professional development of staff; and ● Legislation. Tertiary Education

Higher vocational college lecturers must have at least a higher education degree (equivalent to master’s degree) in the appropriate field of study, appropriate pedagogical training and three years of appropriate work experience. In addition, they must also have relevant professional references and achievements in the field of specialisation. In order to be able to teach, the lecturers must be appointed by the assembly of lecturers of the particular college. When selecting candidates, the Standards of Prominent Achievements in the given field apply to obtain the title of Higher Vocational College Lecturer; these Standards are adopted

163 EURYBASE SLOVENIA by the Council of Experts for Vocational Education. Such appointments must be approved by the National Council of Experts. The title is granted for the period of five years whereby lecturers must apply for reappointment.

The main categories of higher education teachers, which are determined by law, are the following: assistant professors, associate professors, full professors and lectors. Lectures in professional colleges can also be given by junior lecturers and senior lecturers. Lectors and lecturers are required to have a master’s degree and pedagogical skills, while teachers are required to have a scientific doctorate and pedagogical skills. They are all elected on the basis of regulations and criteria set by each university. A special election process called habilitacija enables candidates to obtain one of the titles of a higher education teacher. The procedure is conducted by each higher education institution on the basis of its own rules and is renewed every five years until the applicant has reached the title of full professor. The Senate of the Council of Higher Education, responsible for the habilitacija process, approves appointments at individual higher education institutions which are not members of university.

Svet za visoko šolstvo Republike Slovenije

Andragoški center Republike Slovenije

Univerza v Ljubljani

Univerza v Ljubljani, Filozofska fakulteta

Univerza v Ljubljani, Pedagoška fakulteta

Univerza v Mariboru

Univerza v Mariboru, Pedagoška fakulteta

Zakon o visokem šolstvu

Zakon o organizaciji in financiranju vzgoje in izobraževanja 8.1.1. Historical Overview

Please refer to the subdivisions for more details.

8.1.1.1. Historical Overview – Pre-School Education and Childcare In 1756, when the first pre-school institutions on the territory of present-day Slovenia were established, pre- school teachers were trained by child-care associations. In 1883, the first one-year courses for pre-school institutions which were offered by women's teacher training schools (učiteljišča).

The first upper secondary school for pre-school teachers was not established until 1949. It offered a four-year training programme for pre-school teachers, a one-year training programme for assistant pre-school teachers, and a five-month course for auxiliary teaching staff. When the need for greater theoretical knowledge became evident, the training of pre-school teachers was extended in 1956 by one year to five years. In 1974, a law on upper secondary schools was adopted which saw the five-year teacher-training programme reduced back to four years, while the fifth year was replaced by compulsory one-year in-service training.

After 1987, the level of compulsory professional training for pre-school teachers was raised. Those intending to become pre-school teachers were required to complete a two-year programme of college studies in a pre- school education programme, at a teacher training college, Pedagoška akademija. Following the enactment of the new Higher Education Act in 1994, a new three-year higher professional study programme in pre- school education was adopted. It is now offered by the Faculties of Education at the University of Ljubljana, the University of Maribor and the University of Primorska.

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With the Pre-School Education Act, passed in 1996, it became possible for teachers and other graduates in the fields of education, arts, humanities, social sciences and social work to work as pre-school teachers. They must, however, first acquire an additional qualification in pre-school education.

Zgodovina šolstva in pedagogike na Slovenskem

8.1.1.2. Historical Overview – Basic Education

The beginnings of teacher training on the territory of present-day Slovenia date back to the second half of the 18th century. The earliest teaching courses were organised in urban primary schools called normalke (in Ljubljana in 1777). Until the mid-19th century, teacher training remained at the level of vocational education. Experienced teachers in nearby schools initially introduced new teachers to their profession. Model teachers prepared candidates for the teaching examination at their schools. In 1818, the Slovenian language was introduced for the first time as the language of instruction in two-year teaching courses, together with the language-related methodology of instruction.

The first teacher training schools were founded by the National Basic School Act (1863 to 1867). The mens teacher training schools were in Maribor and Ljubljana, and the womens teacher training school was in Ljubljana. Teacher training schools initially offered two-, three-, and four-year upper secondary programmes which were extended to five-year programmes in 1929. Teacher training schools used school workshops for practical training which was conducted by distinguished practitioners. At the time, teacher training placed particular emphasis on the practical and appropriate moral aspects of education. The practitioner philosophy was supported by a system of candidate selection and by the boarding school approach to studies. After completing the teacher training school, it was possible to pursue studies at a higher pedagogic school and at a conservatory for music teachers.

In 1947 a two-year post-secondary school of education was established in Ljubljana for the training of specialist teachers. Its successors, and also the successors of the teacher training schools, were the Teacher Training College of Maribor (1961) and the Teacher Training College of Ljubljana (1947) which was later renamed the Teacher Training Academy (TTA) in Ljubljana (1964). After 1964, the entire basic school teacher training took the form of a two-year tertiary education study programme. In 1975, the Teacher Training Academy became a member of Ljubljana University.

The former teacher training schools were reformed into gimnazije of education; these in turn became upper secondary career-oriented schools in the field of education (1981-1989). The two teacher training academies inherited the practical training aspects from the teacher training schools (for example, in-class observation, demonstration teaching to students, practical courses); however, the abolition of school workshops and their teacher-practitioners meant that the strong link with practical experience was reduced. At that time many specialist teachers were trained outside teacher-training institutions.

The faculties: Faculty of Sport, Faculty of Arts, Academy of Music and others, offered various four-year education programmes in the field of teaching specialisation. University study programmes were characterised by education in academic disciplines with the addition of one or more teaching subjects and a practical course which was reduced to a maximum of two weeks. Between 1964 and 1987, the teacher education system did not undergo any fundamental conceptual changes. The period between 1958 and 1981 was also a relatively stable time for the general education system, with no major interventions in this system. Even when incorporated into University institutions (1975), the study system and course content did not change significantly. In terms of content, the study was divided into three parts: two (equal) subject groups (each consisting of 600 hours over two years) and general subjects (also 600 hours), which included pedagogical science; didactics; pedagogical technology; pedagogical and developmental psychology; sociology; philosophy (with ethics); and pre-military education (which was at that time a compulsory subject throughout the university). Courses also contained modules that were relevant to the period, for example,

165 EURYBASE SLOVENIA full-day school, increasing numbers of pupils in extended after-school care, teacher training for various interest activities.

The academic year 1986/87 saw the beginning of university education for basic school teachers. After 1987, the training of basic school teachers took the form of a four-year university study programme. A minimum equivalency of teacher training was applied which included the following compulsory contents: educational science, psychology, subject-specific didactics and teaching practice. This professional part of the course had to take at least one semester of studies (390 hours). The turning point (reform) came in 1987 (1986 in Maribor) when four-year university education for all basic school teachers was introduced by law into the Teacher Training Academy. Under this reform, the Academy became a higher education institution, implementing educational programmes of short and long first degree studies in the field of education, postgraduate studies (magisterij, doktorat), supplementary non-degree courses, and general and applied research work. The purpose of the reform was to raise educational standards since two-year courses, particularly two-subject courses, were too short given the increasing amount of information in all subject areas.

The essence of the 1987 reform was primarily the extension of studies from two to four years. This was accompanied by the transfer of some programmes to other faculties within the University of Ljubljana, which had already educated upper secondary school teachers;the situation was different in Maribor, since the University of Maribor had no other such faculties. Therefore, the reforms resulted, on the one hand, in equalising the level of education for all types of teachers (for basic and upper secondary schools) and, on the other hand, in greater dispersion of their education into a larger number of faculties, which in turn created all the drawbacks arising from dispersed teacher education.

In the year 1993, the Higher Education Act was adopted, stipulating the matura as the general entrance requirement for all types of teacher training studies at the university level. In 1996, the new education legislation introduced some new subjects (natural science being one) and in particular a wide range of elective subjects. Consequently, teachers needed to be additionally trained in order to teach them.

The period from 1996 on was marked primarily by activities relating to curricular renewal in basic and upper secondary schools. Between 1996 and 1998, teachers were intensively engaged in the preparation and discussion of new syllabuses. As the new syllabuses required changed forms of work, teacher training was provided through in-service seminars.

The period since 2000 has been marked by numerous discussions about how the Bologna reform affects study programmes and the competencies current teachers should possess.

Zgodovina šolstva in pedagogike na Slovenskem

8.1.1.3. Historical Overview – Upper Secondary Education After the dissolution of the Jesuit order in 1773, the Jesuits and lay clergymen initally continued to teach gimnazija classes (lower general secondary school). At the college level, the Jesuits continued to teach only mathematics and physics, while the remaining subjects were taken over by laymen and lay priests who had studied at universities. The teachers in gimnazije were selected on the basis of a competitive teaching examination. The position of professor could not be kept for an indefinite period as it was only temporary and had no specific requirements relating to the educational qualifications of the candidate.

During the 19th century, teachers were initially employed on the basis of professional and teaching qualifications. Later on, an examination before a committee was introduced for the position of professor. Only those who had completed gimnazija and three-years of university studies (in theology, philosophy, law or medicine) were eligible to sit the exam. Candidates had to demonstrate knowledge and understanding of a combination of gimnazija subjects and also of the language of instruction. The position began with a probationary period of one year. Under the Act on the Training and Engagement of Gimnazija Teaching Staff

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(1849), the position of gimnazija teacher became a profession on the territory of the present-day Slovenia (formerly Austria). The Act stipulated the knowledge required for teaching a specific subject, yet it did not specify where such knowledge could be acquired, thus the need arose to establish teaching institutions to instruct candidates in their chosen profession. This task was taken up by the Faculties of Arts in Vienna, Graz and Prague, since at the time Slovenes had no higher educational institutions. A student had to study for four years to become a gimnazija teacher: one year of university studies, two years of philological and historical or physics seminars, and one year of probationary training. The teaching profession finally became a lay occupation, since the position of gimnazija teacher could not be granted to a graduate of theology. Women were only allowed to enter university from 1879.

In 1919 a Slovene university was established in Ljubljana. It developed considerably in the period before and during World War II, particularly in the field of social studies. The Faculty of Arts functioned within the university and also played a role in the training of upper secondary school teachers. The war period in Slovenia, from 1941 to 1945, was a time of stagnation in the development of education, so much so that during the early post-war years it was necessary to renovate the facilities and reinvigorate the concept of higher education and teaching staff.

As there was a shortage of teachers, progressive-minded young people were guided into the profession even though there was no time for their training. The Government organised three-month, six-month and one- year teacher-training courses. The short two-year higher education programme offered by the Faculty of Arts was designed to expand the ranks of teachers who had been recruited from other fields of study.

The reform of upper secondary education in 1980 led to calls for a renewal of higher education teacher training programmes. From 1982 to 1984, decisions were made to train basic school and upper secondary school teachers in one or two subjects under the same education programmes offered by various faculties or by teacher training colleges, even though upper secondary teachers were traditionally trained at the Faculty of Arts and other faculties. University studies focused on one or two academic disciplines with one or two supplementary school education subjects followed by a course in subject-specific didactics and a minimum of in-class observation and guided student teaching. Organisational and systemic issues of study programmes were a major concern at that time.

In recent years intensive efforts have been made to enable: the renewal of objectives and methods or forms of study, the improvement of facilities (lecture rooms, seminar rooms, teaching aids) which allows a more active form of work with students, the introduction of continuous teaching practice and an increase in the number of higher education teachers and assistants of teacher training subjects, and smaller class sizes for students.

Zgodovina šolstva in pedagogike na Slovenskem

8.1.1.4. Historical Overview - School Head Teacher Training

Organised and systematic training for head teachers is not traditional in Slovenia. The first beginnings go back to 1986 when the first basic three-day seminar was organised for head teachers of basic and upper secondary schools. It familiarised head teachers with the basics of school management. The seminar was conducted by the National Institute of Education and in two years reached nearly all head teachers. The programme evaluation showed that a three-day seminar did not suffice and that there was a need for some topics to be further expanded in the form of separate seminars carried over a several days.

In the following years, the National Institute of Education developed short topical seminars for head teachers, such as, Monitoring Lessons and Conducting Educational Conferences; the Development of a Vision for School; Solving School Problems; Teachers' Professional Development within the School for Research and Improvements in One's Practice; and similar.

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These seminars later grew into a longer training programme for head teachers. In 1992, following a few years of preparations, the Council of Experts of the Republic of Slovenia for Education approved a 200-hour programme called Management in Education. The programme's goals were the following:

● to familiarise head teachers with the educational policies of the Republic of Slovenia; ● to train head teachers for and for the management of their institutions human and financial resources; ● to develop head teachers' knowledge and skills in order to improve their managing efficiency, their personal development, and the development of the institution under their management.

The programme comprised five modules, namely:

● School Policy and Management of Educational Institutions; ● Management of the Institution's Internal Organisation; ● The Laws of Group-Dynamics in Work Groups. ● Educational Leadership in Educational Institutions; ● Planning the Vision for Educational Institutions and the Individual Educator and Teacher Development.

In seminars, head teachers were organised in groups of 30 although for some parts of the programme they were further split into smaller groups. Each seminar group had a mentor. The programme was carried out over five periods in an aggregated form which consisted of six days each month. Lectures were delivered by recognised lecturers, from the University of Ljubljana and the University of Maribor, who had previous experience with head teacher training. Upon successful presentation of their seminar thesis, head teachers received a diploma as evidence of their completion of the training.

At that stage, it became clear that head teachers might be most successfully trained by lecturers with experience in head teaching who had additional qualifications specifically for this task. Thus, a group of candidates were selected and sent to postgraduate studies in management in the United Kingdom. On their return to Slovenia an independent programme, known as the School for Head Teachers which was under the wing of the National Education Institute, was put into practice in the academic year 1994/95. In September 1995, the government of the Republic of Slovenia established an independent public institution, the School for Head Teachers, where head teachers have been trained and prepared for the head teacher examination ever since.

The School for Head Teachers also provides in-service training for head teachers in their first years in the position and also for those with years of experience. The School also organises other professional meetings, seminars and conferences for head teachers which address currently relevant topics. With its numerous projects, most often based on the principle of networking, the School contributes to the provision of higher quality education in schools and pre-school institutions.

Zgodovina šolstva in pedagogike na Slovenskem

Šola za ravnatelje 8.1.2. Ongoing Debates and Future Developments

In accordance with the altered school legislation, which introduced the three-cycle structure of study programmes, teacher education has also changed. Teachers will be able to obtain the second cycle degree, as required by law (2007), in different ways: at some faculties, following the formula three plus two years and at others, following the formula four plus one years. The compulsory part of teacher education is by law the pedagogical education. Standards for the accreditation of pedagogical study programmes stipulate that a pedagogical subject must consist of at least 60 credit points (ECTS). Candidate teachers who do not acquire pedagogical education within the integrated study model of their studies will have to undertake additional studies at a later stage.

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In expert circles concerned with teacher education, there has been ongoing debate on the need to take further improvements in the process of introducing junior teachers to independent teaching. Projects, within the Partnership of Faculties Providing Teacher Education and the Schools, which have aided in the introduction of junior teachers to independent work in recent years, have proven very successful. Future reforms in this area should draw on the experience gained from these projects. 8.1.3. Specific Legislative Framework

The law stipulates the general qualification requirements for all teachers. The detailed education requirements are stipulated by the Minister through Orders.

The Councils of Experts, which prepare curricula, determine the type of knowledge which teachers must possess. On the basis of their opinion, the Minister of Education determines which study programmes and degrees provide future teachers with the required knowledge.

The Minister makes a decision after obtaining the opinion of the relevant Council of Experts.

8.1.3.1. Specific Legislative Framework - Pre-school Education

Initial training of pre-school teachers is regulated by the following legislation:

● The Organisation and Financing of Education Act (1996, last revision 2007) lays down the general requirements for appropriate qualifications of pre-school teachers; ● The Pre-school Institutions Act (1996, last revision 2008) lays down in detail the training requirements for pre-school teachers; ● The Regulation on the Norms and Staffing Requirements for the Provision of Pre-School Education (2005; last revision 2008) specifies the higher education diplomas and qualifications which are considered appropriate; ● The Higher Education Act (1993, last revision 2008) lays down the structure of higher education studies, types of higher education study programmes, duration, entrance requirements, equivalency between the old and new diplomas, and the authorities of higher education institutions.

Zakon o visokem šolstvu

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o vrtcih

8.1.3.2. Specific Legislative Framework - Basic School Education The initial training of basic school teachers is regulated by:

● The Organisation and Financing of Education Act (1996, last revision 2008), which stipulates the general conditions pertaining to the appropriate qualification of teachers for employment contracts; ● The Basic School Act (1996, last revision 2007), which stipulates the professional profiles of individuals who may work as teachers in specific cycles of the nine-year basic school; ● The Ministerial Order on the Qualifications of Educators in Basic Schools (1999, last revision 2008), which stipulates the appropriate teacher training programmes; ● The Higher Education Act (1993, last revision 2008), which stipulates the structure of higher education studies, types of higher education study programmes, duration, entrance requirements, and other aspects of higher education; ● The Professional and Academic Titles Act (2006); ● The Measures for the Accreditation of Teacher Training Programmes (2008), which stipulates what the drafters of study programmes must take into account when addressing staffing requirements for

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teachers and the importance of specific professional components in addition to one or two set disciplines.

Zakon o osnovni šoli

Merila za ocenjevanje pedagoških študijskih programov, njihovem obsegu in strukturi

Zakon o visokem šolstvu

Zakon o organizaciji in financiranju vzgoje in izobraževanja

8.1.3.3. Specific Legislative Framework – Upper Secondary Education The field of initial training of upper secondary school teachers is regulated by:

● The Organisation and Financing of Education Act (1996, last revision 2008), which stipulates the general conditions for employment contracts for school professionals, decision-making bodies and the division of responsibilities concerning staff matters; ● Rules on the subject and level of professional education for teachers of general subjects and other technical staff in vocational and technical education (1997, last revision 2008) which stipulates the appropriate teacher training programmes; ● The Ministerial Order on Qualifications of Teachers and Laboratory Assistants in the General Educational Programmes (1999, last revision 2008), which stipulates the appropriate teacher training programmes; ● The Higher Education Act (1993, last revision 2008), which stipulates the structure of higher education, types of higher education study programmes, durations, entrance requirements, transfers and other elements; ● The Measures for the Accreditation of Teacher Training Study Programmes (2008), which stipulates what the drafters of study programmes must take into consideration when addressing the staffing requirements for teachers and the importance of specific professional components in addition to one or two set disciplines.

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o visokem šolstvu 8.1.4. Institutions - Level and Models of Training

Two types of higher education institutions offer training and supplementary training for teachers: faculties of education and multi-disciplinary higher education institutions where other professionals are also trained. Faculties offer teacher training either independently or in co-operation with other faculties. Institutions involved are the University of Ljubljana (Faculty of Education; Faculty of Sport; Faculty of Arts; Faculty of Mathematics and Physics; Faculty of Natural Sciences and Engineering; Faculty of Chemistry and Chemical Technology; Biotechnical Faculty; Faculty of Social Sciences; Academy of Fine Arts; Academy of Music; Theological Faculty; Faculty of Social Work; Faculty of Electrical Engineering; Faculty of Computer Sciences; and the Faculty of Mechanical Engineering), the University of Maribor (Faculty of Education; Faculty of Arts; Faculty of Natural Sciences and Mathematics; Faculty of Chemistry and Chemical Engineering; Faculty of Mechanical Engineering; and the Faculty of Electrical Engineering and Computer Science) and the University of Primorska (Faculty of Education; Faculty of Humanities; and the Faculties of Mathematics, Natural Sciences and Information Technologies).

Levels and Models of Training

The main model of the pre-school teacher training is an integrated model which includes the integration of a general and professional component. The professionally oriented first-degree study programme (ISCED level 5) lasts three years.

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The main model of the basic school teacher training and the gimnazija teacher training is a concurrent model which includes a general and professional component. The academically oriented old study programme (ISCED level 5) lasted four years; the new Bologna-compliant study programme requires 300 credit points.

The main model of the upper secondary vocational and technical teacher training is a consecutive model. It includes general studies at the initial stage and professional training at the later stage, which is generally taken as in-service training. The old, professionally oriented first-degree study programmes (ISCED level 5) lasted three to four years; the new Bologna-compliant programme requires at least 180 credit points. The academically oriented old study programme (ISCED level 5) lasted from four to six years; the new Bologna- compliant programme requires 300 credit points.

Students in teacher training study programmes offered by the Faculties of Education are trained progressively throughout their studies to achieve the highest level of quality and conscientious teaching. The main objective of the study process is to emphasise the role of a teacher as a reflective practitioner. Instruction takes the form of lectures; seminar debates; practical exercises; interdisciplinary seminars; independent learning through textbooks and course packs; in-class observation; in-class observation of lessons given by model teachers; teaching demonstrations in schools; integrated practical training throughout the course, and a 14-day aggregated practical period in a school. One practical period is compulsory for each subject if a trainee teacher studies two subjects.

Trainee pre-school teachers gain their field experience by integrated and aggregated practice. Integrated practice is included in the course of study (takes at least one day per week) under the guidance of lecturers and their associates. Aggregated practice takes place in a pre-school institution over six weeks under the guidance of experienced pre-school teachers. Practical training of trainee teachers and class teachers (teaching the first five years in the basic school) is organised in integrated and aggregated practice which aims to concurrently put into practice the acquired theoretical knowledge, and the ability to reflect theoretically on experiences gained during this practice. Aggregated practice takes six weeks and is conducted in basic schools under the mentorship of experienced teachers.

In all cases, study ends with the diploma thesis.

Post-graduate supplementary pedagogical courses are offered by the University of Ljubljana's Faculty of Education and Faculty of Arts, by the University of Maribor's Faculty of Education and by the University of Primorska's Faculty of Education.

A graduate holding appropriate teaching qualifications has the right to a mentor when he/she first becomes a junior teacher. The mentor monitors the junior teacher's work and provides advice and support in overcoming potential problems. Since 1996, when traineeship was introduced, graduate teachers can start teaching in a junior position with the help of their mentors (there are two teachers present in the classroom, the mentor and the graduate teacher).

The Ministry of Education issues a call for applications for graduate teaching positions once per year. Selected candidates are placed in graduate teacher positions in schools at the beginning of September and of February each year. Graduate teachers are employed on a contract for the period of their traineeship which takes between six and ten months. Their pay rate is 70% of the base teacher salary. A graduate teacher can also hold this position as a volunteer.

During the traineeship period, a graduate teacher is assigned a mentor by the head teacher. This mentor must hold the title of a councillor or advisor, or must have held the title of mentor for at least three years. Together with the head teacher, the mentor devises a traineeship programme. Under their guidance, the graduate teacher learns about the planning, harmonisation and conduct of educational work. The graduate teacher gradually performs a number of tasks independently, becomes involved with teaching and participates in other educational activities outside the classroom. He/she learns about the classmaster's

171 EURYBASE SLOVENIA responsibilities, cooperation with parents, the provision of counselling services, library, and so on. In the final stage, the graduate teacher independently plans the teaching methods and aids for presentations, conducts teaching presentations and assesses and examines pupils' knowledge. The mentor systematically observes and assesses at least 30 independently conducted teaching presentations. In the assessment of at least five presentations in the final stage of traineeship the head teacher also takes part.

In the period of traineeship, the graduate teacher also prepares for the professional examination in education.

Professional examination in education is required by law for all who wish to work in teaching positions. It must be taken by all teaching related staff. Examination committees are appointed by the minister in charge of education.

A junior teacher can apply to undergo professional examination if he or she:

● has worked in a teaching position at least for the period of a traineeship; ● has appropriate level and type of education to qualify for a teaching position; ● has obtained additional qualifications in pedagogy if his or her degree did not have a pedagogical component; ● has obtained his or her mentor's report detailing the candidate's competencies to successfully perform in a teaching position, confirmed by the head teacher; ● has obtained reports on at least five successful presentations in the classroom observed and marked 'Pass' by his or her mentor and the head teacher.

The professional examination in education is an oral exam covering the knowledge of:

● the Constitution of the Republic of Slovenia, the organisation of the institutions of the European Union, their legal systems and regulations, and regulations regarding human rights, children's rights and fundamental freedoms; ● regulations relating to education; ● the Slovenian literary language, and, in the areas where the Italian and the Hungarian ethnic communities live, also the Italian literary language and the Hungarian literary language respectively.

In the case of unsatisfactory evaluation, the professional examination may be taken again after two months and any number of times thereafter.

Ministrstvo za šolstvo, znanost in šport

Univerza v Ljubljani

Univerza v Ljubljani, Filozofska fakulteta

Univerza v Ljubljani, Pedagoška fakulteta

Univerza v Mariboru

Univerza v Mariboru, Pedagoška fakulteta 8.1.5. Admission Requirements

Anyone who has completed the general matura examination or the vocational matura (poklicna matura) examination at the end of an appropriate educational programme and taken a musical aptitude test can enrol in the higher education programme to become a pre-school teacher.

Candidates wishing to enrol in higher education programmes which lead to the profession of a basic school teacher or an upper secondary school teacher of general subjects must have completed the general matura examination. Those who wish to become teachers of technical theoretical subjects in upper secondary school

172 EURYBASE SLOVENIA must have completed the general or the vocational matura examination. In order to enrol in some pedagogical study programmes, candidates must also take a test of their artistic aptitude (music, visual arts) or psycho-physiological ability (physical education). 8.1.6. Curriculum, Special Skills, Specialisation

The school legislation stipulates what level and type of education teachers must have in order to teach at different educational levels.

Tertiary institutions have full autonomy in the adoption of their study programmes. Programmes, including those aimed at future teachers, are developed and adopted in accordance with the regulations on accreditation of study programmes in higher education. These regulations are based on the legislation which regulates higher education.

The accreditation procedure of study programmes is as follows:

The Senate of a higher education institution adopts the study programme and seeks opinion from the Council for Higher Education (a professional body appointed by the government of the Republic of Slovenia). In the accreditation procedure of a pedagogical study programme, the Council issues its opinion on whether it recommends its adoption or not. While deliberating, the Council takes advice from its working body, the Committee for Teacher Education and Pedagogical Study Programmes. The Committee evaluates the compliance of the proposed study programme with the Measures for the Evaluation of Pedagogical Study Programmes.

The Measures (2008) prescribe the structure and scope of the topical and pedagogical training: two-level education (180 to 240 CP plus 60 to 120 CP) totalling 300 credit points and leading to the award of a professional title magister profesor (+ teaching subject/s) (equivalent to master’s degree). In a pedagogical study programme, there must be a parallel, consecutive or integrated manner of linking the following:

● educational sciences, ● disciplines on which specific school subjects are based, ● subject-specific didactics and ● teaching practice.

Educational sciences take at least 60 credit points and must include: pedagogical and psychological content with elements of developmental and , pedagogy, andragogics and general didactics. Teaching practice in school requires at least 15 credit points. It is conducted on the principle of reflective practice and must enable students to integrate subject knowledge with pedagogical and teaching profession knowledge.

In accordance with the Measures, graduates from teacher education programmes must be able to connect and apply the acquired knowledge in complex, unforeseeable and diverse circumstances, all of which requires a close interaction between three components: cognitive component (knowledge and understanding), action (professional abilities) and emotional- motivational component (views and values). Most of all, students must acquire the following general competencies: a) Ability to cooperate:

● confidence, independence and responsibility in contacts with other people; ● ability to communicate, ● group work skills with regard for diversity, multiculturalism and ethnicity; ● ability to reflect on different value systems, and ● ability to efficiently resolve conflicts.

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● planning and time management; ● mastering teaching/learning strategies and different kinds of assessment and examination; ● taking account of developmental features and special qualities of children, students, adult learners (from hereon, learners) to promote successful learning experience; ● developing learners' abilities for life-long learning; ● using information technology and promoting information technology literacy in learners. c) Cooperation with the work and social environment (with society and in society):

● with other workers in the school, in other schools and institutions, and educational experts; ● with parents and other persons responsible for learners; ● on the local, regional, national, European and wider global level. d) Trained for permanent professional development (life-long learning):

● ability to critically reflect on and be able to evaluate one's work; ● improving the quality of one's work by developing one's study and research skills; ● communication skills, openness to advice and to current trends in one's professional environment, ability to develop and generate knowledge.

e) Organisational and managerial abilities (having a good command of one's profession and regulations relating to the school operation).

Education level 1 (equivalent to bachelor degree), acquired in the study programme for pre-school teachers (180 CP) qualifies graduates from this programme to work in pre-school institutions and in the position of the second teacher in year 1 of the nine-year basic school (one half of lessons are delivered by a class teacher working together with a pre-school teacher). This type of education also qualifies graduates for work in classes of extended care in basic schools.

Graduates from the study programme for class teachers (equivalent to master’s degree) teach the first five years of basic school and can also teach year six. They are qualified to teach all subjects except for foreign language in these years. In order to teach a foreign language they can obtain an additional qualification by enrolling in a study programme of professional development.

Subject teachers (equivalent to master’s degree) are generally qualified to teach two subjects, but they can also specialise in just one subject. They can teach general subjects in basic school and in upper secondary school.

Level 1 study programmes for teachers of vocational subjects in vocational and technical schools must have at least 240 credit points.

Svet za visoko šolstvo Republike Slovenije 8.1.7. Evaluation and Certificates

Study requirements are determined by the study programme. Higher education teachers assess students during their studies. The marking scale and examination procedures are regulated by the statutes of the university and, more specifically, also by the examination regulations of individual faculties.

The requirements which must be fulfilled by students are: examinations, seminar projects, colloquia, teaching demonstrations, continuous practical courses, and integrated practical work in schools.

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Students may progress to the subsequent year once they have fulfilled all the requirements of the programme for the preceding year.

After the completion of the final year, they may acquire the status of absolvent (candidate for graduation) for one year. During this time they finish their studies by completing and defending their diplomsko delo (graduation thesis). Study programmes in accordance with the Bologna reform have abolished the absolvent year; students will be required to submit their thesis at the end of their final year. They will, however, still be able to apply for this status, but only once during the course of their studies for master’s degree and only for justified reasons.

Upon successful completion of a teacher education programme, graduates receive a diploma bearing the professional title of vzgojitelj predšolskih otrok, profesor razrednega pouka (general teacher) or profesor (specialist teacher) of two subjects. In the new Bologna programmes, graduates will be awarded professional titles, such as: diplomirani vzgojitelj predšolskih otrok, magister profesor (+ teaching subject/s). 8.1.8. Alternative Training Pathways

No alternative training pathways are in use for the present. Due to demographic trends and a year-earlier start of the compulsory education, there has been a decrease of available openings in pre-school education in the last few years. The available statistics have been reporting oversupply of pre-school teachers. The qualified pre-school teachers who cannot find a post in pre-school institutions are seeking jobs in the compulsory education system as co-teachers of the first grade.

In the event of teacher shortages, tertiary level graduates in a non-teaching discipline may be employed instantly. In such exceptional cases they are allowed to complete professional training later during the service. To accelerate the training of foreign language teachers, supplementary post-graduate study options were introduced. 8.2. Conditions of Service of Teachers

Teachers in the public sector are civil servants. They are appointed to civil service after an open recruitment. Contractual status is possible under certain circumstances.

Individual aspects of the terms and conditions of employment and issues concerning the careers of professionals are regulated at the national level by the general law on employment relations, by the educational legislation and through administrative regulations issued by the Minister of Education.

Conditions of service are stipulated in greater detail through negotiations between the Ministry of Education and Sport and the representative trade unions organised within the education and training sector in Slovenia.

Ministrstvo za šolstvo, znanost in šport 8.2.1. Historical Overview

The intertwining of the Church and secular influences mark the history of educational administration and the regulation of conditions of service within the territory of present-day Slovenia.

In the 18th century the teaching profession was still inextricably linked to Church activities. It was only at the end of the century that a provincial school fund, which was financed from taxes and legacies and partly from Church income, was established.

The teaching profession was in general poor. The main advantage of the profession was exemption from military service and upper secondary school teachers were entitled to a pension.

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When the French administration system for education was established it temporarily fell under the jurisdiction of state administration but after the departure of the French it once again came under the administration of the Church.

Following the March Revolution in 1848, the administration of schools and employment of teachers were taken over by provincial school councils which were accountable to the Ministry of Education in Vienna. However, the welfare of teachers did not at first improve, with the exception of gimnazija teachers.

As the century drew to a close the teaching profession, in line with the increasing influence of the liberal middle class, broke away from the Church. Community taxes became the source of finance for the teaching profession and teachers gradually organised themselves professionally and politically. As government employees, gimnazija teachers enjoyed a respectable social status and a sound financial position.

Following the break-up of the Austro-Hungarian Empire and the establishment of the Kingdom of Yugoslavia, the administration of schools was taken over by the Belgrade Ministry of Education, which organised education departments in each region (banovina).

During World War II the Germans introduced German education authorities in the occupied territory of Slovenia; the Italians employed teachers for the instruction of the Italian language; and in Prekmurje the Hungarian authorities dismissed all Yugoslav teachers and replaced them with their own.

In the early post-war years, the administration of education was centralised. The first post-war reforms were based on the socialist social order whereby the school was a so-called 'institution of particular importance' for the society, while the teachers operated according to a prescribed curriculum. The planning policy was based on centralised administrative decisions and on a five-year-term basis. Employment contracts were awarded after a nation-wide public call for applications. The introduction of self-management in schools brought more administrative autonomy to schools. These self-management bodies selected and dismissed teachers. The basic conditions of service and teaching obligations were determined by the law. Schools obtained funding from what were termed educational communities (izobraževalne skupnosti). The prices of educational products differed depending on the level and field of education. Schools regulated employment contracts and salaries through internal regulations, while the conditions of service and, in particular, salaries varied greatly from school to school. The providers (schools) negotiated on the conditions of service in decision-making bodies called educational communities, in which decisions were made on the planning policies to deal with teacher supply and demand and on the financing of educational programmes. These decisions had a decisive impact on the teachers' conditions of service.

The end of the 1980s was marked by the phasing out of self-management and by the abolition of education communities in 1991. During this time a new system of financing and administration of pre-school institutions and schools as public institutions was also introduced. Their activities were defined as a public service. Funding for the salaries of teachers/public employees now comes from the national and municipal budgets according to uniform criteria. Pre-school institutions and schools need the consent of the Minister or founder to employ teachers and pre-school teachers. The responsibility for the planning policy lies with the Ministry of Education.

Zgodovina šolstva in pedagogike na Slovenskem

Šolstvo na Slovenskem skozi stoletja 8.2.2. Ongoing Debates and Future Developments

There is an ongoing debate relating to the situation of pre-school teachers. Their work conditions and salaries are determined by national regulations and the local community finances the gap between the price paid by parents and the cost price of educational work and care for children in pre-school institutions.

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Representative teacher unions are always negotiating in support of a better situation for teachers in comparison with other public servants. In recent years (2006-2009) these negotiations have focused on levelling the position of workers in education with comparable groups of public servants (physicians, judges, and similar). 8.2.3. Specific Legislative Framework

The conditions of service in vrtci (pre-school institutions), schools and višje strokovne šole (higher vocational colleges) are regulated by the following regulations:

● The Labour Relations Act (2002, last revision 2008); ● The Organisation and Financing of Education Act (1996, last revision 2008); ● The Rules on Norms and Staffing Requirements for the Provision of Pre-school Education (2005, last revision 2008); ● The Ministerial Order on the Norms and Standards in Basic schools (2007); ● The Ministerial Order on the Norms and Standards in Gimnazije of General Orientation and with Specialisation (2006, last revision 2008); ● The Ministerial Order on the Norms and Standards in Upper Secondary Vocational and Technical Schools (last revision 2003); ● The Ministerial Order on the Norms and Standards in Bilingual Upper Secondary Schools and Upper Secondary Schools with Italian as the Language of Instruction (2003, last revision 2008); ● The Ministerial Order on the Norms and Standards for Education of Children and Young People with Special Needs (2005, last revision 2007); ● The Salary System in the Public Sector Act (Official Journal RS, No. 95/07, official consolidated text); ● The Amendments and Supplements to the Collective Agreement for the Education Sector in the Republic of Slovenia (2007); ● The Agreement on: Quality Assurance, Rights to In-service Training, Means of Solving Problems of Redundant Teachers and Improvements of the Promotion Regulations in Pre-school Institutions and Schools (1999); ● The regulations on the traineeship of professional workers in education (2006, last revision 2007); ● The regulations about the professional examination for workers in education (2006, last revision 2008); ● The regulations on promotions to titles for workers in education (2002, last revision 2008); ● The regulations on further education and training for professional workers in education (2004, last revision 2008); ● The Ministerial Order on Financial Assistance for Teachers - Part-time Students (1994, last revision 2000). 8.2.4. Planning Policy

As part of the implementation of a curricular reform (for example, before the implementation of the nine- year basic school), the Ministry prepares an analysis of the existing human resources. On this basis, it devises a plan of measures to ensure sufficient numbers of teachers to cover the needs, such as, additional courses for existing teachers so that they can teach new subjects. 8.2.5. Entry to the Profession

All graduates, including future teachers and support professionals, are entitled to temporary employment. Following the teaching certification examination, there is no legal entitlement to permanent employment in teaching. Appointments to permanent posts are made through an application procedure in accordance with the regulations and on the basis of current vacancies.

Before take up a teaching post, all teachers are required to satisfy the following eligibility criteria: appropriate initial and on-the-job training, teacher examination certification, proficiency in the language(s) of instruction

177 EURYBASE SLOVENIA and they must not have a criminal record. Following the established recruitment channels, they may be employed in the same or any other pre-school institution or school for an indefinite period of time, provided there is a vacant position.

Recruitment is the responsibility of schools and pre-school institutions in conjunction with the Ministry of Education. Schools and pre-school institutions are responsible for publicising positions open for recruitment which have approval from the ministry. The process of matching those teachers seeking employment with available teaching posts takes place in schools and pre-school institutions. 8.2.6. Professional Status

The legal basis for employment of pre-school teachers and teachers in public pre-school institutions and schools is defined by the acts regulating the organisation and financing of education and supplemented by the general labour (such as, rights and obligations, labour relations). The civil servants law defines common principles (for example, open access; professionalism and professional ethics; general competence; reliability; accountability; transparency, and so on). Rewards and salary negotiations are covered by salary legislation for civil servants and by collective bargaining agreements. Pre-school teachers and teachers in public pre-school institutions and public schools have the status of civil servants, while those employed in private institutions have the same status as employees in the commercial sector.

After recruitment, pre-school teachers and teachers are employed on the basis of a permanent civil servant contract. Temporary contracts are offered to graduate teachers, substitute teachers and under-qualified teachers (in exceptional cases only). 8.2.7. Replacement Measures

When pre-school institutions or schools are faced with the need to provide relief for absent teachers, they have the following solutions available.

In cases of short periods of absence or an unforeseeable leave of absence they would usually use existing recourses. School head teachers can allocate and reassign teachers by giving them an additional workload or extra teaching hours. Teachers may receive overtime pay or they may simply exchange their availability for duties with another teacher. The amount of time by which the duties of teachers may be increased without compensation, and a maximum additional workload of five hours per week, are stipulated by the Rules.

In cases of longer periods of absence, up to a maximum of 12 months (such as maternity leave), new teachers may be employed on the basis of a fixed-term contract. Such interim teachers have the same duties as civil servant teachers and almost the same rights, dependent on the duration of their employment.

During times of teacher shortages school head teachers may employ staff who are not fully and appropriately qualified, such as, graduate teachers with appropriate subject specialisation who have not yet passed the teaching certification examination, or experienced teachers who are specialised in related subjects. These teachers are offered fixed-term contracts only. Those who have not completed professional training are obliged to continue the in-service training. 8.2.8. Supporting Measures for Teachers

To enhance the attractiveness of training for prospective teachers special initiatives have been introduced: scholarships for students in those fields of study where shortages have been identified, flexible study routes for experienced teachers who wish to specialise in another subject, shorter study programmes and modules (for instance, to accelerate the training of language teachers), increasing the rate of admission to teacher training (allowing students who have passed the vocational matura (poklicna matura) examination to enter university teacher education), and increasing the number of teacher training study places.

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Teachers in their initial post are offered informal assistance in order to help them integrate with other staff, to overcome eventual problems and to enable faster development of the teaching skills they have acquired during their initial and final on-the-job qualifying phase.

Further into their career, teachers receive support if they are confronted with problems of a personal nature, interpersonal conflicts, problems related to teaching activities or linked to work with mixed groups of pupils. According to the law, pre-school institutions and schools must employ professionals and organise counselling and guidance services which also provide support to teachers in the event of personal problems and conflict situations. These persons are usually psychologists, sometimes social workers or educationists (pedagogues) or social pedagogues and pedagogues specialised to help children with special needs. Teachers confronted with teaching problems can appeal to the school head teacher or to the educational advisor from a regional unit of the Institute of Education.

Teachers who are working with mixed classes of pupils (pupils with special needs or from different ethnic backgrounds or with learning difficulties or social problems) are offered formal support in the form of additional staff and in-service training courses. Specially trained teachers assist pupils with special educational needs to achieve the aims and minimum standards of knowledge specified by the curriculum. The official requirements refer to a considerable reduction of the class size in those classes which contain pupils with special needs, pupils of Romany origin, and in socially disadvantaged areas. 8.2.9. Evaluation of Teachers

Pre-school teachers and teachers are evaluated regularly by a head teacher. Those who demonstrate above- average results may receive a salary increase (totalling no more than two base salaries per year). The head teacher assesses a teacher's performance using the following criteria:

● knowledge and professional standards, ● quality and attention to detail, ● work ethic, ● the scope of work and work efficiency, and ● innovation. 8.2.10. In-service Training

The goal of in-service training is professional development and the personal growth of pre-school teachers and teachers, and thereby improvements in the quality and efficiency of the educational process.

Pre-school teachers and teachers are entitled to in-service training. A pre-school institution or school must provide study leave, with a minimum of five days per year or 15 days every three years, for in-service training and must also cover these expenses: salary compensation, any travel expenses, participation fee and accommodation costs.

Programmes are run partly during the week; when this occurs the school administration finds a supplementary teacher. The rest of the programme is organised at weekends or on work-free days.

Pre-school teachers and teachers choose, at their own discretion, the programmes and forms of in-service training. When training is required due to reforms or substantial changes in curricula, participation in the so- called commissioned and priority programmes of in-service training is classed as compulsory or recommended.

In-service training is encouraged and rewarded. Points are awarded for participation in specific programmes of in-service training and the acquired points are taken into account when considering the promotion of teachers and pre-school teachers. In-service training is, in fact, one of the pre-conditions for promotion.

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8.2.10.1. Organisers In-service training programmes are offered by various institutions registered as education providers, these include:

● higher education institutions for teacher education and other higher education institutions, ● developmental-counselling public institutions (National Education Institute, Institute of the RS for Vocational Education and Training, Slovenian Institute for Adult Education, School for Head Teachers, National Examinations Centre, Centre for Curricular and Extra-Curricular Activities), ● research institutes, ● pre-school institutions and schools, ● private companies, institutions, clubs and associations. Center šolskih in obšolskih dejavnosti Center Republike Slovenije za poklicno izobraževanje Državni izpitni center Šola za ravnatelje Univerza v Ljubljani, Visoka šola za socialno delo Andragoški center Republike Slovenije 8.2.10.2. Financing

The Ministry allocates some funds, budgeted for this purpose, to schools for material costs. For some programmes, the Ministry pays the service providers thus reducing the participants' fees. Programmes marked as priority are fully funded. Examples of such programmes are teacher training programmes which introduce new features and programmes in turn enabling teachers acquire new competencies.

Ministrstvo za šolstvo, znanost in šport

8.2.10.3. Content The Ministry of Education can order certain in-service training programmes from accredited providers (see item 8.2.10.1.). Such programmes are those training teachers to teach new subjects or new modules, familiarising teachers with new developments in their subject and training them to apply new teaching methods.

In addition to these, the ministry also issues public calls for programmes with certain topics, such as:

● Successful inclusion of children and adolescents with special needs in education, ● Successful inclusion of Roma children in education, ● Healthy life-style, ● Active citizenship, ● Intergenerational co-existence, ● Promoting intercultural dialogue, ● Equal opportunity for genders, ● Recognition and prevention of violence, ● Protection of the environment and the importance of the environment in education for sustainable development, ● Raising the level of cultural literacy, ● Development of reading literacy, ● Learning to study, ● Inclusion of information technology in learning, and so on.

Ministrstvo za šolstvo, znanost in šport

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8.2.11. Salaries

Teachers and other specialist workers in education have the status of public servants. Their salaries are controlled by regulations applicable to salaries in the public sector. Education specific issues are regulated by the collective agreement for this area. The Salary System in the Public Sector Act regulates salaries for ten groups of public servants. All work places in the public sector are ranked, in accordance with the difficulty level, into nine tariff classes. Each work place is ranked into one of the 65 pay classes. The ranking of work places is based on the prescribed methodology and was negotiated in long negotiations with the representative unions in the public sector. Pay group D for education is divided into three subgroups:

● D1 – Higher education teachers and higher education associates. Work places in this subgroup are ranked between the 30th pay class (assistant without a master's degree or a PhD) to the 50th pay class (full professor). Higher education teachers are ranked in accordance to their title in the 43rd pay class (assistant professor), the 46th pay class (associate professor) and the 50th pay class (full professor). ● D2 – Teachers in vocational colleges, upper secondary schools and basic schools and other specialist workers in education. Work places in this subgroup are ranked between the 19th pay class (laboratory worker with upper secondary education) to the 40th pay class (assistant head teacher, councillor). Teachers are ranked by the title they hold in accordance with the regulations which relate to the promotion to titles (see 8.2.13. Promotion, Advancement) in the 30th pay class (teacher with no title), the 33rd pay class (teacher mentor), 35th pay class (teacher advisor) and the 38th pay class (teacher councillor). ● D3 – Pre-school teachers and other specialist workers in pre-school institutions. Work places in this subgroup are ranked between the 19th pay class (assistant pre-school teacher with upper secondary education) and the 38th pay class (assistant head teacher, councillor). Pre-school teachers are ranked by the title they hold in accordance with the regulations which relate to the promotion to titles (see 8.2.13. Promotion, Advancement) in the 30th pay class (pre-school teacher with no title), the 32nd pay class (pre-school teacher mentor), the 34th pay class (pre-school teacher advisor) and the 36th pay class (pre- school teacher councillor).

Teachers can advance up to five pay classes. They can be promoted every three years if they have achieved the required number of points based on the assessment of their annual performance during the stated period. Teacher's performance is assessed by the head teacher on the basis of the following criteria:

● work results, ● independence, creativity and attention to detail at work, ● work reliability, ● quality of cooperation and work management, and ● other work related skills. Annual work performance can be assessed as excellent (5 points), very good (4 points), good (3 points), sufficient (2 points) or insufficient (no points). A teacher can be promoted to the next pay class if he or she has achieved certain number of points in total. A public servant's salary consists of the base pay (value assigned to each pay class), performance based pay and supplements. The base pay is determined by one's position in the pay class on the pay scale, taking account of one's promotion to a title and the promotion to a higher pay class. The performance based element takes account of three types of performance at work, namely: ● performance in the regular work place, ● performance due to a higher workload, and ● performance due to a wider scope of work.

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Performance based pay makes 2% of annual funds allocated for base salaries to a public institution. The total performance based amount can total no more than two base salaries of an individual worker in one year. The head teacher assesses regular work performance according to the criteria negotiated in the collective agreement for all public servants (knowledge and professionalism, quality and attention to detail, work ethic, efficiency, innovation (as stated in section 8.2.9.).

Work performance due to a higher workload is paid from the funds the head teacher saves from the absences of workers or unfilled vacancies. Some funds can also be allocated specifically for this purpose and related to a specific project. As a result of a higher workload, an individual worker can earn no more than 20% of his or her base salary per month; when working on a project this can, in exceptional cases, go up to 50%.

Performance based pay can also be allocated from funds for other activities (for example, renting out rooms, courses for adults) that are not included in the planned budget. The rules on the acquisition and spending of such funds are regulated by a special order.

Teachers are also entitled to certain salary supplements as stipulated by the collective agreement for the public sector. Supplement for years of work

Supplement for years of work is the part of the salary which awards a public worker's work experience gained over the period of his or her working life. A public worker receives a supplement of 0.33% of the base salary for each completed year of work. This supplement is increased for women by 0.10% for each year of work over 25 years.

Supplements for special workloads are paid for teaching in mixed classes, for work in hospital classes, for bilingual teaching, for the delivery of adapted programmes for children with special needs, for teaching three or more unrelated subjects, for classmaster hours and for mentoring graduate teachers.

Supplements for work at less favourable hours include work in shifts, split hours of work, work at night, on Sundays or public holidays, and overtime.

Other supplements include:

● a special supplement is given to a teacher who runs a remote rural school or a pre-school teacher who heads a pre-school institution unit, ● a special supplement for a teacher’s level of education if it is higher than prescribed or higher than Bologna level 2.

Zakon o sistemu plaè v javnem sektorju (ZSPJS) 8.2.12. Working Time and Holidays

The full workload of pre-school teachers is 40 hours per week, including a 30-minute daily meal break. It comprises:

● planning teaching lessons, ● implementation of teaching lessons, ● co-operation with parents, and ● participation in all activities of a pre-school institution.

Within the 40-hour workload, pre-school teachers are required to spend 30 periods in class, while pre-school teacher assistants spend 35 periods per week in class.

Head teachers of pre-school institutions with fewer than 14 classes spend one-and-a-half to six periods per week with children, depending on the number of classes.

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The full workload of teachers is 40 hours per week, including a 30-minute meal break, and includes the prescribed teaching duties. The teacher's responsibilities consist of the following:

● instruction, which takes the form of 45-minute periods except in after-school classes in basic schools where the period of instruction lasts 50 minutes, and on-the-job practical education; ● preparation for instruction which includes: regular planning in terms of content and methodology, planning of teaching aids, correcting and marking pupil's written work; ● Other duties: parents evenings, participation in school bodies, duties of the razrednik (form teacher responsible for the class), in-service training, collecting and processing of various data, acting as a mentor to students/pupils/apprentices, acting as a mentor to trainees, fitting premises (teachers' offices, classrooms), organisation of cultural, sporting and humanitarian activities, guidance on excursions, outings, competitions, open-air-school, vacationing, camping, and so on.

Osnovna šola (basic school) teachers are required to spend 22 periods per week in class. When teaching after-school classes and in hospital classes, their teaching load is 25 periods. Teachers of Slovenian, Hungarian and Italian languages have a 21-period teaching load. Razredniki (form teachers responsible for the class) of the first and eighth years are entitled to a one-period bonus per week, while form teachers of the other grades are only entitled to a half hour period bonus per week. Teachers mentoring graduate teachers are entitled to four extra hours each week for this task. The head teacher’s teaching duty is two to six periods per week, depending on the number of classes in the school.

Teachers in upper secondary schools are required to spend 20 periods in class. In the programme of the international matura their teaching load is 17 periods. Teachers of Slovenian, Hungarian and Italian languages as the mother tongue have a 19-period teaching load. Teachers of practical instruction have a 25- period teaching load. Laboratory assistants have a 30-period teaching load per week. A lower teaching load, due to the form teacher (Razredniki) duties and the award of extra hours for mentoring, is organised in the same way as in the basic school. The head teacher’s teaching duty is an integral part of his or her work duties and amounts to two to six periods of instruction per week, depending on the number of classes in the school.

Teachers with special responsibilities for the matura (secretaries of school matura committees and members of the National Matura Committee) have their weekly teaching duty reduced by two to six teaching periods, depending on the number of matura candidates. Teacher-coordinators in sport gimnazije have their weekly teaching duty reduced by five to eight periods of instruction, depending on the number of physical education classes in the school. Teachers who act as co-ordinators in social activities in a school offering the programme of the international matura have a 16-period weekly teaching load.

From 1994 a protection has been established for older workers regarding the workload of teaching hours. Female teachers with at least 30 years of employment, at least 20 of them in education, and male teachers with at least 35 years of employment, at least 25 of them in education, have their weekly teaching duties reduced by 2 hours.

The school year lasts from the beginning of September until mid-June. Summer holidays last approximately ten weeks, while autumn, Christmas/New Year and winter holidays last about one week each.

Pre-school teachers or teachers normally choose to take their annual leave during the school holidays. Their annual leave usually lasts 24 to 35 days. They are entitled to 19 to 25 days of leave depending on their length of service, plus a further two to six days depending on their level of qualification, three to five days to compensate for specific working obligations (such as, project management or teaching pupils with special needs.) and finally five additional days from the age of 50. Working days from Monday to Friday qualify as the days of annual leave.

In addition, they are entitled to a specific number of days of paid leave in the following cases: illness, care for a family member, education, active participation in cultural and sporting events at national and international

183 EURYBASE SLOVENIA levels, natural disasters, marriage, birth of a child, death of a parent or family member, moving, participation in military exercises and in the event of several other urgent health, humanitarian and other cases. Graduate teachers are entitled to paid study leave to prepare for the teaching certification examination.

Pre-school teachers or teachers are also entitled to unpaid leave if their absence does not greatly interfere with the work process (travel, personal matters and so on). 8.2.13. Promotion and Advancement

The Organisation and Financing of Education Act provides teachers with opportunities for promotion to titles, which has an important influence on their material position. The acquisition of a title leads to a salary increase. Rules on promotion to titles in pre-school and basic and upper secondary education stipulate the following procedure for obtaining a title: pre-school institutions and schools submit an application with all required documentation and evidence to the ministry; teachers obtain a title under a ministerial decision when it is established, through the procedure, that he/she meets all the criteria for promotion to a certain title.

The criteria for promotion are: adequate professional education and a passed teaching certification examination, a certain work period in the education system, performance in educational work, additional knowledge obtained through the system of permanent professional additional training or further education, and other professional work.

Continuity of work in the area of education (seniority) is taken into account in promotion to titles. The requirements for promotion are: for the title of mentor, a minimum of four completed years of work in education; for the title of advisor, the candidate must have held the title of mentor for a minimum of four years; and for the title of councillor, the candidate must have held the title of advisor for a minimum of five years. It is also possible to be directly promoted to a higher title, bypassing intermediate title(s).

A teacher’s performance in educational work is assessed and justified by the head teacher who takes into account the following elements in evaluating work performance: work with pupils, co-operation with parents and co-operation and teamwork with other workers in the school.

In-service training programmes are valued with an appropriate number of points. The rules on promotion determine the total number of points that a teacher has to acquire in line with this criterion to be promoted to a title. As a result, permanent professional additional training has gained importance and expanded considerably. The interest of teachers in participating in these forms of education has significantly increased, which in turn improves the quality of educational work.

Other professional work related to teaching involves the following tasks: tutoring pupils in competitions, tutoring students within the framework of teaching practice, tutoring trainees, presentations and talks for teachers and parents, management of professional bodies both within the institution and more generally, preparation of thematic exhibitions and performances, organisation of research camps, competitions, seminars, published translations, professional articles and reviews, authorship and/or co-authorship of teaching materials, teaching aids and textbooks, work in professional bodies and working bodies in the area of education, assessment committees, panels, development and research work in co-operation with professional and research institutions in the area of education and teacher-training faculties, and so forth.

Zakon o organizaciji in financiranju vzgoje in izobraževanja 8.2.14. Transfers

The head teacher may transfer pre-school teachers or teachers to different posts if the posts are deemed appropriate to their qualifications. For a limited period, they can also be allocated to a different location, but transfer for an indefinite period requires the teacher's consent. In certain urgent cases and for the same

184 EURYBASE SLOVENIA salary, a pre-school teacher or teacher may be required to accept a position below his or her qualifications. If a teacher’s position is abolished another institution, through the intervention of the Ministry of Education, may engage him/her. Physically handicapped teachers are guaranteed special protection of their rights.

Pre-school teachers or teachers may apply for a vacancy in their current institution or in other institutions if they meet the specified requirements. The notice period of resignation or transfer for pre-school teachers or teachers with university degrees, as stipulated by the collective agreement, is three months. 8.2.15. Dismissal

Pre-school teachers or teachers may be issued with a notice of the termination of their employment contract: due to the closure of a pre-school institution or school, due to the abolition of the workplace, or due to gross violations of working responsibilities. When decisions are being made concerning the redundancy of pre- school teachers or teachers, the stipulations of the collective employment agreement are taken into account. Those with poorer teaching performances, lower qualifications, less seniority and better health and social status are first considered for redundancy.

The decision to close the workplace of a pre-school teacher or teacher is taken by the head teacher of the school in cases stipulated by the collective employment agreement. The senate of the disciplinary committee rules on disciplinary responsibility, while an appeal by the employee concerned against the senate's decision is ruled on by the council of the pre-school institution or the council of the school.

The procedure for establishing redundancies involves the head teacher, the pre-school or school council, the Ministry of Education and the trade union. Redundant pre-school teachers or teachers are entitled to severance pay, which is paid by the end of the three-month notice period. The head teacher must convey the data on redundant pre-school teachers or teachers to the Ministry. From its records of vacancies in pre- school institutions and schools, the Ministry finds a suitable position for the redundant employee at another school or pre-school institution.

When the issue cannot be solved, the employment is terminated in accordance with the criteria. On receipt of the final resolution on the termination of employment, the worker has the right to receive salary compensation for a further six months. The following categories of workers are permanently protected against termination of employment: workers with the status of disabled person, older workers with less than five years of until retirement, one spouse if both spouses are employed in the institution, workers whose spouses are registered as unemployed with the Employment Service, single parents with children up to two years of age or workers with children of special needs. These categories of workers may only have their employment terminated by redundancy with their consent. Termination of employment is an extreme measure and priority is given to the search for all available options of transferring the staff member within the institution or to another institution. 8.2.16. Retirement and Pensions

According to the legislation Pension and Disability Insurance Act (adopted in 1999 and came into force in 2000), the full pension is possible after 38 years of service (women) and 40 years of service (for men). The minimum age is 59 years for women and 61 for men, if they have completed 38 and 40 years of service respectively. There is no maximum age fixed by the law.

The minimum age requirement applies to persons with an uncompleted period of service. One can receive old-age pension also in the case of fewer years of service:

● if a person completes 20 years of service, he or she may take the old-age pension at the minimum age 61 (women) or 63 (men),

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● if a person completes 15 years of service, he or she may take the old-age pension at the minimum age 63 (women) or 65 (men).

If the insurance is paid, out-of-service periods (such as, a period of military service or a tertiary level study period) may also be considered in the calculation of the minimum age at the uncompleted period of service.

With uncompleted years of service, retirement is possible on the basis of the calculation of a minimum age. For insured persons with uncompleted years of service, who fulfil the age condition, the pension is reduced for a certain percentage for each month short of the full period (38 or 40), depending on the number of shortfall years (the scale of deduction goes from 0.10 to 0.30 %).

Teachers who have completed the required number of years of service, or have reached the age for entitlement to a full pension, may continue to teach and attain a higher allotment of pension for each additional year of service. At the age of 64 (women) or 66 (men), the benefit ends and the incentive for the continuation of teaching diminishes. 8.3. School Administrative and/or Management Staff Pre-school and School Level

The head teachers of educational institutions are pedagogical leaders and managers of their institutions. They are responsible for the entire staff management policy of the institution, including determination of the number of teaching posts, the recruitment of new staff, in-service training, staff promotions or salary increases and disciplinary matters. They also monitor the work of staff, advise them, and organise mentorship for trainee teachers. Finally, they are obliged to teach; their teaching or counselling workload is dependent on the size of the institution. In the public sector, these head teachers are appointed for a period of four years by the council of the institution in accordance with an open recruitment procedure; they may also be discharged by the council.

During the selection procedure, the council must seek opinions from pre-school teachers and teachers or the higher education teachers assembly, the local community, the parents council and, in upper secondary and higher education school, also from the student community. In pre-school institutions and schools where children from ethnic communities are educated, the opinion of the ethnic community must also be sought. Once the candidate is selected, the school council asks for the Minister's opinion prior to their appointment. The council is not bound by the Minister's opinion at the conclusion of the decision making process.

Assistants to the head teachers perform tasks delegated to them by the head teacher and deputise for him or her in case of absence. Assistants normally have the same qualifications as the head teacher. They are appointed and may be discharged by the head teacher, with due regard in either case, with the opinion of staff at the institution.

Heads of the organisational unit of a pre-primary institution, or of the branch of a basic education institution, manage and organise the work of the institutional unit or branch concerned and carry out tasks which are stipulated in the statutes of the institution and assigned to them by the school head teachers. They are obliged to teach, with their teaching or counselling workload dependent on the size of the institutional unit.

Higher Education

Heads of a university, rectors, manage, represent and act on behalf of their university while normally continuing to teach and pursue their other academic or artistic commitments. Although no special training is required, those appointed to this post have reached the highest possible rank of teacher in tertiary education. University rectors are elected by fully employed teachers and other academic staff at their institution as well as by student representatives, and may be re-elected. They are recruited in accordance

186 EURYBASE SLOVENIA with formal internal procedures at their university and in the public sector. They are employed by the State as civil servants and are evaluated by the university council.

The head of a tertiary education institution has the title of dean; he/she coordinates teaching, academic research, artistic, and other activities at their institution, ensuring that it operates in accordance with legal requirements and making decisions about the employment of non-teaching staff.

A director is the chief executive officer of another sector within the university (such as the library, student residential facilities and research institute). 8.3.1. Requirements for Appointment as a School Head Teacher

A candidate for the head teacher of a public pre-school institution must have the qualification of a pre-school teacher or counselling staff member and have at least five years of work experience in education. Additionally, he or she must also hold the title of councillor or advisor or have held the title of mentor for at least five years and have passed the head teacher examination.

A candidate for the head teacher of a public school must hold at least a higher education degree (equivalent to a master’s degree) and meet other conditions applicable to teachers or counselling staff in the school where he or she is applying to become the head teacher. Additionally, he or she must also have at least five years of work experience in education, hold the title of councillor or advisor or have held the title of mentor for at least five years and have passed the head teacher examination.

A candidate for the head teacher of a higher vocational college must hold a current title of higher vocational college teacher and have at least five years of work experience in education.

A candidate for the position of a head teacher can be appointed even if he or she has not yet passed the head teacher examination, however, he or she is required to pass the exam within one year of assuming the position. 8.3.2. Conditions of Service

Head teachers enter into a work agreement with the school council. Their salary is determined by the Salary System in the Public Sector Act and regulations arising from this act. The school council assesses a head teacher's performance. 8.4. Staff involved in Monitoring Educational Quality

School inspectors at the National Inspectorate for Education and Sport are responsible for overseeing the activity of educational institutions in the annual programme of the Inspectorate; they also ensure that each school or pre-primary institution is inspected every five years. They may also visit institutions without warning to identify and deal with any cases of malpractice that may have been reported to them. In general, they have the task of ensuring a schools implementation of educational legislation, the appropriate use of funds and the quality of educational provision. They examine school documents, records and school facilities and may question teachers, students and, with the permission of the school head teacher, visit classes to observe teaching practices. They may also be assisted by experts, normally well-known teachers or researchers, who can provide them with valuable specialist opinions during such visits. They are recruited by the government on the basis of an open procedure, with due regard for the proposal of a special commission appointed by the chief inspector. School inspectors are employed by the State as civil servants and evaluated by the chief inspector.

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8.4.1. Requirements for Appointment as an Inspector

Applicants for school inspector positions must have at least a university degree (equivalent to a master’s degree), a minimum of seven years professional experience (in education, counselling, research or the development of educational administration), and must have passed a state examination in administrative procedure. One year after being appointed, they have to pass a special school inspector examination and, at four year intervals, a test of professional efficiency in order to retain their positions. 8.4.2. Conditions of Service

School inspectors are public servants. Their status, work conditions and salaries are regulated by the same rules and regulations that apply to all other public servants. 8.5. Educational Staff Responsible for Support and Guidance

Public institutions established for the purpose of developmental and counselling work in different areas of education employ pedagogical advisors.

The main task of the staff concerned is to advise and assist teachers in schools and contribute to the development of educational practice and methodology. They develop teaching materials (such as textbooks, multimedia and teaching equipment), help to ensure that theoretical and educational principles are put into practice in teaching, and encourage teachers to use new teaching methods. These advisors also plan, introduce and monitor the curriculum and encourage and organise in-service teacher training; they work individually or in teams at seminars or conferences on specific topics.

Pedagogical advisors must have at least a university degree (equivalent to a master’s degree) and a minimum of seven years professional experience (in education, counselling, or educational development/research) are required for appointment to positions in this category. They are appointed on the basis of an open recruitment procedure by the head of the relevant institute or centre which evaluates them. They are employed by the State as civil servants.

In public pre-school institutions and schools, a counselling service is provided by counselling staff (counselling and guidance specialists). Their main activities depend on the field in which they are trained, and on the type and level of institution concerned. They provide counselling, guidance and support for pupils, students, parents and teachers, and work either individually or in teams in the classroom or elsewhere in accordance with a planned timetable but also on request. In addition, they are responsible for preparing and implementing individual programmes for children with special needs.

Counselling staff obtain appropriate qualifications by completing a university study programme in psychology, pedagogy, social pedagogy, special needs psychology or social work.

They are appointed on the basis of an open recruitment procedure by the head teacher of the school who evaluates them. They are employed by the State as civil servants.

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8.6. Other Educational Staff or Staff Working with Schools

Educational work in pre-school institutions is carried out by pre-school teachers and assistant pre-school teachers. The latter do not work independently but rather together with a pre-school teacher. Assistant pre- school teachers have completed upper secondary education following a vocational upper secondary programme in pre-school education which takes four years. Alternatively, they can also obtain an appropriate qualification by completing the gimanzija programme followed by a one-year vocational course in pre-school education.

In addition to counselling staff, other workers in pre-school institutions include organisers of a health and hygiene regime and food coordinators; they must have a higher education qualification, a professional qualification or university degree.

Educational work in basic school is also carried out by school food coordinators and computer specialists, that is, organisers of information activities, who must hold a university degree in the appropriate field and have pedagogical knowledge, acquired either in the concurrent or the consecutive model. Laboratory workers assisting in laboratory classes must have appropriate upper secondary education and additional pedagogical training.

In upper secondary schools, educational tasks are also carried out by coordinators of compulsory units, adult education coordinators, work experience and practical class coordinators and laboratory workers.

Every school, basic, upper secondary or higher, must have a school library. Educational work in the library is conducted by school librarians. The library is the place where library materials are collected, processed, saved, presented and loaned, and where information and archiving work is performed. The school librarian also delivers lessons: he or she teaches learners about the library including all elements of information technology literacy, with an emphasis on the usefulness of the library and how to access information through its means.

Librarians obtain appropriate qualifications by completing a tertiary librarian study programme and additional pedagogical training. Alternatively, teachers or counselling staff can undergo additional training to become librarians. In this case, they are required to complete a one-semester librarian study programme (30 CP). 8.7. Statistics Teaching staff and other non-teaching personnel employed in pre-school institutions by sex, Slovenia, 2007 Total Men Women Total 11143 527 10616 Teaching staff - total 7708 106 7602 - Pre-school teachers 3774 15 3759 - Assistants to pre-school teachers 3934 91 3843 Management and professional staff - total 578 34 544 - Management staff 304 18 286 - Counsellors 118 5 113 - Other professionals 156 11 145 Administrative staff and maintenance - total 2857 387 2470

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Teaching staff and other non-teaching personnel employed in compulsory basic education, by sex, Slovenia, school year 2006/07 Total Men Women Basic schools Total 23208 3227 19981 Teaching staff - total 15295 1858 13437 - Teachers at the primary level (8-year programme) or in 5885 128 5757 the 1-6 years of the 9-year programme - Teachers at the lower secondary level (8-year 7333 1523 5810 programme) or in the 7-9 years of the 9-year programme

- Teachers in after-school classes 2077 207 1870

Management and professional staff - total 2376 477 1899 - Management staff 808 272 536 - Counsellors 797 36 761 - Other professionals 771 169 602 Administrative staff and maintenance - total 5537 892 4645 Basic schools with the curriculum adapted to

the SEN pupils Total 1235 189 1046

Teaching staff - total 545 92 453 - Teachers at the primary level (8-year programme) or in 169 5 164 the 1-6 years of the 9-year programme - Teachers at the lower secondary level (8-year 296 82 214 programme) or in the 7-9 years of the 9-year programme - Teachers in after school classes 80 5 75 Management and professional staff - total 336 31 305 - Management staff 53 12 41 - Counsellors 70 6 64 - Other professionals 213 13 200 Administrative staff and maintenance - total 1235 189 1046 Basic schools for adults Total 436 107 329

Teaching staff - total 382 95 287 - Teachers in basic school for adults 114 20 94 - Teachers who teach also in basic school for youth 268 75 193 Management and professional staff - total 54 12 42 - Management staff 20 6 14 - Organizers of education 25 2 23 - Counsellors 6 2 4 - Other professionals 3 2 1

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Share of women among teaching staff, Slovenia, 2006/07 Pre-primary education 98,8 Compulsory basic education 87,4 Upper secondary education 65,2 Tertiary education 41,7 Age distribution of teaching staff, Slovenia, 2006/07 Age < 29 30-34 35-39 40-44 45-49 50-54 55-50 60 + Total 3795 5155 5204 5984 5791 4363 2890 1367 Pre-primary education 569 360 373 484 468 310 66 0 Compulsory basic education 2141 2629 2258 2786 2870 1882 1073 201 Upper secondary education 545 1130 1363 1335 1136 1051 732 212 Tertiary education 540 1036 1210 1379 1317 1120 1019 954

Total 11.0 14.9 15.1 17.3 16.8 12.6 8.4 4.0 Pre-primary education 21.6 13.7 14.2 18.4 17.8 11.8 2.5 0.0 Compulsory basic education 13.5 16.6 14.3 17.6 18.1 11.9 6.8 1.3 Upper secondary education 7.3 15.1 18.2 17.8 15.1 14.0 9.8 2.8 Tertiary education 6.3 12.1 14.1 16.1 15.4 13.1 11.9 11.1

Source for all data: Statistical Oficce of the Republic of Slovenia

Statistièni urad Republike Slovenije

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9. Evaluation of Educational Institutions and the Education System

The responsibility for quality and evaluation in educational institutions and the educational system is shared by the government and educational institutions themselves. One of the key objectives of reforms and continuous modernisation in education is improvement in the quality of education, hence, the government regulates and organises systems of evaluation for educational institutions and for the education system as a whole.

The regulations of The Ministry of Education and Sport and the Ministry of Higher Education, Science and Technology impose on educational institutions the obligation to conduct ongoing internal evaluations and authorise public agencies and evaluation bodies to organise external evaluations. Some approaches have become traditional, such as the analysis of school results at the end of assessment periods and the operation of school inspections in pre-school institutions and schools. However, the last decade has seen accelerated development in new forms such as; the project of self-evaluation and quality in pre-school institutions, schools and higher education institutions; external assessment in compulsory education and at the end of general and technical upper secondary education; and participation in international research projects which assess student performance.

The Ministry of Education and Sport is responsible for the development of evaluation processes in the educational system at the pre-tertiary level. In 1999 a special expert body, the Council for Evaluation, which is now (since 2008) called The Council for Quality and Evaluation, was appointed to coordinate the processes of evaluation in educational programmes. This Council is an advisory body which manages and addresses evaluation related topics, especially at the level of pre-school education programmes, compulsory education programmes and upper secondary education programmes. The monitoring of the educational process and the implementation of changes in pre-school institutions and schools is the responsibility of the following public institutions: the National Education Institute, the Institute of the RS for Vocational Education and Training and the Slovenian Institute for Adult Education.

Higher Education

Higher vocational colleges in Slovenia are part of tertiary education; however, administratively they are under the Ministry of Education's control. The area of higher education is regulated by a special act. In accordance with this act, higher vocational colleges must have committees for quality assurance. At the national level the act stipulates the development of a system of quality assurance for the Community of Higher Vocational Colleges which follows similar principles to the corresponding system in higher education. Standards for quality assurance in higher education are determined by the Council of the Republic of Slovenia for Higher Education and in the future a special senate for evaluation of the Council's work is expected to conduct external evaluations of higher education institutions (Higher Education Act, 2006).

In higher education institutions (universities, their members and independent higher education institutions), a systemic internal evaluation (self-evaluation) has grown in the last decade out of the long-term tradition of annual analyses of study effectiveness. The accreditation of new institutions and new study programmes has also been under the jurisdiction of a government body, known as the Council for Higher Education, since Slovenia gained independence in 1991. In recent years, some tertiary institutions decided to seek external evaluations on their own accord. In two out of four Slovenian universities, institutional evaluations have been conducted by the European University Association. Individual higher education institutions have been granted accreditation by corresponding international organisations.

Svet za visoko šolstvo Republike Slovenije

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Center Republike Slovenije za poklicno izobraževanje

Ministrstvo za šolstvo, znanost in šport

Ministrstvo za šolstvo, znanost in šport - ENIC Slovenija

Univerza v Ljubljani, Visoka šola za socialno delo

Andragoški center Republike Slovenije 9.1. Historical Overview

See subsections. 9.1.1. Historical Overview of the Evaluation of Schools/Institutions

The development of evaluation of education in the Republic of Slovenia can be seen through history in the chronological order of institutions and bodies responsible for these processes as they were established:

1956 witnessed the establishment of the National Institute of Education which later underwent many reforms; it was given the status of a public research institution in 1995 and became the central institution for the development of pre-school education, compulsory education and general upper secondary education.

In 1965, the Institute was established which, in 1995, was given the status of a public research institution and became the leading institution for basic, developmental and applicative research in all areas of education.

In 1991, the Slovenian Institute for Adult Education was established and is today the leading institution for the promotion and development of adult education.

In 1993, the National Examinations Centre was established; today it is the leading institution for external assessment.

School inspection entails evaluating the administrative aspects of educational institutions; the institution in charge is the Inspectorate of the Republic of Slovenia for Education and Sport. School inspection includes monitoring the compliance of the implementation of acts and other regulations, and also ensuring the documents regulating organisation, spending of public funds and provision of educational activities are carried out correctly.

In 1995, the Institute of the Republic of Slovenia for Vocational Education and Training was established; today it is the leading institution for the development of vocational and technical education.

In 1999, a National Committee for the Implementation and Modernisation of Education was appointed. Following restructuring it became the Council for Evaluation in 2001. This body coordinates evaluation processes in pre-university educational programmes.

1999 witnessed the introduction of a project to design a system of quality assessment and assurance in education.

In 2006, the Vocational Education Act made self-evaluation, in the sense of quality assessment of the provision of programmes, a legal obligation for schools.

In 2008, the Organisation and Financing of Education Act was revised, this legislated the obligation of self- evaluation and the provision of national quality indicators for schools.

In 2008, the revised Organisation and Financing of Education Act changed the Council for Evaluation's name to the Council for Quality and Evaluation, thus creating a legal basis for broadening its authority and tasks.

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Higher Education

In higher education quality was an integral part of the Higher Education Act (1975) in the former Yugoslavia. In accordance with this act, all higher education institutions were required to analyse study effectiveness annually. Each year higher education institutions reported to their respective higher education bodies the number of students who progressed to the next year, how many dropped out and how long it actually took to complete undergraduate study programmes.

The first Higher Education Act (1993) in the newly established state of Slovenia introduced the system of accreditation for new higher education institutions and study programmes, with the accreditation power given to a government body, the Council for Higher Education. On the basis of this act, the National Committee for Quality in Higher Education (1996) was established, mainly to encourage self-evaluation in higher education institutions. At the end of the 1990s, several higher education institutions from Slovenia took part in the international PHARE project which focused on evaluation in higher education.

Since 2000, most higher education institutions, with support from the National Committee and universities, have started introducing annual self-evaluations and reporting on the quality of their work. Additionally, universities prepare self-evaluation reports on the basis of reports submitted by its members which cover all aspects of studies and their delivery, support structures and services, and often also includes their research activity.

The revised Higher Education Act (2004) gave the Council for Higher Education new authorities and accreditations, stipulated re-accreditation procedures every seven years and established an agency for higher education. Such Agency was expected to run its own professional service (unrelated to the Ministry) granting accreditations, re-accreditation and providing external examinations. Between 2004 and 2006 when the agency and the new Council had not yet been established, accreditations were granted by the old Council for Higher Education while the National Committee for Quality was in charge of promoting self- evaluation in higher education institutions in cooperation with universities. In 2004, the Committee adopted Standards of monitoring, assessment and quality assurance in higher education institutions, study programmes, scientific research, and artistic and expert endeavours. These Standards included the ’European approach’ to quality assurance as confirmed in Bergen in 2005 and the Committee joined the Central European Evaluation Network. In 2006, the Committee began pilot external evaluations in four faculties at the University of Ljubljana and in one higher vocational college. This led to the drafting of guidelines for self- evaluation and external evaluation in higher education institutions. External evaluators were selected and trained, mostly from the ranks of higher education lecturers, and were joined by student and employer representatives.

The new government elected in 2005 did not establish a new independent agency for higher education, but rather revised the Higher Education Act (2006). The responsibility for evaluation was given to the Council for Higher Education which was restructured and given a broader authority. The newly appointed Council (2007) formed within its structure three special senates: one responsible for accreditations, one for evaluation and one for habilitation of lecturers in newly established higher education institutions.

In 2007, external evaluations continued to be conducted. The Senate for Evaluation started its operations within the Council for Higher Education. In September 2007, the expert service within the National Committee for Quality in Higher Education passed its responsibilities on to the Secretariat of the Council for Higher Education established within the Ministry of Higher Education. In 2008, the Senate for Evaluations prepared detailed questions to be used by external experts (evaluators) on their visits to higher education institutions. Training was also provided for new evaluators. Teams for external evaluation for the first time included experts in quality control from foreign agencies. The Council for Higher Education worked towards becoming a ENQA member. In the beginning of 2008, based on the decision by the Constitutional Court of

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In autumn 2008, the newly elected government announced changes in the higher education legislation, a new act on universities, and the establishment of the Agency for Higher Education. 9.1.2. Historical Overview of the Evaluation of Education System

In the decade prior to Slovenia's newly gained independence (1980 – 1991), the so-called 'self-managed educational communities' prepared, for their respective authorities, regular annual and mid-term reports on the development of education. Collective reports on the development of education in the country with contributions from the Slovenian government were published in a special gazette by the parliament of the time. They were discussed by parliamentary bodies and the parliament itself.

The first comprehensive evaluation of the whole education system in the independent Slovenia was conducted at the time when the White Paper on Education (1995; translated into English in 1996) was written. The analysis of the situation and the progress achieved was an integral part of the White Paper. The evaluation was conducted by numerous research groups and individual researchers; university departments concerned with pedagogical science and teacher education; research and development institutes; and to some extent the Ministry's offices. The preparation was conducted by the Minister and his or her close associates. Quantitative data was based on regular reports provided by the National Statistical Office.

In the years prior to Slovenia joining the European Union, another comprehensive evaluation of the whole education system was conducted; its results were used as arguments in accession negotiations.

Following a request by the Slovenian government, a group of experts from the OECD reviewed the whole education policy of the Republic of Slovenia in 1998.

In 1999, the National Foundation of Educational Research (NFER) from the United Kingdom assisted the National Committee for Evaluation in the development of evaluation standards to monitor the curricula reform in Slovenia.

Since 2000, comprehensive evaluations of the development in education have been conducted as part of the government's mid-term strategic plans. For example, in 2002 the Ministry of Education prepared, in cooperation with research and development circles, a strategic document: ‘Developing Knowledge-Based Society; Developments in Education, Science and Sports between 2001 to 2006’. The document was based on a detailed evaluation of the achieved progress in integrating the education system with other subsystems and the society as a whole. In 2004, the Resolution on the national programme of adult education in Slovenia to 2010, which included an evaluation of progress achieved within that time, was implemented.

Since 2002, the Ministry of Education and the Ministry of Higher Education have evaluated progress made in the development of the education system as part of the European reports titled ‘Education and Training 2010’.

The Ministry of Higher Education prepares evaluations of development in higher education as part of the national programmes for higher education which are adopted by the parliament (the Resolution on the national programme for higher education 2007-2010).

The Statistical Office of the Republic of Slovenia follows all quantitative aspects of phenomena in education, analyses them and issues reports published in special publications and through regular announcements on their website. In addition to analysing detailed statistical data it also calculates and publishes all key indicators.

The Organisation and Financing of Education Act stipulates that major changes in schools must be introduced gradually by running pilot projects. In each such project, the relevant institute must monitor,

195 EURYBASE SLOVENIA evaluate and report to the Minister on the progress of the implementation of the change. National institutes for education, vocational education and education of adults carry out in-depth studies and analyses in specific relevant areas focusing on topics of concern for political or other reasons.

Slovenia also takes part in international surveys: TIMSS, PISA, PIRLS, TALIS, CIVIC, SITES, INES.

In the last twenty years, partial evaluations of the higher education system have been conducted every year in the form of reports on the implementation of the Bologna reform. They are conducted by the Ministry of Higher Education which consults universities, the student organisation and other stakeholders in evaluation of specific aspects of the system. 9.2. Ongoing Debates and Future Developments

The revised Organisation and Financing of Education Act of 2007 stipulates that pre-school institutions and schools have an obligation to annually self-evaluate the quality of programmes they provide. Schools have been using various methods of self-evaluation since the end of the 1990s, hence many discussions focus on the question of unification of methods of evaluation and quality assurance in pre-school institutions and schools. Revision of the same Act in 2008 even announced the introduction of national quality indicators. In order to assess what evaluation and quality assurance methods are required, for both self-evaluation and the preparation of national indicators, the Ministry of Education issued, in 2008 with the support of EESC funds, a call for applications for a project that could develop a consistent and coherent system of evaluation and quality assurance at the national level.

At the same time, there are ongoing expert debates on how to include results of Slovenian and international studies, which essentially measure results achieved by pupils, in the system of evaluation and quality assurance.

At the end of 2008/beginning of 2009, the Federation of Pedagogical Workers Associations called for a national conference where experts in the field will present their analysis of the current situation in education and address results of various research studies, analyses and observations by academics and practitioners. Experts are promising a comprehensive overview and examination of the existing systemic and curricula solutions in the education system, from pre-school education to adult education, and an assessment of how these solutions impact on the accessibility, quality and effectiveness of the education system. The newly appointed Minister of Education has announced that when the discussion on potential future interventions in the education system is closed, a new White Paper on Education will be drafted.

Both the Minister of Education and the Minister of Higher Education have announced a reform of the short tertiary education sector, with special regard for ongoing quality assurance.

Higher Education

In the two decades since Slovenia gained independence (1991–2009) higher education has witnessed rapid expansion. The number of students has more than doubled, mainly due to higher numbers of gimnazija graduates and fewer vacancies in the labour market at the time of the transition. Two new universities have been established as well as 26 independent higher education institutions and more than fifty higher vocational colleges. Almost all new institutions and study programmes were granted accreditation.

Governments in the last decade and in particular since 2004 supported the establishment of new institutions, partly in the belief that more competition will contribute to improvements in traditional and sometimes monopolistic institutions. Consequently, questions have arisen in the general public with regard to whether the activities of, and graduates from, the newly established institutions meet current quality standards. In particular, at the time when study programmes were redeveloped in accordance with the Bologna guidelines (2000-2008) student representatives repeatedly stressed the importance of ensuring internationally comparable qualities of their qualifications. Together with some expert circles they insisted on the

196 EURYBASE SLOVENIA establishment of an independent national body, an agency for quality in higher education which would objectively ensure that quality standards were being met. As the discussion directed a lot of public attention toward the accreditation of new institutions and study programmes, there have recently been many conflicts in this area arising from different interests and political convictions.

At the end of 2008, the newly elected government announced the establishment of an agency for higher education which would be responsible for quality assurance and would operate independently and as a member of the European agency network. The latest proposal (January 2009) suggests a system of quality assurance in higher education which would be regulated by a special act and the agency itself; it should be established by no later than autumn 2009. This proposal also announces a new higher education act and a new university act. 9.3. Administrative and Legislative Framework

See subsections. 9.3.1. Administrative and Legislative Framework of Schools/Institutional Evaluation

Quality assurance in pre-school institutions and schools is regulated by the following acts:

The Organisation and Financing of Education Act stipulates that pre-school institutions and schools must conduct self-evaluations annually and report the results to the body that manages each pre-school institution or school.

The School Inspection Act (1996; last revision 2005) regulates matters of compliance with school regulations in pre-tertiary education.

The Basic School Act regulates matters of external examination at the end of the second cycle and upon completion of basic school (osnovna šola); external examination provides schools with feedback on results achieved by their pupils at the national level; schools can use this information when analysing and making improvements in the quality of their work. Matura results play a similar role.

The Matura Act (2003; last revision 2007) determines the content of the general matura and vocational matura (poklicna matura) examination, the rights and responsibilities of pupils, the authorities of matura bodies and the procedure and method of taking the matura examination.

The Vocational Education Act (2006) stipulates that schools must consider the European framework of quality assurance and follow the quality indicators as defined by the Council of Experts for Vocational Education. Schools are obliged to appoint quality committees, and to publish reports on the quality of work on their websites.

Higher Education

Quality assurance in higher education institutions and higher vocational colleges is regulated by the Higher Education Act and the Post-secondary Vocational Education Act. Individual forms and standards of quality assurance are specified by regulations passed by bodies responsible for quality at the national level. Internal quality assurance in higher education institutions is regulated by statutes and other governance documents of universities and independent institutions.

In higher education institutions (universities and their members, faculties), independent higher education institutions and also higher vocational colleges, quality assurance is the responsibility of their executive officer (vice-chancellor, dean, director), whereas for the conduct of individual tasks special committees for quality and expert or administrative staff are in charge. In all bodies students are also represented.

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Zakon o osnovni šoli

Zakon o visokem šolstvu

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o šolski inšpekciji

Zakon o poklicnem in strokovnem izobraževanju 9.3.2. Administrative and Legislative Framework of Evaluation of the Education System

Evaluation of the education system is regulated by school legislation, mainly by the Organisation and Financing of Education Act. By law, the development of specific areas of education is the responsibility of relevant national councils of experts: the Council of Experts for General Education, the Council of Experts for Vocational Education and the Council of Experts for Adult Education. In accordance with the school legislation, public institutions: the National Education Institute, the Institute of the RS for Vocational Education and Training and the Slovenian Institute for Adult Education; must provide expertise to the councils of experts. The same public institutions are also required to monitor the development of pre-tertiary education across the board.

The harmonisation of strategies, concepts and expertise for the development in education are the responsibility of a special unit within the Ministry of Education known as the Education Development Office. The coordination of evaluations of educational programmes in pre-school, compulsory basic and upper secondary education is conducted by the Council for Evaluation, an advisory body to the Minister. All abovementioned bodies and institutions cooperate with scientific research institutions and external experts in the course of their operations.

There is no special agency that oversees quality assurance in pre-tertiary education. In part, this role is played by the supervisory body which ensures compliance: the Inspectorate for Education, which works within the Ministry of Education.

Higher Education Bodies responsible for quality assurance at the national level are: the Council of the Republic of Slovenia for Higher Education, including the Senate for Accreditation, the Senate for Evaluation and the Senate for Habilitation; the Ministry of Higher Education, Science and Technology (registration of higher education institutions in the registry); the Ministry of Education and Sport (higher vocational colleges); and the Slovenian Research Agency (for research organisations, programmes and projects). A special agency for quality assurance has not yet been established. Svet za visoko šolstvo Republike Slovenije Strokovni svet Republike Slovenije za izobraževanje odraslih Strokovni svet Republike Slovenije za splošno izobraževanje Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje Center Republike Slovenije za poklicno izobraževanje Ministrstvo za šolstvo, znanost in šport Ministrstvo za šolstvo, znanost in šport - ENIC Slovenija Univerza v Ljubljani, Visoka šola za socialno delo Andragoški center Republike Slovenije Zakon o organizaciji in financiranju vzgoje in izobraževanja

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9.4. Evaluation of Schools/Institutions

Pre-school institutions and schools conduct internal evaluations. Pupils' knowledge is assessed in basic school and upon completion of general and technical upper secondary school by using methods of external evaluation. The emphasis is mainly on the educational aspects, however, the administrative aspects are evaluated as well, mainly by school inspections. The quality of the provision of educational process is measured by means of different methods of self-evaluation, while on the national level various national and international research projects measure pupil's academic results. Results of such studies are not used for school ranking. Results of school evaluations are included in various reports as statistical data, however, they are not used to rank schools in terms of achieved results.

Higher Education

Higher education institutions mainly conduct internal evaluations although recently there have also been a small number of external evaluations. Some higher education institutions (the University of Ljubljana and the University of Maribor and individual faculties within these two universities) have been evaluated by relevant international organisations. The University of Ljubljana was ranked among top 500 universities on the Shanghai Ranking of World Universities, the Times QS World University Rankings and on the Webometrics Ranking of World Universities. 9.4.1. Internal Evaluation

Internal evaluation is one of compulsory responsibilities of every pre-school institution and school. Teachers’ workgroups within schools, expert teams and the school's Teachers Assembly analyse academic results achieved by pupils in each subject, for each class and pupil group at least once at the end of each assessment period. Results are analysed and then discussed by pupils together with their class teacher. Analyses are also presented to parents at a parents meeting. Teachers can supplement their self-evaluation by adding their comments on subject-related problems that are discussed in teacher study groups. Teacher study groups are a mode of formal cooperation among teachers who are teaching the same subject in the region.

The pre-school institution or school head teacher evaluates the work of each pre-school teacher or teacher respectively in accordance with the Act; it requires that the head teacher participates in the pedagogical work, monitors it, provides advice to pedagogical staff and makes proposals for their promotion.

The school's Teachers Assembly, the Parents Council and the School Council discuss the school report at the end of each academic year. They evaluate results and the effects of the school's programme and policies and add their comments to the report; in other words, they make proposals for new solutions and considerations. In the beginning of the new academic year, the process of internal evaluation is reflected in the programme of the institution's development and in the annual work plan. Measures applicable to critical issues in the educational process in a school are often monitored and also evaluated by the school advisory service.

Since the 1990s schools have been using different methods of evaluation and quality assurance in educational work, including data from national and international comparable studies of academic results. Every school is informed of the results achieved by its pupils and of the national averages. Hence, every school is able to assess its own quality of work. Schools report to the School Council about their conclusions and proposed measures to improve the quality of their work.

In 2007, the Ministry financed a project which assessed the added value of each school. It is another tool that should assist schools, based on academic results achieved at enrolment and on completion of a particular programme, to evaluate their share in the quality of academic results.

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Higher Education

Higher education institutions and higher vocational colleges prepare annual quality assurance reports which are used in proposals for improvements and in reports about their work performance for authorities and the general public. Reporting is the responsibility of special permanent committees usually appointed by the top executive officers (vice-chancellor, dean, director), supported by professional services and with student representatives participation. Reports cover all important aspects of each institution's operations including research and other services. Analyses are based on indicators that are in parts applicable to all universities in the country. Presentations include advantages and disadvantages of working conditions, pedagogical and research processes and their results (graduates, published research projects, and so on). Usually reports also include the results of student and graduate surveys on the organisation of study programmes and educational work. Assessments of the situation are supplemented by recommendations for improvements and detailed action plans. 9.4.2. External Evaluation

For external evaluation of schools, the main method used is external assessment of knowledge at the end of the second three-year cycle in the basic school, upon completion of basic school and upon completion of upper secondary school. Evaluation procedures are conducted by expert bodies: the National Testing Committee at the basic school level, the National Examination Committee for the practical part of the final examination at the vocational education level, the National Committee for Vocational Matura (matura) with subject committees, and the National Committee for General Matura (poklicna matura) with subject committees. The National Examinations Centre, as the leading institution for external assessment in Slovenia, provides technical and administrative support to all committees.

External administrative and of schools is also performed by the Inspectorate of the Republic of Slovenia for Education and Sport, a body within the Ministry of Education and Sport. Its organisation, areas of control and authorities are regulated by the School Inspection Act. The aim of school inspection is to ensure compliance and subsequently protection of pre-school children and other learners' rights. The Inspectorate conducts inspections of schools in the following ways:

● scheduled (announced; at least once every five years), ● unscheduled (announced or unannounced; on the initiative of a child's representative or a learner, the Parents Council, the Pupils Union, a representative union or a pre-school or school employee) and ● repeated (announced or unannounced; after the date by which specified measures, for example, rectification of breaches, should have been implemented).

The areas of control include the organisation, financing and conduct of educational programmes. For example: compliance with conditions set for the provision of educational activity, organisation of educational work, provision of educational programmes, respect for children's rights and obligations, respect for learners' rights and obligations, respect for pedagogical workers' rights and obligations, keeping educational records and issuing public certificates, budgeting and other.

Higher Education

In recent years, a few external evaluations were carried out on the initiative of higher education institutions themselves; they were conducted by intra-university or international organisations. Since 2006, external evaluations of higher education institutions have been conducted by the relevant government body. The University of Ljubljana and the University of Maribor have been evaluated as part of the project ‘Institutional evaluation’ of the European University Associations (EUA), the University of Primorska is preparing for a similar evaluation. Additionally, appropriate accreditation bodies evaluate individual faculties- university members (for example, Faculty of Veterinary, Faculty of Economy).

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The first pilot external evaluations of higher education institutions were conducted by the National Committee for Quality in Higher Education in Slovenia (2006); since 2007 this work has been continued by the Senate for Evaluation at the Council of the Republic of Slovenia for Higher Education. It applies the methodology recommended by the European Standards and Guidelines (ESG, 2005) adopted in Bergen at a ministerial conference on the Bologna process.

Individual higher education institutions, for example, faculties and colleges can volunteer for evaluation or can be recommended by the university of which they are members. Once the Senate for Evaluation includes an institute in its annual evaluation plan, it sends the institute in question detailed instructions. The institute submits documents to the Secretariat of the Council for Higher Education about its activity including regulations on quality assurance and annual quality assurance reports for the last few years. The institute also submits a detailed self-evaluation report on its operation, conditions of pedagogical and other work, and its performance results. It then receives a visit from the evaluation committee. The committee usually comprises two university lecturers, a student representative and a user representative, for example, from the chamber of commerce. Over a few days, the committee conducts interviews with representatives from the management, and with lecturers and students. Their visit is followed by a report which the committee submits to the Senate for Evaluation. The Senate for Evaluation reviews the report and prepares a statement on whether the evaluated institution meets the standards for re-accreditation. The report is usually published by the evaluated higher education institution itself.

Svet za visoko šolstvo Republike Slovenije

Državni izpitni center 9.5. Evaluation of the Education System

Implementation, monitoring and evaluation of new educational programmes, new programme elements and their changes follow procedures prescribed by the Modernisation of Educational Activity Rules.

Monitoring, defined as a procedure of the systemic collection of information on the implementation of new programmes and new programme elements aimed at resolving problems in educational practice as they arise, is a responsibility of three public institutions: the National Education Institute (general education programmes), the Institute of the RS for Vocational Education and Training (vocational education programmes) and the Slovenian Institute for Adult Education (adult education programmes).

If the implementation of a new programme or a new programme element is not tested by a pilot programme, the public institutions providing it are responsible for its evaluation; otherwise, the evaluation is conducted by a special advisory body at the Ministry called the Council for Evaluation. The Council conducts evaluation processes by announcing calls for applications and by determining the topics for evaluation studies. One of the key tasks of the Council for Evaluation is participation in the development of proposals for evaluation studies. The Council proposes a list of evaluation topics and subsequently submits a proposal for financing the selected topics. Both proposals are sent to the Minister who makes the final decision. Evaluation studies are, as a rule, two-year research projects.

In 2008, four evaluation studies were concluded:

● Development of methodology for assessing and monitoring the professional development of pre-school teachers, teachers and head teachers; ● The role of counselling services in pre-school institutions, basic schools and upper secondary schools; ● A qualitative study of school characteristics in relation to academic results in studies researching knowledge in mathematics, sciences and reading literacy; ● Factors of school performance in vocational education.

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On the basis of research reports the Council prepares its annual evaluation report, proposals and recommendations for future research work or changes in education and sends them to the Minister and the relevant councils.

The Council for Evaluation also contributes its opinion to plans and reports in relation to monitoring the implementation of curricula changes in the school system prepared by educational institutes.

External evaluation of the education system includes evaluation studies as well as a series of other procedures, such as the following:

● analysis of pupils' and students' results in external assessment at the national level; ● analysis of national results and indicators in comparable international research projects (PISA, TIMSS, PIRLS, TALIS, SITES, CIVICS, EAG); ● analysis of results of basic, developmental and applicative research projects in all areas of education co- financed by the Slovenian Research Agency (CRP).

In 2008, the responsibilities of the Council for Evaluation changed due to the revision of the Organisation and Financing of Education Act which widened the authority of the Council for Evaluation to also cover the area of quality in education and thus provided grounds for the change of name from the Council for Evaluation to the Council for Quality and Evaluation. The revised Act gave the Council the legal basis for broadening its role and areas of operation. Standards and procedures for evaluation and quality assurance in pre-school institutions and schools at the national level are passed by the Minister on the basis of the Council for Quality and Evaluation's opinion.

Higher Education

In recent years, partial evaluations of the higher education system have been conducted each year in the form of a report on the implementation of the Bologna process. They are conducted by the Ministry for Higher Education in consultation with universities, student organisations and other stakeholders in regards to the evaluation of relevant specific aspects of the system.

An analysis of the development of higher education is conducted every few years, prior to the preparation of the government strategic policy document, the ‘Resolutions on the national programme of higher education for the next mid-term period’. Such analyses were made before passing the Resolution of 2002 and another Resolution of 2007; they both served as the basis for discussion with higher education stakeholders and parliamentary bodies where the resolutions were passed.

Evaluations of the higher education system in Slovenia by international experts are rather rare. Higher education was included in the Review of educational policy in Slovenia OECD, 1998. In recent years, there have been proposals for a new analysis of the Slovenian higher education system and the research system, which would contribute to a holistic evaluation necessary for the development of another new strategic policy document, the White Paper on Education.

Partial analyses of the higher education system are conducted by individual experts for the preparation of new strategic and standardisation documents, for example, analyses of financing; the students' situation; the need for new institutions, such as in regional centres; development of new occupational profiles and study programmes; historical overview, and similar.

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9.6. Research into Education linked to the Evaluation of the Education System

The major part of research and development work in education is conducted within the target research programmes framework and the programme of international comparative studies conducted by the Educational Research Institute. In 2005, the Minister of Education passed a programme which joined international comparative studies and thus created an important basis for the development of educational policy. On the basis of this programme, Slovenia joined all referred internationally comparable studies, namely: PISA, TIMSS, PIRLS, TALIS, CIVIC, SITES, EAG.

Slovenia also joined many study projects in individual areas of education, such as, Recognition of formal and informal education, Strategies for inclusion and social cohesion in Europe from education, Towards a Lifelong Learning Society: The Contribution of the Education System, and others.

Higher Education

Analyses and research studies in the higher education system, the study process and the programme structure used to be conducted by the Centre for University Development which operated within the University of Ljubljana until 1995 when its operation ceased. Higher education institutions such as the University of Ljubljana and the University of Maribor later took part in international projects of quality assurance (for example, Tempus, PHARE, EUA).

In the last decade, a few projects were completed in relation to the establishment and development of a quality assurance system in Slovenian higher education. For example, ‘Quality assurance in Slovenian Higher Education in the Context of its International Comparability’ was conducted in 2004. In 2006-2007 a pilot project of external evaluation was run by the National Committee for Quality in Higher Education. Lately, there have been plans to conduct such projects as part of the programmes of the European Social Fund.

Pedagoški inštitut 9.7. Statistics

No data available.

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10. Special Educational Support

See subsections. 10.1. Historical Overview

Development of the education of children and youth with special needs in Slovenia was influenced by various factors arising from past political, educational, and cultural conditions. The first institution for children with special needs (children with hearing difficulties) was founded at the end of the 19th century. During the same period, the church authorities established the first organised charitable activities helping destitute children in danger of straying. The 1920s witnessed schools, or classes, for blind children and children with mental disabilities. Organised forms of education for physically disabled children were only started after 1945. The 1960 Special Education Act was the first document to regulate the organisation of education and training of children with special needs in Slovenia. Until then, the area had been regulated by the Elementary School Act. Practices in education of children with special needs have always been ahead of statutory regulation. The gradual integration of children with special needs in regular schools began already in the early 60s. The first were the children with visual impairments children and the blind, as well as children with hearing impairments and the deaf. Later - during the 70s - followed also the gradual integration of children with physical impairment and children with milder mental disabilities. In 1976 the Act on education and training of children and youth with mental or physical disabilities was adopted. In accordance with the Act the group of children with special needs included: children with mental disabilities, children with hearing impairments and speech problems; the blind and children with visual impairments; children with other physical disabilities; children with severe behavioural and emotional problems and children with more multiple disabilities. After the independence of Slovenia in 1991 the education system underwent extensive reforms of the professional aspects and scientific paradigms. During the period between 1991 and 1995 the White book on the education system in the Republic of Slovenia was created. The term ‘children and youth with special needs’ gradually entered into use in order to identify a wider group of children, which also comprised children with learning, behavioural and emotional problems. More thorough reforms occurred in 2000 with the adoption of the Guidance of Children with Special Needs, which transferred the responsibility for guidance of children with special needs in the education and training programmes from the Ministry of Labour, Family and Social Affairs to the Ministry of Education, Science and Sport. This reform signifies progress from the categorisation of children with special needs to the process guidance of children within various education programmes at all levels of education. The systematic processes of inclusion commenced on a greater scale following the adoption of the Guidance of Children with Special Needs in the year 2000. Before that year the integrated education mode was used. However, in practice the integration started already prior to the adoption of the relevant statutory acts. The Act was recently re-amended in 2007. The powers of the commissions that assess children's remaining skills and provide them with guidance to the most appropriate education programme were transferred from the Ministry of Education and Sport to the Education Institute of the Republic of Slovenia. The latter ensured a greater level of autonomy, professionalism and consistency of the doctrine for the work of the committees for guidance of children with special needs. 10.2. Ongoing Debates and Future Developments

There have been several debates on the forms of support to children in integrated education. Different methods of work and principles of care have been continuously developed in order to provide for cohabitation of children with special needs together with other children.

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Since the enactment of the 2000 Act the practice has uncovered certain weaknesses and inadequacies, esp. during the process of integration of a child or a young person into regular forms of education. The main drawbacks of the current system and the subject of public criticism, are reflected in the procedures for guidance within education programmes, errors during the work of commissions for guidance of children with special needs, lack of coordination between the competent ministries (Education, Social Affairs and Health), insufficiently trained and educated teachers of SEN children in regular schools and ineffective additional professional support, offered to children in regular schools. Several debates were also held on the role of specialised institutions for education of children and youth with special needs (specialised institutions for the deaf and blind children, children with physical disabilities and children with severe emotional or behavioural problems and schools offering the adapted programme). During recent years special attention has been devoted to the group of children with learning difficulties, which comprises most of the children with special needs in regular schools. During the period 2005 – 2006, a special group of experts drafted a series of strategies to assist pupils with specific learning disabilities. On the basis of the resulting programme document individual schools shall design their own action plans for decreasing and reducing the level of pupils’ failure. As a result of inter-ministerial cooperation a working group was appointed to develop a holistic approach towards education of children with autismus. In 2008 the Minister of Education and Sport appointed an evaluation working group consisting of experts in different aspects of deficiencies, obstacles and/or disorders and teachers-practitioners, who are responsible for education of children with special educational needs. The mission of the workgroup is to prepare an evaluation study of the specified field during the period 2001-2007 and to propose the conception of education for SEN children for the future. The objective followed is to simplify the procedures for guidance within education programmes and to ensure the actual inclusion supported by more effective assistance to children with special needs in their wider domestic environment. 10.3. Definition and Diagnosis of the Target Groups

The approach introduced in Slovenia recognises the needs of SEN children as deficiencies, barriers and/or disorders that require changes in adjustments in the child’s environment or adaptation of the latter to the children’s needs. The medical approach to the child’s disability, in use during the seventies, has been abolished. The guidance of children with special needs (2000, including amendments in 2006 and 2007) defines the groups of SEN children, as follows: ● children with mental disabilities; ● blind children and children with visual impairments; ● deaf children and children with hearing impairments; ● children with speech problems; ● children with physical disabilities; ● children with long-term illness; ● children with learning problems in specific fields of education and ● children with emotional and behavioural disorders. The Act is based on the principle that a child's needs must be recognised as soon as possible and early childhood intervention of the latter are both dynamic processes, which occur simultaneously.

Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP)

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10.4. Financial Support for Pupils’ Families

Under education legislation the SEN Children and/or their parents are entitled to a certain financial support.

Children and youth with special needs must be offered free transportation to and back from school, regardless of the distance between their place of residence and the basic school, if the latter is stated in their guidance order (Basic School Act, 2007, Article 56). Refunds of relevant costs are the responsibility of the local community.

Pupils with special needs and students attending short-term cycle education programmes are entitled to free school transportation and transportation during weekends. The amounts awarded are laid down in the ‘Rules for subsidising the transportation of pupils and students in short-cycle education programmes’, adopted by the Minister of Education.

Children with special needs, whose guidance order contains the provision of additional professional assistance at a specialised institution, are entitled to refunds of the costs of transportation to the institution, where the support is being provided.

Transportation costs for children and youth with special needs, attending specialised institutions during the week and returning home for the weekend, are refunded by the Ministry of Education and Sport.

Children with special needs and/or their parents are also entitled to specific financial support under social- care legislation, i.e. the child-care supplement. The right to the latter expires upon the child’s 18th birthday. After that, this right is extended in cases of extended duration of education or if the duration of education has been extended as a result of significant changes of the child’s medical condition. However, this right expires when the pupil/student reaches the age of 26. (The rules on the criteria for the exploitation of rights of children, who require special care and supervision; adopted by the Minister for Social Affairs)

Another statutory right originating from employment, allowing one of the child’s parents to terminate the employment contract in order to enter half-time employment so as to ensure the child’s care and supervision. This right is also awarded to parents providing care and supervision to two or more children with a moderate, or severe mental disability, or a severe physical disability. In this case parents receive partial compensation for the income lost, which is proportional to their pay for half-time employment, and are exempt from the payment of costs for their pension and invalidity insurance. The costs, which are otherwise paid for by the employer, are covered by the state. (the Coordination of Transfers between the Individual and the Household in the Republic of Slovenia; 2006). However, parents may not implement this right if their child permanently resides in a specialised institution.

Parents of SEN children are entitled to a special tax relief for the maintenance of a child, requiring special care and supervision. This right is restricted for parents of a child who resides in a specialised institution. (Personal Income Tax Act; 2004).

The provision of medical-technical aids to SEN children is ensured by the Health Insurance Institute. Technical aids are prescribed by an authorised medical doctor. The regulations of the insurance company specify, among other, which aids are provided to children, as well as support tools standards. When adjusting to more complex medical-technical tools that require an inter-disciplinary approach and the accustoming of parents and the child to the use of such tools, they are supported by the Institute of Rehabilitation of the Republic of Slovenia (e.g. complex wheel-chairs, communicators).

Zakon o osnovni šoli

Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP)

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10.5. Special Provision within Mainstream Education

SEN children have the option to attend:

● Regular schools and nursery schools, ● Schools offering the adopted programmes ● Units at regular schools which follow the adapted programme ● Units at specialised institutions.

The majority of children, attending specialised institutions, have one or more other deficiencies aside from their main disability. Thus, they require specially adapted forms of work, health-care and rehabilitation, neither of which can be provided during integration into regular schools.

A large majority of SEN children attend regular schools, where they are provided with additional professional assistance as decided by the guidance commission. The latter can take the form of additional hours of assistance to overcome the deficiencies, barriers and/or disorders (e.g., deaf pupils receive the help of a surdo-pedagogue) or the form of learning assistance with the objective to facilitate learning for a specific subject. A permanent or temporary assistant can be assigned to pupils with heavier or severe physical impairments, depending on the severity of their impairments, so as to assist them during lessons attendance or with other activities during school time.

The groups of SEN children, integrated in regular schools are, as follows:

● Children with deficiencies in specific fields of education who could be very successful with adjustments and additional assistance; ● Children with emotional and behavioural problems; excluding children, who, in addition to their emotional and behavioural deficiencies, have additional problems (mental problems, reduced cognitive skills) and attend schools within a specialised institution; mainly such problems are the result of a disorderly domestic environment. ● Children with long-term illness who, during their hospital treatment, attend the hospital school – a unit of a regular school, located in the same city as the hospital; ● Children with speech and language problems provided that such deficiencies are not too severe (autism); in such cases children attend specialised institutions for the deaf or schools offering the adapted programme. ● Children with physical disabilities attending education at an institution which corresponds to their intellectual abilities; if their movement is heavily restricted or they suffer from any other deficiency that requires medical rehabilitation, or they are integrated into specialised institutions. ● The majority of deaf children or children with hearing impairments, and blind children or children with visual impairments; only children, who suffer from an additional deficiencies beside their main disability are integrated into specialised institutions. ● Children with complex or severe mental problems attend schools with adapted programmes that provide education at a lower level and special education programmes. Formal recognition of practice based on the formation of groups, following the adapted education programme(s), within regular schools is increasing.

Preschool children have the option to attend nursery schools, providing adapted programmes adjusted to specific deficiencies within specialised institutions. However, they may also decide to attend regular nursery schools, where they are provided with assistance from a relevant professional. Preschool children with complex deficiencies can access development units within nursery schools that have been recognised in practice as an effective treatment for this group of pre-school children. The education process within these units also involves a physiotherapist, a work therapist and occasional involvement of a psychologist. The

207 EURYBASE SLOVENIA prescribed maximum number of children in such groups is limited to six, while the group must be constantly supervised by at least two professional members of staff.

SEN pupils are also provided with the option to opt for basic school education provision at their place of residence. Through the education a child must acquire the same education standard, as required by the programme of the public school. The decision on education at the place of residence is adopted by the commission, which examines the child and assesses that, due to deficiencies, barriers or disorders, a pupil cannot attend education at school. Parents are required to ensure suitable learning and teaching conditions at their home. Assessment and evaluation of the pupil is organised at a school, and/or institution, where the pupil has been registered. Resources for education are provided from the state budget, whereas the Minister of Education adopts the decision on the allocation of funding for each individual school year.

The number of children assigned to regular schools and nursery schools, in cooperation with specialised institutions upon their first examination by the commission is constantly increasing. Specialised institutions organise continuous teacher training programmes and provide practical advice for work with SEN children. Mobile teachers from specialised institutions and schools with an adapted programme provide for children with special needs in regular schools – individual and professional group aid for overcoming deficiencies, barriers and disorders.

The Basic School Act (1996, last revised in 2008) allows pupils’ transfer between programmes. Basic school pupils can transfer from the adapted education programme to the education programmes with professional support, offered at regular schools. Permanent or temporary transfers of pupils in specific subjects or subject groups are also possible. Children, attending special programmes may, occasionally, also participate in the adapted programmes.

Zakon o osnovni šoli

Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP) 10.5.1. Specific Legislative Framework

The education of children with special needs is regulated by The Placement of Children with Special Needs Act (2000, ammendments 2006, 2007). The Act defines procedures for placement of children with special needs in all types of education from pre-school to upper secondary education.

In addition to this Act, education of children with special needs is also regulated by:

● Organisation and Financing of Education Act, ● Pre-school Institutions Act, ● Basic School Act, ● Vocational and Technical Education Act, ● Gimnazije Act, ● Order on Norms and Standards for Education of Children with Special Needs.

The 1996 Pre-school Institutions Act, Basic School Act, Vocational and Technical Education Act, and Gimnazije Act partially regulate the education of those children with special needs who are integrated into regular forms of education. The basic act, which determines the placement of children with special needs in appropriate forms of education, was adopted in the year 2000, amendments in 2007. The Placement of Children with Special Needs Act regulates procedures for the placement of children with special needs into the appropriate izobraževalni programi (educational programmes). Depending on the children's psychological and physical status, the Act enables their integrated education at all levels, from pre-school to secondary education, based on the assumption that additional help from experts and adaptation of the implementation of programmes will help children to achieve a comparable standard of knowledge. Children with severe disorders still have the opportunity to attend special forms of education in schools for children

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Apart from the primary legislative Acts secondary regulations, which govern the field of education at the operative level and are published by the Minister, are also of significant importance. The most important are as follows:

● Regulations for the organisation and work of the commissions – These regulations lay down the criteria for the assessment of professional deficiencies, barriers and or disorders, as well as the SEN children guidance commissions' operation; ● Regulations on additional professional and physical assistance for SEN children and youth – These regulations lay down the scope, form and requirements for the provision of additional professional assistance.

Both documents apply for the population of preschool children, pupils and students with special needs.

Regulations on basic school education of SEN pupils provided at home location – laying down the requirements for education at home and the criteria for funding thereof;

● Regulations on the norms and standards for the provision of education programmes for children with special needs; ● Regulations on the implementation of the matura and vocational matura (poklicna matura) examinations for SEN candidates.

Zakon o osnovni šoli

Zakon o gimnazijah

Zakon o organizaciji in financiranju vzgoje in izobraževanja

Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP)

Zakon o vrtcih

Odredba o pogojih za ustanavljanje javnih osnovnih šol, javnih osnovnih šol in zavodov za vzgojo in izobraževanje otrok in mladostnikov s posebnimi potrebami ter javnih glasbenih šol

Zakon o poklicnem in strokovnem izobraževanju 10.5.2. General Objectives

The fundamental objectives and principles in education of SEN children in the listed acts are underpinned by the following principles and objectives contained in the Guidance of Children with Special Needs Act:

● the principle of equal opportunities whilst taking into account the diversity of children; ● maintenance of balance between different aspects of the child’s physical and mental development; ● integration of parents in the education process; ● to provide for appropriate conditions for an optimum development of each individual child; ● guidance to the most suitable education programme at the right time; ● organisation of education at the location closest to the place of child’s home; ● consistency and complexity of education; ● individualised approach; ● continuation of education programmes and ● inter-disciplinary approach.

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10.5.2.1. General Objectives in Pre-primary and Single structure Education

The guiding principle of SEN children is that the pupils should be integrated, whenever possible, in the education process at a regular school or pre-school institution where they follow the regular curriculum and acquire suitable professional assistance. Through cooperation of parents and competent professionals, who design an individualised programme, the child is provided with the right staffing and spatial adjustments for the children, according to their deficiencies, barriers and/or disorders. All adjustments required by the child are specified in the child's individualised programme which is legally-binding for all SEN children, regardless of which school they attend. The programme lays down the forms of work in individual fields of education and in specific subjects, provision of professional assistance, transfer between programmes, as well as the required adjustments in the organisation, assessment and evaluation, progression and education timetable.

The expert group is responsible for the suitability of the individualised programme for the following school year.

10.5.2.2. General Objectives in General Upper Secondary Education Education in general and vocational gimnazije, as well as vocational and secondary professional education gives students with special needs the opportunity to acquire equivalent educational standards to those of their peers. Upon the completion of the matura examination students with special needs can continue their education in short-cycle higher education programmes and education at university level.

Admission regulations for secondary schools stipulate that SEN candidates integrating in education programmes in accordance with their guidance order, must be admitted to the programme even in the case of limited enrolment, regardless of the selection criteria that apply for other students. SEN students who sit the general matura or the vocational matura (poklicna matura) examination are, when meeting certain requirements, entitled to the adjusted form of the matura examination (Regulations on the form of the matura examination for candidates with special needs).

The candidates can - depending on the type and severity of their deficiencies, barriers and/or disorders or a combination of their deficiencies, barriers or disorders – request one or more adjustments, as follows:

● an extended duration of the oral and/or written examination; ● a special place, where they take the examination; ● adjustments of the location and/or at the location and adjustments of equipment; ● to take the exam on the computer and to use special tools; ● to complete the exam with the help of their personal assistant; ● adapted forms of examination materials; ● adapted forms of the practical requirements of the matura examination and ● adapted form of evaluation.

An integral component of the Regulations on the form of organisation of the matura examination for candidates with special needs is a list of all potential adjustments available to specific groups of SEN candidates, i.e.: blind children or children with visual impairments; the deaf or children with hearing impairments; children with speech-language disabilities; children with physical disabilities; children suffering from a long-term disease, candidates with emotional and behavioural disorders and candidates with deficiencies in a specific field of study.

10.5.2.3. General Objectives in Vocational Upper Secondary Education and Training

In vocational and professional education there is a range of programmes which are, depending on the type and severity of the deficiency, suitable for SEN students.

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Through attendance of vocational and secondary professional education programmes SEN students can acquire one of the following types of education: lower vocational education, secondary vocational education or secondary professional education.

The Vocational and Professional Education Act (2006) requires that schools must provide students with special needs - admitted to the adapted education programme with professional assistance - with the adjusted provision of the education programme and the required number of hours of additional professional assistance, as well as the use of additional equipment and, in accordance with standards and norms, organise smaller groups.

Within the adapted education programmes that allow SEN students to acquire equivalent educational standards, the syllabus, organisation, duration, forms of assessment and evaluation, progression and the school timetable are adjusted to the students’ needs.

Zakon o poklicnem in strokovnem izobraževanju 10.5.3. Specific Support Measures

SEN children who are in preschool institutions, schools and special units within pre-school institutions, and suffer from more severe deficiencies, are provided with the assistance of different professionals (i.e.: defectologist, physiotherapist, work therapist) and occasional assistance from the logopedia expert and psychologist.

SEN children and youth who suffer from more or severe physical disabilities are provided with a permanent or occasional assistant to support their integration in education. The assistant is paid for by the Ministry of Education and Sport. An assistant to children with physical disabilities in preschool education is provided for by the local community.

Regular/ full-time physical assistant is granted to children who require assistance for the time of preschool education, during the provision of compulsory or extended curriculum of single structure school or during organised educational activities in secondary schools.

SEN children, pupils and students included in regular schools or preschool institutions are entitled to additional hours of professional help as prescribed in their guidance order. Additional hours are intended for overcoming the barriers, deficiencies and disorders (rehabilitation support) or can take the form of learning support with the aim of facilitating the learning in a specific subject.

In the school year 2006/07 the Ministry of Education and Sport published the network of basic schools, meeting all the requirements concerning infrastructure adjustments for pupils with severe physical disabilities on wheel-chairs according to international standards.

In 2008 the rental of more complex technical aids for the blind pupils and children attending regular schools was organised. These aids assist the blind children and children with visual impairments to participate in the education process.

In practice, the blind children and children with visual impairments receive an increased amount of hours of professional assistance aiming to assist them with overcoming their deficiencies, barriers and/or disorders. The extended assistance is condensed and takes the form of a course provided by the main centre for education of the blind in Ljubljana. Exercises consist of different communication techniques, i.e. the use of Braille system for writing on a computer and the use of technical aids. In the field of orientation, activities comprise: exercises for improving movement in the nearer and the wider environment; training of other senses and activities for the acquisition of social skills and skills for day-to-day life.

The last amendments of the Regulations on standards and norms in basic schools permit schools to reduce the number of pupils in a class if the latter includes SEN pupils, according to the SEN children guidance

211 EURYBASE SLOVENIA commission. The number of pupils in a class is decided by the group of professionals at each school. If the decision of the group requires the formation of an additional class, the school must acquire approval from the Ministry of Education. Additional classes may only be formed at the beginning of the school year.

Legislation in the field of secondary school and vocational education within the framework of standards and norms allows for the reduced number of pupils in groups/classes, if the latter also include SEN students. The number of pupils per class in gimnazija is limited to 30-32. In cases when the class includes SEN students, the total number of students in a class/group is reduced to 26, 23 or 20, when the group comprises one, two or three SEN students.

Regulations for the field of lower secondary vocational education allows for a reduced number of students in a class upon a SEN children guidance order. The number of students for the formation of a class is reduced, due to the integration of SEN students, as follows:

● to 16 students if one SEN student is included in the class; ● to 14 students if two SEN students are included in the class; ● to 12 students if three or more SEN students are included in the class.

In secondary vocational education the number of students for the formation of classes is limited to 26-30 students. Due to inclusion of SEN students in the class the limits for the number of students per class is reduced, as follows, to:

● 24 students if one SEN student is included in the class; ● 22 students if two SEN students are included in the class; ● 20 students if three or more SEN students are included in the class.

In secondary professional education the number of students for the formation of classes is limited to 28-32 students. Due to inclusion of SEN students in the class the limits for the number of students per class is reduced, as follows, to:

● 24 students if one SEN student is included in the class; ● 22 students if two SEN students are included in the class; ● 20 students if three SEN students are included in the class.

Students in higher education can apply for the status of SEN student provided that they have already been already approved for the status of SEN persons during their past education (The Guidance of Children with Special Needs Act) or they can apply for the status of the disabled (Disability and Pension Insurance Act, 2006). Students granted the status of the disabled are entitled to a financial compensation for their disability (disability allowance). People with more or complex physical disability are also entitled to: a personal assistant, who provides them with physical support; priority admission to student campuses and privileges in students’ food subsidies. This means that they are entitled to an increased number of food vouchers per month. Students with disabilities are privileged when applying for scholarships as they receive more credits in the award procedures. Similar conditions apply to residence at campuses. Students with physical disabilities enjoy an extended right to residence within campuses, which includes the on-campus residence of their personal assistant. The NGO of the disabled - ‘Club of students with disabilities of the Republic of Slovenia’ - provides for adapted transportation for the purpose of study, funded by the ‘Foundation of charity organisations and organisations of the disabled’.

The Act on the Use of Slovene Sign Language, adopted in Slovenia in 2002 grants the deaf students the right to attend all forms of educational activities with the assistance of an interpreter. The costs of interpretation services are paid for by the Ministry of Higher Education, Science and Technology. Deaf students are also entitled to an additional 70 hours of study-related interpretation services (through the voucher system) funded by the Ministry of Labour, Family and Social Affairs.

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Special educational support in the form of cooperative measures

Cooperation between regular schools and specialised institutions, where examples of good practice are present, has been established at the national level. Most commonly this applies to examples where there are units of school offering the adapted programme. This form allows transfer between programmes, meaning that SEN pupils integrated in a special unit attends special subjects at regular schools.

Within special institutions and schools with the adapted programme there is a mobile service provided by experts for disabilities. They are responsible for the provision of aid required to overcome deficiencies, barriers and disorders. Their job is to visit children, pupils and students at pre-school institutions and schools and provide them with additional professional support. They also offer advice to teachers and educators on the adjustments of school activities for each student.

During integration of pupils and youth with emotional and behavioural problems the Ministry of Education cooperates with the Ministry of Labour, Family and Social Affairs in the process of searching for the most suitable solution.

The national Education Institute of Slovenia has an important role in the introduction of novelties and innovations in the field of SEN pupils’ education. Its mission is the management of projects and the introduction of innovations, which are transferred into practice following trials. One of the ongoing, recently launched projects is the experimental introduction of units for SEN children suffering from autistic development disorder. Following the amendments of the Act on the Guidance of Children with Special Needs in 2007, the Centre for guidance also operates within the framework of the Institute. The Centre administers the operation of SEN children guidance commissions which, on the basis of a completed medical examination, direct children to the most suitable education programme, specify the scope and form of the additional professional support and potential limitations for the number of children in groups/classes, and also inspect whether all staffing, spatial and material requirements for education of children in schools and pre-school institutions have been provided for. The formal document, laying down the adjustments and additional support requirements, is called a guidance order.

Children and youth who suffer from severe development deficiencies and attend regular schools are provided with support offered by three consultation centres for children, youth and their parents. These centres offer an integral treatment of the child together with the family and, on the basis of a multi- disciplinary approach, advise schools and parents and/or provide the child with the corresponding treatment.

A significant role in the state has been entrusted to the specialised institutions for the deaf, the blind and persons with physical disabilities that, within the scope of their competences, provide for mobile treatment of disabilities of children and youth. Their work includes training for teachers of groups that include a child/children or youth with a specific deficiency, barrier or disorder. Institutions for the deaf include well- developed health-care units, which also provide treatment to children with complex or severe speech problems that are the result of an impaired development and require instant treatment.

Univerza v Ljubljani, Visoka šola za socialno delo

Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP) 10.6. Separate special provision

Specialised institutions and schools operating within the education system are intended for:

● the blind and the visually-impaired children, pupils and students; ● the deaf and the hearing-impaired children, pupils and students; ● children, pupils and students with heavier and severe physical disabilities;

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● children with emotional and behavioural problems; ● schools for pupils with mental disabilities; ● school units for children suffering from a long-term illness.

Children and youth with heavier learning disabilities or speech-communication problems are included in one of the above types of schools. However, they may also be integrated into regular school education. Children suffering from a long-term illness are included within the hospital units of schools, operating within the structure of specific schools.

Youth, included in institutions for youth with emotional and behavioural problems are placed in specialised institutions. Nevertheless, the majority of the group attends regular schools. In specific cases, when a child also suffers from health problems, the child is granted admission to education at a specialised institution. The concept of residential groups that encourages the independent life of teenagers, while the living environment much more resembles that in a family, is also gaining increased recognition. In some cases the secondary education at specialised institutions is also attended by children who successfully completed regular basic school education. This is also one of the forms that provide for the inclusion of SEN students. Specialised institutions are also equipped with the specially adapted technical equipment and professionals that can, in addition to education, also offer to children the required medical treatment.

The compulsory school requirement takes 9 years to complete. For SEN pupils integrated in the adapted basic school programmes, provided by schools with the adapted programmes or specialised institutions, and who have failed to complete the compulsory school requirement can not progress to secondary school education. Nevertheless, they may continue to follow basic school education for a maximum of 3 years, while retaining the pupil status (Basic School Act, 2008). After the age of 18 they can integrate in health-care- working centres, where they are assigned to less demanding tasks under special working conditions.

SEN pupils who are integrated in the special education programme (the programme is provided at schools with the adapted programme and in specific specialised institutions) and who have completed their compulsory school obligation, may continue basic school education for a maximum of 6 years, i.e. until the age of 21 (Basic School Act, 2007; Article 75). After the age of 21 these pupils can integrate in health-care working centres or other forms of day-care provided at the specialised social institutions.

Zakon o osnovni šoli 10.6.1. Specific Legislative Framework

The education of children with special needs is regulated by the Placement of Children with Special Needs Act (2000, ammendments 2007). The Act defines procedures for placement of children with special needs in all types of education from pre-school to upper secondary education.

The amendments to the Basic School Act (1996; last amendments in 2007) introduced certain novelties. The most important concerning education of SEN children and teenagers were, as follows:

● increased length of education for pupils within the adapted education programmes by three years, i.e. until the age of 18; ● increased length of education for pupils within the adapted education programmes by six years, i.e. until the age of 21; ● transfers of SEN pupils in programmes with lower educational standards to the basic school programme in individual subjects.

Operational regulations under the Act on Guidance of Children with Special Needs, adopted by the Minister of Education and Sport in agreement with the Minister of Health are, as follows:

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● Regulations on the forms and work of Commissions and the Criteria for determining the type and severity of a deficiency, barrier and/or disorder, ● Regulations on additional and physical support, ● Regulation on basic school education provided at home, ● Regulation on the norms and standards for the provision of education programmes for children with special needs, ● Regulations on the organisation of the matura examination for candidates with special needs and, ● Regulations on the norms and standards for the provision of vocational and professional secondary education programmes.

Zakon o osnovni šoli

Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP)

Odredba o pogojih za ustanavljanje javnih osnovnih šol, javnih osnovnih šol in zavodov za vzgojo in izobraževanje otrok in mladostnikov s posebnimi potrebami ter javnih glasbenih šol 10.6.2. General Objectives

The objective of education provided by specialised institutions is to provide for the implementation of the children’s fundamental right, originating from the Constitution of the Republic of Slovenia, by applying adjusted approaches and conditions. The constitutional right stipulates that all children have the right to education, whereby (depending on their potential) education must ensure their full personal development. Children and teenagers are provided with sufficient individual support to ensure their gradual integration in smaller groups outside institutions and to live an independent life (e.g. daily forms of care, residential groups).

General principles and objectives in the education of SEN children are to develop their individual, remaining skills for vocational education and integration in the wider social environment. Statutory objectives and principles are laid down in the Act on Guidance of Children with Special Needs (see details in Chapter 10.5.2.).

Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP) 10.6.3. Geographical Accessibility

Basic schools with the adapted programme and specialised institutions are equally distributed according to regions.

Certain specialised institutions are located only in larger cities (e.g. the school for the blind and visually- impaired children), as the relevant groups of SEN children are relatively small. These institutions are intended for those pupils, who do not have access to education in the vicinity of their place of residence. Administration and management of specialised institutions falls within the responsibilities of the state, i.e. the Ministry of Education and Sport.

Education for the blind and visually-impaired pupils residing at a distant location, far away from a specialised institution, is provided at another regional centre, where, due to the geographical distance, such education is provided in intensive forms.

Under exceptional circumstances SEN pupils and students, who cannot be provided with education close to their place of residence and/or transportation, can be included in specialised institutions. Such practice is the most common for pupils and students with emotional and behavioural disorders. A special form of residence for the latter consists of residential groups based on the principles of family life. However, all pupils and students residing at specialised institutions return home for the weekend. Other criteria for selection of

215 EURYBASE SLOVENIA candidates admitted to reside in a specialised institution comprise (aside from geographical distance) the type and level of deficiency or disadvantaged family environment. 10.6.4. Admission Requirements and Choice of School

When SEN children reach the age, prescribed for admission to basic school, their parents have the right to enrol them in a public school or private school with awarded concession in their district. The latter also applies to all children without SEN. In the event that the school does not comply with the criteria listed in the children’s guidance order, parents may enrol them into a school outside their school district.

The particular school for SEN pupils, who completed the guidance procedure, is specified in the guidance order issued upon completion of the procedure. Prior to issuing the order the Institute of Education, administering the procedure, must prepare a professional opinion, to which parents can appeal. Upon receipt of the order issued by the Institute parents can appeal to the guidance commission of the second instance at the Ministry of Education and Sport.

Otherwise, the education can be postponed upon the request of parents or the guidance commission which examines the child. Education can be postponed for a maximum of 1 year. For postponement reasonable arguments must be presented by the commission for admission of children to basic school.

SEN pupils who are registered in vocational and professional education and who meet vocational and all the general and specific admission criteria, and who are also included in education in accordance with their guidance order, restrictions in the event of limited enrolment do not apply. (Regulations on admission to secondary schools). The same conditions also apply for candidates directed to general and professional gimnazije.

SEN students (the disabled students) can register in a study programme provided they meet the admission criteria or provided that they have completed the matura, vocational matura (poklicna matura) or the final examination. This information is also published every year in the 1st year admission tender for specific HEIs and faculties. The latter does not apply for admission to the artistic, architecture and medical study programmes. The disabled students must attach to their admission application a relevant document certifying the severity and type of the disability (professional statement). 10.6.5. Age Levels and Grouping of Pupils

If possible, the population of SEN children, pupils and students is distributed into groups of children of similar age who suffer from a similar type or level of deficiency, barrier and/or disorder. Children are divided into groups according to their primary disorder (e.g. deafness, mental disability, etc), which are becoming increasingly often accompanied by other deficiencies. As a result the number of children with multiple deficiencies in specialised institutions continues to rise.

The normative number of children and youth in each group is governed by the ‘Regulations on norms and standards for provision of education to children with special needs’.

The maximum number of children per group in the adapted programmes with equivalent educational standards, provided by specialised institutions (i.e., the blind and children with visual impairments; the deaf and children with hearing impairments; children with speech and language problems and children with physical disabilities), is limited to 7 (during the 1st stage of basic school education) and/or 10 (during the 3rd stage of basic school education). In groups of children with multiple disabilities the number of children per group can be decreased by 3. However, this is possible only upon prior consent from the Ministry.

The number of students in the adapted programmes for lower educational standard groups can comprise 8 pupils or less (during the 1st stage of basic school education) and/or 12 pupils (during the 3rd stage of basic school education).

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The number of children in the specialised education programme for children with moderate and severe mental disabilities is lower, i.e.: 5 (1st stage); 7 (2nd stage, 3rd and 4th stage). In groups of after-school education the number of children in each group is limited to 8.

In groups of youth with emotional or behavioural problems there can be a maximum of 10 pupils. In cases that children with such problems also suffer from a mental disability the maximum number of children allowed in a group is reduced to 4. The number of youth in residential groups is limited to 10. 10.6.6. Organisation of the School Year

The school year begins on 1 September and ends on 31 August. The education process in accordance with the compulsory curriculum is divided into two assessment terms, as follows: the first period, which begins on 1 September and lasts until 31 January, and the second period from 1 February until 24 June. However, the pupils in the 9th grade end school on 15 June.

There are a maximum of 38 weeks / 5 days a week of school in a single school year. Exceptionally, there can be 6 days of school in a single week, provided that this has been specified in the school’s Annual working plan.

Weekly distribution of classes for the syllabus and other educational activities is laid down in the timetable. A school lesson lasts 45 minutes. A school lesson in the special curriculum, followed by children with multiple disorders, lasts 60 minutes. Education in the special curriculum is provided to children in blocks of hours, during which the teachers prepare and organise relaxation activities for pupils.

During the summer holidays, which end on 31 August, some specialised institutions for children with emotional and behavioural problems remain open and provide for their care. Institutions, catering for the education of youth with emotional and behavioural problems, organise work-forms aimed at the development of social skills (e.g. camping, sailing, charity work). 10.6.7. Curriculum, Subjects

Specialised institutions organise nine-year single structure basic schools with equivalent educational standards for the deaf and children with hearing impairment; the blind and children with visual impairments, children with physical disabilities and children with speech-communication problems. The curriculum syllabus for these children does not differ from the syllabus in regular schools. From the organisational aspect, classes are organised in smaller groups and adjusted according to the type of deficiency. Pupils in the programmes are also attending special subjects which aid them to overcome their deficiency (e.g. Computer Science, communication, social skills training, orientation and mobility for the blind and children with visual impairments.

Specialised institutions organise 9-year basic school programmes with equivalent educational standards for the deaf and hearing-impaired children; the blind and the visually-impaired children; children with physical disabilities and children with speech-communication problems. The syllabus for children in this programme does not differ from the syllabus in regular schools. Classes are organised in smaller groups and provided with specific adjustments according to the type of deficiency. Pupils in these programmes are also provided with special subjects that help them overcome their respective deficiency. Special subjects for the deaf and hearing-impaired children consist of Computer Science and Communication. The blind and visually impaired children attend Computer Science, Communication, learning of social skills and Orientation and Mobility. Specialised institutions also organise education programmes with lower educational standards for the deaf and hearing- impaired children, the blind and visually-impaired children, children with speech- communication problems and children with physical disabilities.

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Schools with an adapted programme offer the education programme with lower educational standards and a special programme for children with mental disabilities and children with more disabilities. Apart from compulsory subjects, these pupils attend lessons of Computer Science from the 4th and higher year and 1 hour of social skills training per week from years 1-6. The number of hours of school comprises from 19.5 to 21.5 hours of lessons during the first three years of basic school; from 23 to 25 hours during the second three years, and 30 hours in the final three years.

All pupils attending specialised institutions and schools with the adapted programme participate in the extended education programme. Additional and supplemental classes are intended for pupils that require more additional support or those with above average knowledge. Pupils participate in various extra- curricular activities, during which they develop their strengths. Parents have the option to include children in after school classes until year 9 of the basic school. Parents are required to pay for minimal costs of after- school classes.

The content of the special education programme curriculum is intended for children with more severe mental disabilities and children with multiple disabilities. The programme comprises 3 levels: the compulsory level of 3 years’ duration, which can be extended for an additional 3 years; the advanced level and the third level called training for life and employment. Main subjects within the programme are: Development of Autonomy; General Education; Movement and Sport; Visual Arts and Work Education. The number of hours of school per week comprises: 22 hours during the first level; 26 hours during the second level and 30 hours during the last-third level of the programme.

In the field of vocational and professional education SEN students are included in the adapted education programmes with equivalent or lower educational standards. The latter consist of the adapted syllabus and adapted duration of education, as well as organisation, forms of assessment and evaluation, progression, distribution of time for education and the part comprising an individual examination. 10.6.8. Teaching Methods and Materials

Teachers in specialised institutions and schools with the adapted programme apply different adjustments of the education process and develop specific skills; e.g. the deaf are taught how to use the Slovene sign language, through the use of the full approach and verbo-tonal methods in the case of children with a cochlea implants.

The central institution for the blind is responsible for the preparation of course books in the adapted technique for the blind and visually-impaired students; i.e. Braille writing or on audio CDs.

In order to develop the pupils’ social competences at special institutions the cooperation with parents and parental support are of significant importance. For this purpose students have the options to integrate into extra-curricular activities in the morning and/or to integrate into after-school classes. Both options are offered in order to relieve the burden on families of SEN children.

Special attention within extra-curricular activities is devoted to access to new and high-tech information technologies. 10.6.9. Progression of Pupils

According to the Basic School Act, basic school pupils are graded by their teachers. During the 1st stage of basic school (osnovna šola) descriptive grading is used, while in the 2nd and 3rd stage of basic school students receive numerical grades. The latter applies to adapted programmes with equivalent knowledge standards.

In adapted programmes with lower education standards, teachers in the 1st and 2nd stage in all subjects award descriptive grades and describe the pupil’s progress in the attainment of learning objectives and/or

218 EURYBASE SLOVENIA standards of knowledge, as laid down in the curricula. During the 3rd stage, teachers in all subjects compose a numerical grade. If SEN pupils transfer from the adapted basic school programme to the regular school programme in specific subjects blind and children with visual impairments their knowledge in these subjects is graded according to the same criteria which apply to regular (non-SEN) pupils.

Students attending adapted education programmes who suffer from multiple disabilities are assessed and evaluated according to the guidelines laid down in the individualised programme, i.e. the majority of grades are acquired on the basis of written work.

In the special education programme intended for pupils with heavier deficiencies the teacher upon the completion of the school year, composes a descriptive grade of progress in individual fields.

All SEN pupils in the 1st and the 2nd stage of basic school education progress to the following year, regardless of their attainment of knowledge standards. In the third stage of basic school education, pupils progress to the following year upon the receipt of pass grades in all subjects. Pupils in the special education programme progress to the next stage regardless of their attainment of the expected knowledge standards. 10.6.10. Educational/Vocational Guidance, Education/Employment Links

It is already during their education that the SEN pupils and students are advised by the school’s counselling services.

Following the completion of education (at the secondary or vocational secondary schools) the schools’ counselling services cooperate with the local employment offices and the social work centres. When designing the individualised basic school programmes within basic school education the schools’ counselling services must take into account the future options of candidates for integration in education and training, as well as their integration in labour-healthcare centres or social institutions.

In complex cases of vocational guidance the specialised institutions connect with the central national coordinating body, the Institute of Rehabilitation of the Republic of Slovenia, Department for vocational guidance and rehabilitation.

Frequently, the finding of vocational guidance and finding of employment have failed to present satisfactory results. Therefore, in year 2001 the measures of the Active Employment Policy were adopted at the national level. These measures apply to people who suffer from a heavier form of disability and for whom the medical commission determined that they would find it more difficult to work under normal conditions. The measures of the Active Employment Policy encourage employers to hire people with disabilities seeking initial employment and, therefore, to receive specific financial incentives from the state. In 2007 Slovenia introduced the system of quotas stipulating that all employers must employ a certain number of people with disabilities, in relation to the total number of employees. 10.6.11. Certification

SEN pupils receive a certificate for the completed basic school grade(s) and the education programme, which they attended. These certificates are formal documents for education programmes and were adopted by the highest professional body in the field of education in Slovenia. Basic schools issue: certificates with descriptive marks for students from grades 1-3 and certificates with numerical marks for students from grades 4-9. In the 9th grade the school issues the final basic school certificate with numerical grades, which comprises the student's marks in grade 9 and the student's results during the national assessment examination upon completion of the 3rd stage of basic school education.

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At the end of the second and the third cycle students are assessed through the national (external) assessment examination. The external assessment examination comprises three subjects. In the last cycle of education the national examination is compulsory. Results in the national assessment examination provide the school, pupils and their parents with additional feedback on the level of knowledge attained by pupils. External assessment is organised for pupils attending the adapted programme for the deaf and blind children, children with physical disabilities and children with speech problems, and the adapted education programme with lower educational standards. SEN pupils are entitled to the provision of the adapted national assessment examination, according to the type and severity of their deficiency. For pupils from the education programme with lower educational standards the national assessment is not compulsory.

Pupils following a special education programme receive a certificate on the attendance of a special programme, comprising a descriptive grade of their progress in a specific field. If a pupil in the special education programme occasionally attends the adapted education programme, the latter is included in the certificate on attendance of the special programme.

SEN pupils in secondary school programmes receive the same certificates as their peers, even if the programme is provided at a specialised institution. 10.6.12. Private Education

Institutions in the private education sector are: the Waldorf basic school (osnovna šola) and gimnazija and five Catholic gimnazije. However, none of the listed schools is intended exclusively for SEN pupils and students. 10.7. Special Measures for the Benefit of Immigrant Children/Pupils and those from Ethnic Minorities

See subsections. 10.7.1. Minority Education

The Slovenian compulsory school system grants special privileges to pupils whose mother tongue is not Slovenian, especially pupils - members of the traditional Italian and Hungarian ethnic minorities – who reside in the specified bilingual areas.

The Italian and Hungarian ethnic minorities in the nationally mixed areas of Primorska and Prekmurje are protected by the constitution. In accordance with Article 64 of the Constitution of the Republic of Slovenia, members of the Italian and Hungarian ethnic minorities have the right to education in their language and the right to participate in designing and developing of education.

Due to historical reasons two different models of minority education exist in Slovenia and comprise pre- school, basic school and secondary school education in the areas populated by members of official ethnic minorities. Children from the Italian ethnic minority therefore attend education in their mother tongue, while Slovene language (as the language of the local environment) is also included in the curriculum. On the other hand, Slovenian children residing in the area of Italian ethnic minority community also learn Italian (as the language of the local environment) alongside Slovene in schools. However, children (Slovenian and Hungarian) - residing in the area of the Hungarian ethnic minority - attend bilingual preschool institutions and schools together, where education is provided in both languages simultaneously. 10.7.2. Roma Children

Special privileges are also granted to the children of the Roma community, which enjoys a special status in accordance with the Constitution of the Republic of Slovenia.

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In 2007 and 2008 specific changes were introduced that allow to reduce the number of children in groups when the latter comprise Roma children. Roma children are included into Slovene pre- school education in three ways. Most of them are in mainstream groups; some also attend unmixed Roma classes and Roma kindergartens, if such institutions exist near their settlements. In other cases pre-school institutions organise transport and company. Most Roma children attend full-time or part-time programmes, which include education, care, meals and rest. Children older than 3 years can also attend shorter programmes (240 to 600 hours per year).

In basic school the prescribed norm for pupils in a group is 28 pupils; in cases when a group includes at least 3 Roma pupils, the number is reduced to 21. In the first grade of basic school the main teacher is assisted by a second teacher in half of the lessons. Since 2008 schools may employ a Roma teaching assistant and the second teacher takes part in teaching process during all the lessons. Within the innovation project implemented by the Institute of Education special learning materials for Roma pupils are also being developed. 10.7.3. Immigrant Children

See subsections.

10.7.3.1. Preschool Education of Immigrant Children

When immigrant children are included in preschool education no specific amount of time is required for Slovene lessons. However the preschool education curriculum contains a provision specifying that special attention can be devoted to children, who do not speak Slovene as their mother tongue in order to compensate for their lack of prior language skills. There are no special measures prescribed for the inclusion of immigrant children in preschool education institutions.

10.7.3.2. Basic Education of Immigrant Children All children - foreign citizens or children without citizenship, refugees and asylum seekers – residing in Slovenia have the right to basic school education under the same conditions as Slovene citizens. At the higher levels of education there are no special system measures that support the integration of immigrant children.

Slovene Language Learning Support

Immigrant children with insufficient knowledge and mastery of the Slovene language have the right to an additional support in Slovene language - a total of 40 hours per year. However, this support is granted only during the first year of integration of the immigrant child in the Slovenian education system. Schools decide to provide this support individually or in groups, usually outside regular classes, while the funds for its provision are allocated by the Ministry of Education and Sport. Immigrant children are also encouraged to use regular learning support intended for all pupils who need it (supplementary classes, individual and group support).

The Curriculum for Slovene as a foreign language is still being prepared.

With the acquisition of the refugee status, Children refugees also acquire the right to free participation in a Slovene language and culture course in the duration of 300 hours, as well as the right to the reimbursement of costs of public transportation to and from the location of the course, which are paid for by the Ministry of the Interior. The course must be organised within 6 months from the date of acquisition of the refugee status.

Furthermore, all immigrants, holding a permanent or a temporary, two-year permit of residence in Slovenia (as well as their family members residing in Slovenia on the basis of their right to stay with their family) have the right to request a free-of-charge participation in Slovene language courses in the duration from 60 to 180

221 EURYBASE SLOVENIA hours and free-of-charge participation in the Slovene culture courses in the duration of up to 30 hours. In accordance with the Decree on Integration of Foreigners from 2008 the administrative units have the obligation to organise a course upon application of at least 10 participants. Upon completion of the course the participants are granted access to a free test of basic Slovene language skills. Funds for the provision of courses are provided by the Ministry of the Interior. However, since the Decree was adopted only in June 2008, it has not yet been implemented to its full extent.

Financial and other Support for Children Refugees and Asylum Seekers

Children refugees are entitled to free use of study books from the study book fund. They are also provided with free school meals - the latter are funded by the Ministry of Education (the subsidy) and the Ministry of the Interior (the remaining amount of costs).

Costs of study materials and a part of costs for the implementation of the compulsory curriculum which are not funded by the state or the local community (i.e. the costs of workbooks, notebooks, slippers, crayons, painting kit, school trips, excursion and days of culture, natural science, sport, technology and housekeeping) are covered by the Ministry of the Interior if the child's parents do not dispose of sufficient financial resources.

Participation of NGOs in the Integration of Immigrants

The Centre for psycho-social support of refugees, which was established in 1994 and operates within the framework of the Slovenian Philanthropy, NGO, is a partner of UN High Commissioner for Refugees (UNCHR). Beside many other activities the Centre provides children refugees and children asylum seekers with psycho- social support and Slovene language instruction support, as well as other extra-curricular activities. Slovenian Philanthropy also established links with other societies and voluntary organisations and fosters activities linked to the integration of refugees.

Youth Information and Counselling Centre of Slovenia (MISSS) organizes a preventive programme “POMP” – Psychological and social work with immigrant children and youth.

The Mozaik society is active in the Ljubljana area in the field of integration of Roma and immigrant children in the education system. In cooperation with the basic school or secondary school and the social care centre, the mentor from the society participates in the design of plans for successful integration of immigrant children in the social environment. The Mozaik society provides children with: language instruction support in a language they understand; Slovene language instruction assistance, creative workshops and other leisure activities and activities aimed at their integration in the social environment.

Adjustments of Assessment and Evaluation of Immigrant Pupil's Knowledge

Upon parents' approval, adjustments in forms of and deadlines for assessment and evaluation, the number of grades and similar adjustments can be offered to immigrant children. The knowledge of foreign pupils/students is assessed according to their progress in the attainment of learning standards, laid down in the curricula. Decisions on the adjustments are adopted by the Council of teachers. Adjustments of assessment and evaluation can be enacted for a period up to two school years.

Mother Tongue Instruction

Immigrant children, who have just arrived in Slovenia and those who were born in Slovenia and belong to the second or even third generation of immigrants have the right to mother tongue instruction and education about their culture.

In some cases, such education is provided in accordance with international treaties with immigrants' originating states. In other cases mother tongue instruction is organised upon the initiative of the national

222 EURYBASE SLOVENIA community and with funds provided by the Ministry of Education. Recently initiatives for the organisation of mother tongue instructions increasingly come from schools and teachers working with immigrant children.

In the school year 2008/2009 mother tongue instruction has been provided in Slovenia in the following languages: Albanian, German, Russian, Finnish, Macedonian and Croatian. Mother tongue instruction is provided outside regular classes and takes the form of an extra-curricular activity.

Support for schools and teachers in fostering intercultural dialogue

The National Education Institute is implementing various activities for encouraging intercultural in schools through: counselling services; individual discussions with head teachers and teachers; in-service training programmes for teaching pupils in heterogeneous groups (pupils with mixed national and cultural affiliation); in-service training of teachers for cooperation with parents of migrant children; dissemination of examples of good practice. 10.8. Statistics Children with special educational needs attending compulsory basic education and upper secondary education by type of disturbances and type of programme attending, Slovenia, school year 2006/07 Total In basic education In upper secondary education number attending attending integrated integrated Type of disturbance of pupils programmes programmes total into regular total into regular with with special with special programmes* programmes SEN curriculum curriculum Total 9.648 7969 6345 1624 1679 1.469 210 Pupils with a mild mental 1.627 1350 - 1350 277 277 - disability Pupils with a moderate, severe and profound 1.458 1458 - 1458 - - - mental disability** Pupils with visual 158 113 82 31 45 39 6 impairments and blind Pupils with hearing 365 215 174 41 150 79 71 impairments and deaf Pupils with speech and 688 619 529 90 69 66 3 language disorders Pupils with behavioural 300 216 159 57 84 84 - and emotional disorders Pupils with physical 562 331 276 55 231 101 130 disabilities Pupils with deficits in indi- 4.671 4074 4074 - 597 597 - vidual areas of learning Pupils with long term 628 402 402 - 226 226 - illness Pupils with boundary 649 649 649 - - - - intelligence * Data refer to the end of the school year. ** Included are also children in residential full-time care who were attending special programmes. Source: Statistical Office of the Republic of Slovenia

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Professional staff taking care of children with special educational needs in pre-school education, Slovenia, 2007 Type of employment Range of activities total full-time part-time Total 201 141 60 Women 193 133 60 Employed in special classes 73 71 2 Employed in regular classes (for offering additional professional support) 128 70 58

Source: Statistical Office of the Republic of Slovenia

Teaching staff for children with special educational needs in basic schools with special curriculum, Slovenia, 2006/07 Type of employment total full-time part-time Total 545 515 30 Women 453 431 22 Teachers in lower level (8-year programme) or 169 164 5 in the first and second cycle of the 9-year programme Teachers in upper level (8-year programme) 296 281 15 or in third cycle of the 9-year programme Teachers in after school classes 80 70 10

Source: Statistical Office of the Republic of Slovenia

Student/teacher ratio for children with special educational needs in basic schools with special curriculum, Slovenia, 2000/01 - 2006/07 2000/01 4.6 2001/02 4.2 2002/03 4.5 2003/04 4.0 2004/05 3.8 2005/06 3.6 2006/07 3.4

Source: Statistical Office of the Republic of Slovenia

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11. The European and International Dimension in Education

In the last decade international cooperation in the field of education was mainly connected to Slovenia’s admission into the European Union, cooperation with the Council of Europe, Unesco, CEEPUS, Unicef and to the effort for admission into OECD. Slovenia also cooperates with third countries, especially the countries of South-East Europe. The preparation for participation in European education and training programmes began in 1998, followed by the accession to the second generation of Socrates and Leonardo da Vinci programmes in 2000. In 2004 Slovenia became a full member of the EU and was integrated into all forms of international cooperation on the individual, institutional and governmental level. 11.1. Historical Overview

Even before its independence (1991), Slovenia participated in many forms of international co-operation in the field of education. This participation has been further intensified after 1992. It includes bilateral, regional and multilateral co-operation at all levels from pre-school to higher education.

With the independence of Slovenia, the field of international co-operation became one of the driving forces in promoting full development of the human personality, respect for human rights and fundamental freedoms, and schools that would be free from any ideologies. All these aspects were a prerequisite for systematic recognition, understanding and introduction of the European dimension into all formal and non- formal forms of education. Slovenia acquired concrete experience in intensive co-operation within the framework of the Council of Europe and within the European integration processes.

Slovenia signed the European Cultural Convention even before it became a full member of the Council of Europe. By acceding to the European Cultural Convention, Slovenia was given the possibility to participate in the programme of the Council for Cultural Co-operation of the Council of Europe (CDCC), government committees, conferences, symposia, workshops and projects. By acceding to various conventions, Slovenia undertook the obligation to incorporate the principles and stipulations of those conventions in its laws and to practically implement them. Slovenia actively participated in both key bodies of the Council for Cultural Co-operation: the Education Committee and the Standing Conference on University Problems.

Through its National Commission, Slovenia took part in all important UNESCO actions. Slovenia requested for membership in OECD in 1996; in 2007 the Council of OECD decided about the Accession Roadmap for Slovenia; the full membership is expected in 2009. But the education authorities have nevertheless adopted certain of its methodologies for monitoring and assessing the performance of our education system and comparing it with those in other European countries, and especially the statistical and analytical aspects of those methodologies. A group of OECD experts made a detailed overview of the Slovenian education policy and produced an exhaustive report (Reviews of national policies for education - Slovenia) in 1998.

Traditional multilateral organisations have been joined by a number of new intergovernmental and non- governmental initiatives, town twinning, regional networks, and associations, while the old bilateral and regional links (Alps-Adriatic Working Community, Central European Initiative, Mediterranean countries) have become stronger. In the field of bilateral co-operation, Slovenia has concluded umbrella co-operation agreements, intergovernmental programmes and protocols in the field of culture, education and science with a number of countries in Europe and all over the world.

The Ministry of Education and Sport is concluding contracts with various research institutions in order to cooperate with OECD, EAIE and Unesco.

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The Lisbon Convention and the Bologna process have brought new aspects of internationalization into the Slovene system of education.

Since 1998 Slovenia has begun including Slovene pre-school institutions, schools, organisations for adult education, firms, universities, independent higher education institutions and other educational organisations in European educational and training projects under the guidance of an independent unit of the Institute of the RS for Vocational Education and Training. In October 2002 the Government of the Republic of Slovenia passed a resolution to form an EU programmes Agency and thus gave the green light to the foundation of CMEPIUS – Centre of the Republic of Slovenia for Mobility and European Educational and Training Programmes. Since then, the CMEPIUS has acted as a national agency for the Socrates Programme and the Leonardo da Vinci Programme. It has also been tending to the needs of mobile researchers, bilateral scholarship schemes, the Central European Exchange Programme for University Studies (CEEPUS), managing the European eTwinning project, carrying out the European Language Label initiative, providing a home to the Bologna process promoters' project and supporting the development of similar institutions in South- eastern Europe. The CMEPIUS has also been nominated by the Slovene government to carry on working as the national agency for the integrated Lifelong Learning Programme in the programme period from the year 2007 to 2013.

Participation of Slovenia in the EU “Socrates” and “Leonardo da Vinci” programmes began in 1998. Furthermore, the corresponding activities may be regarded as a start of project cooperation and international mobility in the field of education and training at all levels; from preschool education to post- doctoral studies.

The project-development cooperation and mobility have been integrated into and supporting the national development of education and training and the active employment policy. In October 2005, with a special reform programme for the implementation of the Lisbon agenda, the Government of the Republic of Slovenia adopted a platform for the implementation of priority measures, including: ”Knowledge for development of human resources”, sub-section ”Promoting human resource development and Lifelong learning”. The priority measures include those, aiming to introduce reforms in the higher education sector, higher professional education, higher technical and secondary vocational education, as well as provision of opportunities for horizontal and vertical mobility at the national and international level. This includes the adoption of the Leonardo da Vinci mobility plan 2005-2006, that was drafted by the Centre of the Republic of Slovenia for Mobility and European Education Programmes, CMEPIUS). The operative plan is based on the Reform Programme and the Recommendation on the Coordination of Education 2010 of the Republic of Slovenia.

Development-project cooperation and mobility include both the component European dimension as well as the focus on national priority areas, comprising:

● interdisciplinary links, flexibility of the curricula, management and administration of educational institutions, tolerance, intercultural dialogue, continuous development, new teaching methods and didactical approaches; ● introduction and upgrades of the quality system at schools, introduction of the credit transfer system, evaluation of study/learning outcomes and practical training, joint study programmes (joint degrees); ● less common professions, vocational competences, knowledge standards, less developed regions; ● early foreign language learning, introduction of a foreign language, use and integration of ICTs for the implementation of the curriculum and schools’ activity plans; ● transition from the education sector to the labour market; ● marginalised groups; ● connections and cooperation of social partners.

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Results of the development-project cooperation and mobility within the EU programme in the field of education since 2000 and training have greatly contributed to advanced development and modernisation of the national education and training system, esp. vocational, professional and tertiary education as well as training of teachers. They form the pillar for the initiation of reforms guided by common European directions, triggered by the “bottom-up” approach: from the individual, to institutions, local and regional authorities and directly up to the national system. Since 2000, these include more than 800 educational institutions, all universities, most HEIs, most vocational and professional schools and school centres, as well as approximately 20% of basic schools. Each year approximately 700 teachers and members of educational staff, 1,500 students and 1,200 secondary school students participate in the mobility programmes and constitute the main carriers of international cooperation initiatives within the EU programmes.

The Ministry of Education and Sport has integrated the results of international activities in several ways. Project activities of teachers and schools have been classified as one of the criteria for career promotions of employees in education and training and the system for rewarding headpersons’ achievements. The system of funding caters for paid staff replacements during the implementation of project activities abroad and, with the introduction of MOFAS, an increased organisational and financial flexibility which are required for project work. During the implementation of vocational and professional education and training reforms, the Ministry exploited its experience acquired during participation in the Leonardo da Vinci programme. With the open curriculum approach educational institutions were offered the opportunity to directly include mobility in the school’s curriculum and/or annual plan.

In 2008 the Europass – mobility system (i.e. credit evaluation of secondary school students' achievements, which remained at the discretion of each individual institution in the past) has been systematically introduced at the national level. Schools, connected with their environment have set up a system for acquisition of sponsorship funds intended for co-financing. With the objective of improving the quality of mobility in 2005 CMEPIUS - in cooperation with the Ministry of Education - introduced the award of national certificates, named “Apples of Quality” (“Jabolka kakovosti”).

The Slovene cooperation in the European educational programmes has grown considerably in the years from 2000 to 2006. From the initial € 2 million the annual amount has grown to € 5 million. Cumulatively almost € 23 million have been distributed in the programme period from 2000 to 2006. Activities were implemented at more than 400 schools and pre-school institutions, and included more than 3000 Erasmus students. In the year 2007 € 6, 5 million and in the year 2008 € 6, 7 million have been distributed for the implementation of different actions of the Lifelong Learning Programme and participation in the LLP is still growing steadily. 11.2. Ongoing Debates and Future Developments

Based on the Strategy of state development Slovenia prepared a national reform programme for the attainment of the goals of the Lisbon strategy (2005).

In this programme special attention is paid to reforms connected with efficient creation, transmission and use of knowledge, i.e. to the measures which contribute to greater competitiveness of the economy and lead to a higher economic growth. The programme also emphasizes the reforms directed at the modernisation of the social state and a higher level of employment. The national reform programme thus mainly stresses the measures which stimulate sustainable development and the efforts to create a cheaper and more efficient state; in the field of research and development measures for the increase in the number of researchers and their transfer from the public to the business sector are emphasized. The programme also includes continuous increase of the share of financing of applicable and developmental researches and the stimulation of new private institutions of higher education.

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The second half of 2007 and the first half of 2008 were devoted to the preparation and implementation of Slovenia’s presidency of the EU. At the spring meeting of the European Council in March 2008 the Slovene presidency entered its second three-year period of the Lisbon strategy.

Two major conferences were organised under the Slovenian Presidency of the EU: the Innovation and Creativity in Education and the Quality in mobility within the Lifelong Learning Programme. The 2008/2009 period will be devoted to the realization of the resolutions and guidelines of the two conferences, especially increased autonomy of teachers, which will enable their creative work, and increased responsibility of teachers and school managements for a quality education process and good results.

Care for immigrant children in Slovenia is defined in the Slovene constitution and the school legislation. In May 2007 the Ministry of Education and Sports adopted the Strategy for the Integration of Immigrant Children, Pupils and Students into the Education System in the Republic of Slovenia. In September 2007 the amendments to the Basic School Act were adopted to ensure that Slovenian language courses shall be provided to immigrant children at their inclusion in the basic school. The relevant new amendments were first introduced in the school year 2007/2008, therefore many of the instructions and recommendations that have been prepared have not yet been implemented in practice to their full extent.

The amendment to the Basic School Act (Amendment 2007), which introduces a second foreign language in the third three-year period of basic school triggered vigorous debates. In 2008/2009 some basic schools began to introduce this novelty as a pilot project led and monitored by the National Education Institute. In the school year 2010/2011 instruction in a second foreign language as an obligatory subject will be conducted at all basic schools.

The national Lifelong Learning Programme Call for application for the year 2009 has, besides the common European priorities, set on top some national priorities. The Comenius action sets for its national priority the applications of students no more than two years after their diplomas, and host schools that have not yet participated in the programme. The priority for the Comenius school partnerships is set to projects of special needs education and active participation of pupils with special needs. Pre-school institutions are also set as the priority among applying institutions. A regional aspect is emphasized – aimed at attracting participation of schools from the marginal regions of the country. Erasmus sets as the national priority foreign language courses organised within university centres and intensive programmes which include as a partner more than just one Slovenian higher education institution. The Leonardo mobility call for application 2009 gives national priority to applications related to the teaching of Roma students, special needs students and persons with difficulties in finding a job in the labour market, as well as development of new vocational programmes for new occupations in future labour markets. The Grundtvig programme call for application 2009 aims at development of methods for teaching adults and working with vulnerable or marginal groups of learners. Projects should be dedicated to issues of quality assurance in adult education, and investments in education of the aging population and migrants.

The number of initiatives for founding private schools with a foreign teaching language is increasing. The British International School of Ljubljana, which is intended for children of foreigners, launched the initiative for the foundation of a private basic school with English as the teaching language. The BI School started in September 2008 with a small number of foreign learners only. Currently, they use the International Basic Curriculum (IPC) for their Basic Section. But it is tending to grow to become a world-class school of about 600 students aged 3 to 18 and 70 teachers within ten years. The law does not yet provide for the foundation of foreign private basic schools intended for Slovene children, and the Ministry is still examining these initiatives.

In October 2008 the government also formed a project group with the aim of preparing legal and other foundations for the establishment of a bilingual Slovenian general upper secondary school gimnazija in Buenos Aires, Argentina.

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In November 2008, the Parliament appointed the Minister without Portfolio with decision making authority regarding the Slovenes Abroad. The precise division of responsibilities in the field of education among the ministers (for school education, for higher education and for the Slovenes abroad) is yet to be determined.

Higher Education

As a result of the Bologna process the three-cycle structure of higher education was adopted. With effect from 2002, application of the credit system based on ECTS became obligatory for all programmes. It is used as both a transfer and an accumulation system. The Diploma Supplement (DS) has been issued in Slovenia since the 2000/01 academic year. The ASHE Act stipulates that the DS must accompany each first-, second- and third-cycle diploma, and be issued automatically free of charge in Slovene and in one of the official languages of the European Union. According to the legislation, joint degree studies at two or more universities are possible. Universities from other European countries and from third countries may be included. The Council for Higher Education adopts the criteria for the design and adoption of joint study programmes. All higher education institutions that design and offer such programmes are obliged to conclude a special agreement precisely defining joint diplomas and diploma supplements. The quality assurance system includes accreditations and both internal and external evaluation of institutions and programmes.

As stipulated by the new ASHEA 2006, in future the responsibilities of the Council for Higher Education (CHE) include accreditations of programmes and institutions and external evaluations as well. In October 2004, the National Commission issued Rules on External Evaluation Criteria in order to establish a national system of regular external evaluations. The Rules stipulate also "international comparability" as one of the main criteria for accreditation of higher education programmes and institutions. The CHE created a senate for evaluations that sets up and guides the external evaluations procedures. A Secretariat of CHE, established in 2008 will provide technical assistance to the CHE. The National Commission is a member of the CEE Network (Central and Eastern European Network of Quality Assurance Agencies in Higher Education) and participates in the European Association for Quality Assurance in Higher Education sessions.

The new government announced thorough changes to the higher education legislation for 2009. It intends to prepare an independent University Act and gradually completely change the Higher Education Act (2006).

Svet za visoko šolstvo Republike Slovenije

Zakon o osnovni šoli

Zakon o visokem šolstvu 11.3. National Policy Guidelines/Specific Legislative Framework

A general right to free education is guaranteed by the Constitution. Consequently, basic education is compulsory and financed from the state budget. The state provides possibilities for its citizens to obtain appropriate educational qualifications. Basic orientations of Slovenia's international co-operation in education are laid down in the White Paper on Education in the Republic of Slovenia (1996, English version), a conceptual guideline underlying all substantive changes in the country's education system in recent years, largely based on European dimensions, such as the common European heritage of political, cultural and moral values reflected in human rights, the rule of law, pluralistic democracy, tolerance, and solidarity, and intercultural education.

The laws regulating education also define basic aspects of the international dimension. The Organisation and Financing of Education Act (1996, last revision in 2008) states that enabling participation in European integration processes is one of the basic goals of the Slovene education system and one of the priorities of its further development.

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Furthermore: education of minorities in Slovenia, Slovene emigrants and migrant workers abroad, Roma students, as well as international co-operation in education, are financed by the state budget.

The Basic School Act defines the goals of basic education, including the international comparability of achievement standards; acquisition of knowledge for further education; learning about foreign cultures; learning foreign languages; teaching about general cultural values and civilisations stemming from the European tradition; education for mutual tolerance, respect for being different, co-operation with others, respect for human rights and fundamental freedoms; and, consequently, developing the ability to live in a democratic society. The same Act specifically defines the rights of the children of Italian and Hungarian minorities, Slovene emigrants, Romanies and aliens.

The Gimnazije Act states that one of the fundamental tasks of gimnazije is to provide internationally comparable knowledge needed for the continuation of studies in higher education. It underlines the need for the development and preservation of cultural heritage, learning about other cultures and civilisations, and education for general cultural values and civilisations stemming from the European tradition.

One of the most important goals of the reform period 1996–2001 was comparability and greater compatibility of vocational education and training and qualifications with European systems. This principle was translated into practice due to mobility and improved quality of the system. The new Vocational and Technical Education Act (2006) provides the basis for systematic stimulation of international activity in vocational education, as it defines internationalisation as the basic criterion for quality management and competitiveness of education and training. Among the basic goals of international cooperation are also the “introduction of the European dimension of education, training and employment, introduction of cross- culture, and introduction of the European policy of employment”. International cooperation is an obligatory component of school work planning from the point of view of the contents, organisation, financing and personnel. Schools include international activity into their development plans and work strategies. They are cooperating with partner schools from other countries in joint projects initiated and financed or co-financed by the state, and joining international school networks.

The Vocational Education and Training Act stresses the importance of taking part in the European division of labour as well as the tasks aimed at the development of general cultural values and civilisations stemming from the European tradition. Article 8 includes stipulations concerning the language of instruction. It raises the possibility for a part of an educational programme to be offered in a foreign language if a visiting expert teaches it from abroad.

The Adult Education Act defines life-long learning and the freedom and autonomy of adult learners to choose the path to and the contents, forms, means and methods of their education as the basic principles of adult education. They facilitate international co-operation in all of the listed areas.

Tertiary Education

The Post-secondary Vocational Education Act (2004) and the Amendments to the Higher Education Act (2004 and 2006 amendments) legalized all elements of the Bologna reform in tertiary education: the tertiary structure, the diploma supplement, ECTS and quality assurance. One of the accreditation criteria is also the international comparability of programmes. The Slovene high and higher education systems are thus integrated into the development of a unified European higher education environment.

The Act on Recognition and Assessment of Education (2004) introduces a modern European system of recognition of foreign certificates and diplomas and assessment of certificates and diplomas obtained in Slovenia and abroad, taking account in particular of the Convention on the Recognition of Qualifications concerning Higher Education in the European Region, and the Bologna process.

White paper on education in the Republic of Slovenia

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Zakon o izobraževanju odraslih

Zakon o gimnazijah

Zakon o visokem šolstvu

Zakon o poklicnem in strokovnem izobraževanju 11.4. National Programmes and Initiatives

The notion of the European dimension is most often recognised in social sciences and the subjects and subject areas the contents of which substantially influence the way of thinking: history, geography, foreign languages, ethics and society, etc.

Concerning the concepts set forth in the White Paper in general and in its individual chapters, the concrete implementation of the contents of the European dimension in education is a result of three fundamental principles:

● Enforcement of internationally comparable achievement standards, ● Education for common cultural values based on the European tradition, ● Education for tolerance, respect for being different, co-operation with others, respect for human rights and fundamental freedoms, and, consequently, developing the ability to live in a democratic society.

Great importance has also been attached to opportunities for personal development and a free choice of a qualification and a job regardless of national boundaries. In addition to subject-related knowledge taught within the framework of more or less structured curricula, knowledge and skills facilitating employment are gaining in importance. These are: communication skills (in the mother tongue and foreign languages), entrepreneurship, self-esteem, information technology skills, promotion of one's own achievements, and creativity.

What is known as the Europeanization of education programmes, should primarily guarantee the compatibility with international educational standards. This is evident in the syllabi of individual subjects, as for example: contents about Europe as a historic and cultural unity in history classes; as an interdisciplinary topic in biology and chemistry; foreign languages which stress multilingual proficiency and early language teaching; and highlighting regionalism in geography classes.

At the Ministry of Education and Sport, a special group of national experts was appointed to implement the highly needed national strategy on language learning. They are assisted by the British Council, Goethe Institute, French Studies Institute, etc. The intensity of international exchanges has greatly influenced the status of foreign languages, increased foreign language proficiency and improved in-service training of foreign language teachers. The most important achievements are the formation of common thesauri for individual disciplines, flexible teacher training modules, and interactive multimedia units for individual target groups. In many cases, language teaching is provided through electronic media in the form of videoconferences, CD-ROMs and various software packages.

Slovenia adopted the Single Programmeming Document (EPD), which is the basis for the implementation of activities in the framework of using structural funds. EPD is based on the Strategy of Slovenia’s economic development and the National Development Programme; it includes a description of the measures Slovenia will implement in this programme period. The priorities include “knowledge, development of human resources and employment – all within Lifelong Learning.” The goals of the programme are compliant with EU strategies; the general goal, which derives from the European social model, is to increase the level of participation in life-long learning.

Ministrstvo za šolstvo, znanost in šport

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11.4.1. Bilateral Programmes and Initiatives

Bilateral cooperation between Slovenia and European and non-European countries is defined in bilateral agreements, programmes and protocols on cooperation in education, science and culture. The Ministry of Foreign Affairs is the main actor in concluding international agreements, also those concerning education, culture and science. The Ministry of Education and Sport, the Ministry of Culture and the Ministry of Higher Education, Science and Technology cooperate in forming the contents and types of cooperation. The Ministry of Foreign Affairs conducts the whole process, from the initiative for concluding these agreements, the ratification in the National Assembly and the publication in the Official Journal, to the implementation of the agreements.

The Ministry of Foreign Affairs has, together with other Ministries, has provided for the conclusion of bilateral intergovernmental agreements on cooperation in education, culture and science. Among other things, these agreements enable exchange of university teachers, students, scientists, experts and artists, as well as school, sport and youth linking and learning languages of the participating countries. General and financial provisions of these agreements define different types of implementation and financing of exchanges based on reciprocity. Slovenia has concluded more than twenty agreements on education programmes with foreign countries, which define the number of postgraduate scholarships, exchange of individuals, participation in summer language courses, direct cooperation of school and cultural institutions, possibility of participation in international events, etc.

The programmes/protocols on cooperation in education, culture and science are concluded for a period of several years and can be prolonged and renewed at repeated meetings of mixed commissions. The Ministry of Education and Sport coordinates and finances some projects and programmes in the field of learning and teaching foreign languages, which derive from bilateral cooperation and are integrated into the Slovene education environment. These projects are: Visiting foreign teachers of foreign languages; German programme teacher; Stimulation of learning and teaching French in basic schools.

The Visiting Teachers Programme succeeded the programme Assistants in foreign language teaching. The first English speaking assistants were followed by assistants for French, German, Italian, Spanish, and Russian. At the beginning of each academic year the Ministry sets up a list of schools which meet the conditions for a visiting foreign teacher. The programme based, on a bilateral programme of cooperation between the Republic of Slovenia and the Federal Republic of Germany, has been running from 1998 and is called The German Teachers Programme. The goal is to increase the quality and authenticity of German teaching in secondary schools in Slovenia and at the same time enable students to take the 2nd level German language diploma. The programme Stimulation of learning and teaching French in basic schools is a joint project of the National Education Institute and the French Institute Charles Nodier in Ljubljana. The main goals of the projects are to offer French teachers in basic schools as much professional training as possible, to equip them with additional didactical material and encourage as many basic schools as possible to offer French as an elective, and from 2008/09 as an obligatory second foreign language.

International bilateral scientific and technological cooperation of the Republic of Slovenia is implemented with 70 countries and is based on 134 bilateral agreements compliant with the Policy and Strategy of the Development of Scientific and Technological Cooperation of the Republic of Slovenia with foreign countries, adopted by the Government of the Republic of Slovenia (1994).

Ministrstvo za kulturo

Ministrstvo za šolstvo, znanost in šport

Ministrstvo za šolstvo, znanost in šport - ENIC Slovenija

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11.4.2. Multilateral Programmes and Initiatives

Regional cooperation, which is essentially a multilateral cooperation, has been successful mainly in the framework of the Central-European Alpe-Jadran initiative; today it is implemented in the framework of the so-called “Strategic Partnership” (cooperation between Slovenia, Austria, Hungary, the Czech Republic and Slovakia). Slovenia is also a member of the Central European Exchange Programme for University Studies, the goal of which is the linking and development of the Central European university environment. Many regional connections and projects are implemented with the help of the European Life-long Learning and Youth Programmes.

Slovenia hosts the Information and Documentation Centre of the Council of Europe. The work programme in the field of education is directed by two committees, which include representatives of the Ministries of the Member states: Steering Committee for Education and Steering Committee for Higher Education and Research.

The work programme in the field of undergraduate education is directed to: education for democratic citizenship, the learning and teaching of recent history and languages, cross-cultural and cross-religious education, minorities and the Roma, violence in school, integration of the European dimension into education, development of school policies, and continual education of teachers.

In 1996 Slovenia applied for the membership in OECD, which it will acquire in 2009. Slovenia participates in OECD researches and projects in the field of education, for example the Review of education policy in Slovenia, PISA; TIMSS, PIRLS, Teachers.

Slovenia became the 165th Unesco member in 1992. In Slovenia the national commission of Unesco is seated at the Ministry of Higher Education, Science and Technology. Unesco is active on all levels of education, from pre-school education to adult education. The main subject matters are: ensuring the right and access to education, raising literacy, inclusive education, education for peace and human rights, cultural and language variety in education, new information technologies, education of teachers, education for non-violence, education in critical situations and in reconstruction, health in school and AIDS. High quality cooperation is implemented on the school level within the network Associated School Project - ASP.

Francophonie (official French name l'Organisation internationale de la Francophonie) is an association of French-speaking countries, which was founded in 1970. It has 53 member and 10 observer states, including Slovenia from 1999. In all member states French is the main language or one of the official languages. At the Ministry of Foreign Affairs of the Republic of Slovenia a national coordinator for Francophonie and an interdepartmental working group for francophonie have been active for several years exchanging information on the completed actions and reporting on plans of individual departments. With its activities of promoting francophonie and of learning French in the Slovene school system, the Ministry for Education and Sport has been very active in this field.

Slovenia is bound by international commitments and requirements of the EU to provide funds for international developmental and humanitarian help to the developing countries and to gradually increase these funds. Slovene institutions are directly participating in the Stability Pact for South-East Europe with projects of international organizations or foreign institutions. The Ministry of Education and Sport is implementing various activities, usually in cooperation with international organisations. In its activities two principles are taken into account: on the one hand, endeavours are made to satisfy the specific needs in the countries of South-East Europe; on the other hand Slovenia wishes to help these countries to integrate in processes connected with the key questions and subjects in the international environment. In the field of education and youth an Austria-based Task Force Education and Youth - Enhanced Graz Process was set up. The so-called Southeast European Education Reform Implementation Initiative – ERI-SEE was formed, the goals of which is to bring the reform processes closer to European trends and processes, mainly in the light of

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The "South East Europe Education Cooperation Network" was set up – a project of forming a virtual database with information on education systems, researches, key documents, experts and institutions. It was developed and managed by the Education Strategy Study Centre at the Pedagogical Faculty at the University of Ljubljana.

The Organisation and Financing of Education Act (1996, last amendment 2008) enables the Ministry of Education and Sport to finance project work of schools which is connected to international cooperation. These are mainly smaller projects not eligible for applications within the European Union (Socrates, Leonardo da Vinci). These are forms of international cooperation such as: school exchanges connected to the development of the curriculum or development plans of schools; organization of festivals and other events with international participation; organisation of national or international events with such dimensions; participation of a group of pupils or students at an international festival or another international event; projects to support language and cultural diversity in schools; other projects with a clear international dimension.

Zakon o organizaciji in financiranju vzgoje in izobraževanja 11.5. European/ International Dimension through the National Curriculum

See subsections. 11.5.1. Pre-primary Education

The curriculum for pre-school institutions is an official national document for the work in pre-school institutions. The goal of the curriculum is active consideration of human rights and the rights of children, consideration of diversity and differences of children. This document also states that children should progress from gaining knowledge on their national home and local past to getting acquainted with historical changes in society and the world.

Integration into a broader environment means integration into the culture where the children live. Besides the integration into their own culture and national tradition children in pre-school institutions are soon exposed to other cultures and civilisations. This fact provides the basis for education of mutual tolerance and respect for diversity. Pre-school institutions implement numerous projects, also such with an international dimension, for example the project European Multiple Choice Identity. Many pre-school institutions also offer early learning of foreign languages. 11.5.2. Single Structure Education

The curriculum for basic schools includes the European dimension in most subjects and also in cross-subject contents and connections. For example: one of the subject matters prescribed in the learning plan for the subject Civic Education and Ethics prescribed in the learning plan is United Europe – Aging Europe. In geography classes students get acquainted with the geographical characteristics of Europe. History classes emphasize European subject matters. Basic schools include the European language portfolio. The goals are: to inform teachers of modern foreign languages about the philosophy and meaning of the European language portfolio for life-long language learning; to stimulate language and cross-cultural awareness and mobility in Europe (Europass); to train foreign language teachers for the work with ELP in classes; to encourage the use of active methods of work in language teaching and to direct teachers to alternative forms of knowledge assessment, viewing the learning of a language as a process; cooperation in forming a

234 EURYBASE SLOVENIA joint European language policy (with proposals for supplementing teaching plans, forming standards and levels of knowledge, defining the criteria for assessment based on joint European reference scales). 11.5.3. Upper Secondary Education

Based on the decision of the Ministry of Education (2004), European classes in the form of a European based curriculum of general education were introduced in gimnazija secondary schools. The curriculum was designed by the National Education Institute, which also monitors and evaluates its implementation. Its test phase has been running since 2004/05. Regarding their contents the European departments include the European and global dimension, but from the Slovene point of view. More than additional knowledge on Europe and the world, the important thing for teachers and students is detailed research into the role of Slovenia in this intertwined and co-dependent world and the acquisition of knowledge and development of skills for the economic, political and cultural promotion of Slovenia in Europe and the world.

The European curriculum includes new elective subjects:

● More extensive and detailed learning of a foreign language (English, German, French, Italian, Spanish, Russian) in two variants: Foreign language - Slovenia in the world; Foreign language - Culture and civilisation ● Slovene in the world: Social roles of Slovene; Slovene literature and translations ● European studies.

Part of the European classes is conducted by foreign teachers, native speakers, who have the role of co- teachers for a foreign language and for non-language subjects and who cooperate in the teaching process (but not in the assessment of students’ knowledge).

In gimnazija secondary schools with European departments the international exchange of the whole class is a component part of the teaching plan for the subject Slovenia in the world. During the exchange students participate in classes at a foreign partner school. Contents in the form of cross-cultural connections are agreed on in advance between partner schools and can include the presentation of the host country, its citizens, culture; presentation of the home town or region from various points of view.

The European and global dimension is integrated into the European department in several ways: additional classes of foreign languages in the elective part of the syllabus; cooperation of foreign teachers – native speakers in the teaching of foreign languages and other subjects; additional classes of Slovene in the elective part of the syllabus and as a new elective subject, European studies; obligatory integration of students into programmes of international cooperation, interdisciplinary project work with a European or global subject matter, extra curricular activities with a global subject matter and a planned integration of students therein (for example European clubs, school publications with European subject matters, discussion clubs, evenings and round tables with European subject matters).

In compliance with the law, the standpoints in the reformed vocational and technical programmes must ensure European employability. New VET curricula are developed following the principles of the Copenhagen declaration and Maastricht and Helsinki communiqués. Cooperation in the Copenhagen process has a significant impact on current VET curricular reform. New VET curricula are flexible, modularised and competence-based. The aim is – among others - to strengthen the European dimension to prepare students for work in the international environment. Credit points are allocated to modules, and students can be accredited for previous studies at other institutions, when study objectives are in line with the curriculum. The credit transfer system allows integrated learning pathways to be built. Study abroad can be included in learning pathways. The Institute of the RS for Vocational Education and Training (NIVET) produces Europass certificate supplements. A Europass centre was set up and a national project group to implement Europass established. NIVET is the contact point for networks, such as Cedefop's ReferNet and TTnet.

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In upper secondary vocational and technical education, it is compulsory to study the mother tongue and at least one foreign language. In the open curriculum, schools can offer more foreign languages according to the interests of students and industry. An additional module on intercultural competence is being prepared to help schools prepare students for international mobility by acquiring additional language skills and cultural knowledge of the country they will study in.

Project Pro Mobility – Platform for the promotion and support of qualifying mobility in initial vocational education and training

This project is based on the cooperation of a number of foreign partners aims to eliminate normative, content and implementation barriers for long-term international mobility of secondary school students in vocational and professional education. This would promote longer mobility periods, lasting from 3 months to 1 year (i.e. qualification-oriented international mobility), and its accreditation in the national education systems of EU member states as a vital component of education. The project was completed in August 2008.

Center Republike Slovenije za poklicno izobraževanje

Univerza v Ljubljani, Visoka šola za socialno delo 11.5.4. Tertiary Education Level Short Higher Education

The Post-secondary Vocational Education Act states (2004) that the standards of higher education programmes must assure European employability. The study programmes should be evaluated in accordance with ECTS. A short higher education institution should issue the diploma supplement in Slovene and in one of the official languages of the EU members.

Higher Education

The Higher Education Act (2004, last amendments 2006) states that higher education programmes should be internationally comparable. It also introduces joint degree programmes. The standards of knowledge should enable Slovene students unimpeded integration into further studies or work in other European countries. The study programmes should be evaluated in accordance with ECTS. Institutions of higher education are obliged to issue the diploma supplement in Slovene and in one of the official languages of the EU member states. Students and teachers must have the opportunity to integrate into international exchanges and projects of international cooperation. The Higher Education Act also stipulates the introduction of the National Framework for Qualifications, which should be composed by the end of 2009.

During the Slovene presidency in the first half of 2008 special attention was paid to the promotion of international dialogue with emphasis on the Euro-Mediterranean area.

Zakon o visokem šolstvu 11.5.5. Continuing Education and Training for Young School Leavers and Adults

In 2004 the National Assembly of the Republic of Slovenia adopted the National programme for adult education called the Resolution on the national programme for education of adults in the Republic of Slovenia until 2010. With this resolution it fully and systematically regulates the field of education of adults in the Republic of Slovenia and defines it as a component part of the life-long learning process. The key orientation of the development of education of adults is to enable the biggest possible number of adults to integrate into the life-long learning process. In recent years the selection of adult education and training programmes contains an increasing number of foreign language classes and training for integration into European labour markets.

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National funds and the European social funds intended for co-financing the field of adult education are increasing - especially professional education for multilingual and cross-cultural communication and training for the integration into international subject networks, mobility programmes and various partnerships. 11.5.6. Teachers and Education Staff

Participation in various international teacher-training schemes is considered as very important in Slovenia. The Slovene programme of continuing in-service teacher training includes workshops on the European dimension like: The European Dimension in Education and its Contents in Basic School Curriculum, Europeanization: the European knowledge market and how to enter it.

The Erasmus programme, which is organized within CMEPIUS, is the main European teacher mobility programme, through which university teachers take part in exchanges. The number of foreign teachers who come to Slovenia is still bigger than the number of Slovene teachers going to other European countries; both numbers are increasing every year. In the year 2000/01, 61 Slovene teachers taught in foreign countries in the framework of the Erasmus programme and 66 foreign teachers came to teach at Slovene higher education institutions. In the year 2006/07, 173 Slovene teachers taught at other European universities and 284 foreign teachers came to Slovenia. Within Erasmus teacher exchange programmes, Slovenia mainly cooperates with the European countries close to Slovenia: Austria, Italy and Germany. Among other countries, the exchange with Finland is the most active.

Služba za programe Evropske unije 11.6. Mobility and Exchange

Basic and upper secondary school students make acquaintances and establish links with their peers, gain in independence and creativity, develop communication skills, improve their foreign language proficiency and receive intercultural education. Communication at this level is widespread and is carried out mainly with the aid of computers. In Slovenia, the Kidlink international network is widely used. It is a non-profit organisation that seeks to include the greatest number possible of pupils aged 10 to 15 into the electronic dialogue. Over 10,000 participants from 59 countries have taken part in the project in the past few years. This network has actually grown into a project including 1000 international school links. It includes: Project work via the Internet, Distance education project, Meetings of Ready to Learn co-ordinators, Admission to the European Schoolnet.

Slovenia is a full member of the European Schoolnet, which supports co-operation among ministries of education and links networks at the national level. Its basic goal is networking with the aid of modern information and communication technologies.

The network of European Houses, which are located in Maribor and Nova Gorica, has also contributed to acceptance of the European dimension in Slovenia. Its concept and competitions in writing on European topics have encouraged the young to develop European awareness; to better understand the common heritage of our continent; to foster interest in cultural, economic and social issues; to indicate paths to political understanding and mutual responsibility among European nations; and to increase opportunities for European integration through European schools.

ASP, UNESCO's Associated Schools Project, has the longest tradition among school associations. It connects approximately 3,000 educational institutions from 116 countries. ASP promotes a new understanding of the global connections of today's world, in which education plays a key role in supporting the culture of peace and coexistence.

In addition to the international mobility carried out within the framework of the EU-programmes, UNESCO, Council of Europe and OECD programmes, Slovenia participates also in the Frankophonie, Stability Pact,

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Enhanced Graz Process, Southeast European Education Reform Implementation Initiative – ERI-SEE, South East Europe Education Cooperation Network.

In the framework of bilateral cooperation the cooperation in the field of learning and teaching foreign languages has special significance, especially with the following countries: Austria, France, Italy, Germany, Spain, United Kingdom and Russia. Almost all of these countries have their institutes or their subsidiaries in Slovenia, in order to cooperate in the field of culture and language education: Aula Cervantes, Austrian Institute, British Council, French Institute Charles Nodier, Goethe-Institute, Italian Institute.

In the framework of the Slovene Education Network, which is a member of the European Education Network, the National Education Institute organizes and coordinates European projects in Slovenia. Numerous international activities stimulating learning and teaching, international cooperation and exchange of experience are implemented under its auspices: Netd@ys, European School Projects, I*EARN, Kidlink. 11.6.1. Mobility and Exchange of Pupils/ Students

Mobility and Exchange of Pupils and Students – Pre-university Education

The Youth Office, which is an administrative body of the Ministry of Education and Sport, performs activities related to far-reaching changes in the role and position of young people in the society, including their mobility. One of the fundamental tasks of the Youth Office is to enable international youth exchanges, provide subsidies for the travel of children and youngsters (youth card), promote out-of-school educational activities and carry out other activities aimed at the social integration of youth.

In Vienna, Council of Europe member states signed a declaration on the fight against intolerance in October 1993, followed by the action plan against racism, xenophobia, anti-Semitism and intolerance. It was accompanied by a Europe-wide youth action under the slogan ''All Different - All Equal”, co-ordinated by the Council of Europe and special committees and youth associations.

In Slovenia, a national committee appointed by the Minister of Education and Sport managed the action. It included a range of activities raising awareness of the common Europe and its value system, and was founded by the Council of Europe and the Slovene state budget. The activities have continued even after the end of the action's time frame.

International Exchanges of Volunteers

International exchanges of volunteers are a well-established form of international exchanges. Volunteers take part in various non-profit projects demonstrating solidarity, assistance and self-help. Within the framework of these exchanges, the Youth Office closely co-operates with the volunteer society called MOST - International Civil Service, which is in charge of international volunteer exchanges in Slovenia and connected with several related international networks.

Basic and upper-secondary school students establish links with their peers, gain in independence and creativity, develop communication skills, improve their foreign language proficiency and receive intercultural education.

The network of European Houses is located in Maribor, Nova Gorica and Ljubljana. Its concept and competitions in writing on European topics have encouraged the young to develop European awareness; to better understand the common heritage of our continent; to foster interest in cultural, economic and social issues; to indicate paths to political understanding and mutual responsibility among European nations; and to increase opportunities for European integration through European schools.

UNESCO's Associated Schools Project ASP has the longest tradition among school associations. It connects approximately 3,000 educational institutions from 116 countries. ASP promotes a new understanding of the

238 EURYBASE SLOVENIA global connections of today's world, in which education plays a key role in supporting the culture of peace and coexistence.

Special scholarships are provided for Slovene minority students in the neighbouring countries: Italy, Austria and Hungary.

The leisure activity centres and youth centres carry out the European voluntary service – EVS - and organise cooperation in international youth exchanges in larger European countries. Subject matters differ – from ecology to active citizenship.

Mobility and Exchange of Students – Tertiary Education

On the basis of programmes such as Erasmus and Leonardo da Vinci, universities and their members participate in student exchanges Lifelong learning, CEEPUS (Central European Exchange programme), bilateral agreements and other programmes.

The international student exchange for a defined period can take place for the purposes of studies or work experience. Study abroad lasts from a minimum of 3 months to a maximum of 12 months. Study placements last from a minimum of 3 months to a maximum of 12 months, except for placements at short programme of higher education, where the placement can take place only for two weeks. Students can take part in student exchange programmes, study placement or both.

The completed study obligations of undergraduate and postgraduate students who completed part of their studies at foreign universities in the framework of various forms of student exchange, are recognized as study obligations for the undergraduate or postgraduate study programme in which the student is enrolled. The recognition must be automatic.

Slovene Human Resources and Scholarship Fund provides scholarships and grants for international mobility of students and researchers including Slovenes going abroad as well as foreigners coming to Slovenia. 11.6.2. Mobility and Exchange of Teaching and Academic Staff

The exchanges of headteachers, teachers and other educators are based on exchanging professional experience, and acquiring new professional competencies and qualifications. These exchanges are carried out at the bilateral and multilateral level and are usually co-ordinated either by educational institutions themselves or their international offices, where they exist. Slovene teachers most often attend workshops on the following topics: Professional training, Assessment methods, Use of modern educational technologies, Foreign language teaching, Multimedia, Interculturality as a principle, Healthy and high-quality life, Children's behaviour patterns, and History teaching. The Ministry of Education, Science and Sport provides training for Slovene language teachers giving courses in other European countries and in Argentina, Australia, the United States, and Canada; textbooks and other teaching materials for those teachers; summer courses of Slovene language abroad; workshops in Slovene language, literature and culture for Slovene language teachers from abroad; scholarships for descendants of Slovene emigrants; a full-year Slovene language course in basic schools for children of foreign nationals.

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11.7. Statistics Foreign students in tertiary education in Slovenia

The total number of foreign students participating in tertiary education in Slovenia in 2006/2007 was 1390. From 2000 to 2006 the number increased by 78%. In 2000 the share of enrolled foreign students was 0.9 % of all enrolled students. In 2006 this share increased to 1.2%

Structure of foreign students by nationality in 2007/08. Croatia 41% Bosnia and Herzegovina 13% Macedonia 12% Other European non-EU countries 10% Italy 6% Other EU countries 6% Unknown 2%

Source: Ministry of Higher Education, Science and Technology

Students in tertiary education abroad

According to Eurostat the number of Slovene students studying abroad in 2006 was 2505, which is 2.2% of all enrolled Slovene students in Slovenia and abroad. The number of Slovene students studying abroad is higher than the number of foreign students studying in Slovenia. However, the ratio between the former and the latter is improving. In 2006 the ration between Slovene students abroad and foreign students in Slovenia was 1:8 (in 2005 1:9, in 2000 2:7).

The number of students participating in short-term international exchanges is increasing. In the period 2000- 2006 the share of Erasmus exchanges increased, while the share of CEEPUS exchanges decreases.

Most of the teacher exchanges in Slovenia are organized with European countries close to Slovenia. The largest number of Slovene teachers participating in exchanges in 2004/2005 went to Germany, Austria, Italy and Finland. Most of the teachers coming to Slovenia were from Poland, Austria and Germany.

Short-term mobility of To Slovenia (1) From Slovenia (2) Proportion (1/2) students in 2005/2006 Erasmus 589 879 0.67 CEEPUS 91 80 1.13 Bilateral programmes 52 No information - Total 732 959 0.76

Source: CMEPIUS, Centre of the Republic of Slovenia for Mobility and European Educational and Training Programmes

Služba za programe Evropske unije

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GLOSSARY absolvent (absolventka,absolventi,absolventke,absolventje) : Student in higher education (candidate for graduation) who has completed all the courses required for graduation and is allowed to retain student status, in principle for one year, during which time he/she may take the examinations, fulfil other requirements and write a diploma paper. akademski (akademska,akademske,akad.) : Prvi del strokovnega naslova, ki se pridobi po konèanem dodiplomskem univerzitetnem programu na umetniških podroèjih; za besedo "akademski" (za moškega) oz. "akademska" (za žensko) se doda poimenovanje, izvedeno iz študijskega programa. Strokovni naslov se pristavlja za imenom in priimkom (npr. Janez Novak, akademski slikar, Marija Novak, akademska kiparka). Bolj obièajna je uporaba okrajšave akad. (npr. Janez Novak, akad. slik., Marija Novak, akad. kip.). akademski (+ specialisation) (akademski,akademska,akademske,akad.) : First part of professional title awarded after completion of an undergraduate academic artistic programme. After the word akademski (for men) or akademska (for women) is added the specialisation based on the study programme. The professional title is placed after the name (e.g. Janez Novak, akademski slikar /Academic Painter/, Marija Novak, akademska kiparka /Academic Sculptor/). Usually abbreviated form is used: akad. (e.g. Janez Novak, akad. slik. /Acad. Paint./, Marija Novak, akad. kip. /Acad. Sculpt./). akademski zbor (akademski zbori) : Akademski zbor èlanice univerze oziroma samostojnega visokošolskega zavoda sestavljajo vsi visokošolski uèitelji, znanstveni delavci in visokošolski sodelavci. Pri njegovem delu sodelujejo tudi predstavniki študentov tako, da je njihovo število najmanj ena petina èlanov akademskega zbora. Naèin njihovega sodelovanja se doloèi s statutom. Akademski zbor izvoli senat, senatu predlaga kandidate za dekana, obravnava poroèila o delu visokošolskega zavoda ter daje predloge in pobude senatu ter opravlja druge naloge, doloèene s statutom. Akademski zbor izmed svojih èlanov izvoli predsednika. Predsednik sklicuje in vodi seje. Èe ima akademski zbor veè kot 200 èlanov, se oblikuje tako, da imajo posamezne skupine sorazmerno število predstavnikov, pri èemer akademski zbor ne more imeti manj kot 100 èlanov. andragoški zbor (andragoški zbori) : This is the highest professional body in a public institution for adult education, and consists of professionals and teachers who provide educational programmes for adults. It discusses and decides on professional matters concerning education; forms opinions on annual action plans; decides on the update of education programmes; issues opinions on the appointment of director, headmaster or unit manager; prepares proposals for the promotion of teachers, and gives opinion on executive board proposals. asistent (asistentka,asistenti,asistentke,asistenta) : Teacher assistant working under the supervision of Visokošolski/ke uèitelj/ice at a tertiary education institution normally enrolling students from the age of 19. Staff who occupy this post should hold a first degree (corresponding to the professional title of profesor/ica (+), univerzitetni/na diplomirani/na (+) or akademski/ka (+) in an appropriate discipline) and demonstrate exceptional ability in their studies and work in the field of science or the arts. The title is awarded to candidates for a 3-year period and may be renewed subject to successful performance in teaching and research or artistic activity. For the 3rd election (after 6 years), these staff have to possess the magisterij degree (in a recognised academic or artistic field) and for the 4th election (after 9 years), they must hold a doktorat znanosti (in a recognised academic or artistic field). Their title is awarded by the senate of the institution concerned, in accordance with legislative procedures. The title can also be revoked. Asistent/ka with the doktorat znanosti may be promoted to the post of Docent/ka. These staff are responsible for teaching assistance and research/artistic activity at their institution. They are appointed by the rector of the university (rektor/ica univerze) or dean (dekan/ica) of the samostojni visokošolski zavod (if their institution is not incorporated into a university), in accordance with an open recruitment procedure. In public institutions, they are state employees, have civil servant status and are evaluated by their institution. Asistent/ka is one of the titles of academic assistants Visokošolski/ke sodelavci/vke. Abbreviations: As., Asist.

Borza znanja (borze znanja) : Non-formal system linking people having knowledge of any kind and ready to exchange it with those seeking knowledge.

241 EURYBASE SLOVENIA dekan (dekanica,dekani) : Head of a tertiary education institution (visoka strokovna šola, umetniška akademija, fakulteta) which is usually attached to a university (univerza). Although no special training is required, those appointed to this post have to be fully employed as a teacher in tertiary education (visokošolski uèitelj). Their tasks include the coordination of teaching, academic research, artistic and other activities at their institution, ensuring that it operates in accordance with legal requirements and taking decisions about the employment of non-teaching staff. In the meantime, they pursue their own teaching and academic or artistic activity. Where the institution concerned is attached to a university, its head is appointed for 2 or 4 years by the Rektor/ica on the basis of a recommendation by the council (senat) of the institution concerned, and may be re-elected. In these public-sector institutions, the head is a state employee with civil servant status and evaluated by the rektor and senat. Where the institution is not attached to a university, its head is recruited and appointed in accordance with formal internal procedures, and evaluated by the council (senat) of the institution. delovodski izpit (delovodski izpiti) : Special examination for graduates of three year vocational secondary school. It consists of four parts: product or service, professional part consisting of subject of specialisation at the level of technical secondary school, managerial part which allows a candidate to show competencies for management of a working group and teaching-educational part which allows the candidate to show teaching skills which are necessary to work with co-workers in the lifelong learning process. dijak (dijakinja,dijaki,dijakinje,dijaka,dijakom,dijake,dijakov) : An individual attending any type of secondary education (vocational or secondary technical school, gimnazija). A student educated in a vocational school of the dual-system type is called vajenec (an apprentice). dijaški dom (dijaški domovi,dijaške domove,dijaških domov) : Institution providing accommodation and study facilities to apprentices, and secondary school and vocational-college students studying away from home. diploma (diplome,diplomo) : General term for a document awarded by a vocational college or a higher education institution to a graduate who has completed a study programme (post-secondary vocational programme, undergraduate professionally oriented or academic programme, and postgraduate programmes leading to specializacija, magisterij or doktorat). diplomirani (diplomirana,diplomirane,dipl.) : Prvi del strokovnega naslova, ki se pridobi po konèanem dodiplomskem visokošolskem strokovnem programu; za besedo "diplomirani" (za moškega) oz. "diplomirana" (za žensko) se doda poimenovanje, izvedeno iz študijskega programa. Strokovni naslov se pristavlja za imenom in priimkom (npr. Janez Novak, diplomirani ekonomist, Marija Novak, diplomirana vzgojiteljica predšolskih otrok). Bolj obièajna je uporaba okrajšave dipl. (npr. Janez Novak, dipl. ekon., Marija Novak, dipl. vzg.). diplomirani (+ specialisation) (diplomirani,diplomirana,diplomirane,dipl.) : First part of professional title awarded after completion of an undergraduate professionally oriented programme. After the word diplomirani (for men) or diplomirana (for women) is added the specialisation based on the study programme. The professional title is placed after the name (e.g. Janez Novak, diplomirani ekonomist /Graduate Economist/, Marija Novak, diplomirana vzgojiteljica predšolskih otrok /Graduate Pre-school Teacher/). Usually abbreviated form is used: dipl. (e.g. Janez Novak, dipl. ekon. /Grad. Econ./, Marija Novak, dipl. vzg. /Grad. Pre-school Teach./). diplomirani inženir (diplomirana inženirka,diplomirani inženirji,diplomirane inženirke,dipl. inž.) : Prvi del strokovnega naslova, ki se pridobi po konèanem dodiplomskem visokošolskem strokovnem programu na tehniških, biotehniških in tehnoloških podroèjih; za besedo "diplomirani inženir" (za moškega) oz. "diplomirana inženirka" (za žensko) se doda poimenovanje, izvedeno iz študijskega programa. Strokovni naslov se pristavlja za imenom in priimkom (npr. Janez Novak, diplomirani inženir metalurgije, Marija Novak, diplomirana inženirka tekstilne tehnologije). Bolj obièajna je uporaba okrajšave dipl. inž. (npr. Janez Novak, dipl. inž. metal., Marija Novak, dipl. inž. teks. teh.).

242 EURYBASE SLOVENIA diplomirani inženir (+ field of study) (diplomirani inženir,diplomirana inženirka,diplomirani inženirji,diplomirane inženirke,dipl. inž.) : First part of professional title awarded after completion of an undergraduate professionally oriented programme in the technical, biotechnical and engineering fields of study. After the word diplomirani inženir (for men) or diplomirana inženirka (for women) is added the field of study based on the study programme. The professional title is placed after the name (e.g. Janez Novak, diplomirani inženir metalurgije /Graduate Engineer of Metallurgy/, Marija Novak, diplomirana inženirka tekstilne tehnologije /Graduate Engineer of Textile Technology/). Usually abbreviated form is used: dipl. inž. (e.g. Janez Novak, dipl. inž. metal. /Grad. Eng. Metal./, Marija Novak, dipl. inž. teks. teh. /Grad. Eng. Text. Tech./). diplomirani vzgojitelj predšolskih otrok (diplomirana vzgojiteljica predšolskih otrok,diplomirani vzgojitelji predšolskih otrok,diplomirane vzgojiteljice predšolskih otrok) : Professional title obtained after 3 years of higher education professional study at the Faculty of Education, University of Ljubljana or University of Maribor. diplomski izpit (diplomski izpiti,diplomskim izpitom) : A general term for the final examination required to complete post-secondary vocational education in vocational colleges (višje strokovne šole), professionally oriented higher education programmes in professional colleges (visoke strokovne šole), and professionally oriented or academic higher education programmes in faculties (fakultete) and art academies (umetniške akademije). Having successfully passed the diploma examination, graduates are awarded the appropriate professional title (strokovni naslov), or in vocational colleges the appropriate vocational title in accordance with the nomenclature of occupations. diplomsko delo (diplomska dela) : The final paper prepared by graduates of vocational colleges, graduates of professionally oriented higher education programmes in professional colleges, and graduates of professionally oriented and academic higher education programmes in faculties and art academies. The diploma paper (dissertation) can take the form of a written assignment or other type of work, a performance, presentation etc. It must be the result of independent work by one candidate; if it is the result of more than one candidate's work, it must clearly show each candidate's contribution. direktor (direktorica,direktorji,direktorice,direktorja) : Manager of an educational institution (vrtec, osnovna šola, glasbena šola, gimnazija, srednja strokovna šola, poklicna šola, višja strokovna šola, šolski center) formed from two or more organisational units managed by the Ravnatelj/ica. To be appointed to this post in public- sector institutions, a first university degree (4 years of study) and at least 5 years of professional experience are required. The responsibilities of these staff are exclusively managerial and determined by the founding acts of the institution concerned. They represent it and are responsible for ensuring that it operates in accordance with legal requirements. They also exercise responsibilities in staff matters and take decisions regarding the number of teaching posts and staff employment and disciplinary issues, although they normally act with due regard for the proposals and recommendations of either the ravnatelj/ica responsible for the institution’s constituent organisational units, or its mixed management body. They may have teaching or counselling duties if their employment contract so stipulates. The term is also used for chief executive officers of non-educational members of the universities (libraries, students' residential facilities, research institutes). docent (docentka,docenti,docentke,docenta) : Teacher in tertiary education normally enrolling students from the age of 19. Staff who occupy this post have to possess the doktorat znanosti (doctorate of science), and should have demonstrated satisfactory performance as teacher and have academic and professional references. In artistic fields, they should hold at least a first degree and have an established record of artistic achievement. Their title is awarded for a period of 5 years (renewable) by the senate of the higher education institution concerned, in accordance with legislative procedures. The title can also be revoked. Staff in this category are responsible for teaching and research or artistic activity at their institution, and may be promoted to the post of Izredni/na profesor/ica. dodatni pouk : Additional classes are organised in elementary school for talented pupils where they can obtain broader and deeper knowledge of the subject.

243 EURYBASE SLOVENIA doktor dentalne medicine (doktorica dentalne medicine,doktorji dentalne medicine,dr. dent. med.) : First professional title awarded to students who have successfully completed 5 years of academic oriented programme in dental medicine, passed the Diplomski izpit examination and obtained the Diploma at Medicinska fakulteta (Faculty of Medicine). It gives access to the labour market or further tertiary education leading to Magister/trica znanosti, Specialist/ka (+) or Doktor/ica znanosti degree. Abbreviation: Dr. vet. med. Note: Before 2003, professional title was Doktor/ica stomatologije (abbr. Dr. stom). doktor medicine (doktorica medicine,doktorji medicine,doktorice medicine,dr. med.) : Professional title awarded after completion of the undergraduate academic programme in medicine. The professional title is doktor medicine (for men) or doktorica medicine (for women). The professional title is placed after the name (e.g. Janez Novak, doktor medicine /Doctor of Medicine/, Marija Novak, doktorica medicine /Doctor of Medicine/). Usually abbreviated form is used: dr. med. (e.g. Janez Novak, dr. med. /Dr. Med./, Marija Novak, dr. med. /Dr. Med./). doktor stomatologije (doktorica stomatologije,doktorji stomatologije,doktorice stomatologije,dr. stom.) : Professional title awarded after completion of the undergraduate academic programme in stomatology. The professional title is doktor stomatologije (for men) or doktorica stomatologije (for women). The professional title is placed after the name (e.g. Janez Novak, doktor stomatologije /Doctor of Stomatology/, Marija Novak, doktorica stomatologije /Doctor of Stomatology/). Usually abbreviated form is used: dr. stom. (e.g. Janez Novak, dr. stom. /Dr. Stom./, Marija Novak, dr. stom. /Dr. Stom./). doktor veterinarske medicine (doktorica veterinarske medicine,doktorji veterinarske medicine,doktorice veterinarske medicine,dr. vet. med.) : Professional title awarded after completion of the undergraduate academic programme in veterinary medicine. The professional title is doktor veterinarske medicine (for men) or doktorica veterinarske medicine (for women). The professional title is placed after the name (e.g. Janez Novak, doktor veterinarske medicine /Doctor of Veterinary Medicine/, Marija Novak, doktorica veterinarske medicine /Doctor of Veterinary Medicine/). Usually abbreviated form is used: dr. vet. med. (e.g. Janez Novak, dr. vet. med. /Dr. Vet. Med./, Marija Novak, dr. vet. med. /Dr. Vet. Med./). doktor znanosti (doktorica znanosti,doktorji znanosti,doktorice znanosti,dr.) : The highest academic title awarded after completion of a postgraduate programme leading to doktorat znanosti. The academic title is doktor znanosti (for men) or doktorica znanosti (for women). Abbreviation: Dr. The academic title is placed before the name, e. g. doktor znanosti Janez Novak /Doctor of Science Janez Novak/, doktorica znanosti Marija Novak /Doctor of Science Marija Novak/. Usually the abbreviated form is used: Dr. Janez Novak, Dr. Marija Novak. doktorat znanosti (doktorati znanosti,doktorata znanosti) : An abbreviation for a postgraduate study programme leading to a doctoral degree. Those who successfully complete the programme are awarded the academic title Doctor of Science (PhD). Also in the sense "have a Doctorate of Science" (to be a Doctor of Science). doktorska disertacija (doktorske disertacije,doktorsko disertacijo) : A doctoral dissertation is an original and independent contribution to science in written form. After successful defence of a dissertation, a candidate for the doctoral title is promoted as a Doctor of Science and receives a diploma of doctorate. dopolnilni pouk : Classes in elementary schools organised for pupils with learning difficulties who need additional help. dualni sistem (dualnem sistemu,dualna organizacija,dualni organizaciji,dualno organizacijo,dualnega sistema) : Educational system in schools providing short-term vocational and secondary vocational programmes in co- operation with employers (e.g. companies, entrepreneurs, institutions).

244 EURYBASE SLOVENIA fakulteta (fakultete) : University level institution offering multidisciplinary medium-length (3 to 3.5 years) professionally oriented, and medium and long (4, 4.5, 5 and 6 years) academic and postgraduate programmes, usually for students from the age of 19. Admission to professionally oriented programmes is based on the upper secondary certificate (sprièevalo o poklicni maturi) or recognized equivalent; admission to academic programmes is based on the upper secondary certificate (maturitetno sprièevalo) or recognized equivalent. Some programmes can also require special abilities and/or psychological and physical characteristics as a prerequisite for admission. If admission is restricted, candidates are selected on the basis of their performance in the final examination at secondary school and on their general achievemnt there. Programmes lead to first-degree level diplomas, postgraduate diplomas (specializacija, magisterij) and doctorates. At these public state-funded or grant-aided private institutions, the Ministry of Education, Science and Sport is responsible for teaching and research activities. No tuition fees are payable for full-time first-degree level programmes in publicly funded institutions. Public institutions are organised within the university structure univerza, while the organisation of private institutions is separate. gimnazija (gimnazije,gimnazijo,gimnazijami,gimnazijah,gimnazij) : Institution offering 4 years of full- or part- time general upper secondary education in a single cycle to students aged 15 to 19. It is organised as a separate institution or can be a part of šolski center. There are two basic types of gimnazija programmes with somewhat different curricula, namely general (splošna gimnazija) or specialised (strokovna gimnazija). Splošna gimnazija offer broad general education or a classical stream (klasièna gimnazija) with an emphasis on Latin and the humanities. Strokovna gimnazija offer some special subjects in the fields of electrotechnics, mechanical engineering, timber technology, civil engineering, and agriculture (tehniška gimnazija), as well as in economics (ekonomska gimnazija) and the arts - music, art and dance (umetniška gimnazija). Admission is based on successful completion of osnovna šola. In addition, umetniška gimnazija courses require a test of special artistic abilities as a prerequisite for admission. If admission is restricted, selection is based on results in the final external examination and in certain subjects in the last years of osnovna šola. At the end of the programme, students have to take the external matura examination, and those who are successful receive the maturitetno sprièevalo certificate. Although this certificate enables them to enter all types of tertiary education, most of them go on to academic tertiary education at fakulteta or umetniška akademija. The language of instruction can be the language of a national minority (Hungarian or Italian). The Ministry of Education, Science and Sport has overall responsibility for these public state-funded and grant-aided private institutions, which are co-educational. No fees are payable for publicly recognised full-time programmes. glasbena šola (glasbene šole,glasbenih šolah) : Institution offering 1 to 8 years of additional artistic (music and dance) education mainly to pre-school children and pupils in compulsory education, but also to students in upper secondary and tertiary education and to adults. The institution offers various music and dance courses at 4 levels (pre-school, preparatory, lower and higher). The pre-school music education course and music preparatory course last 1 year, the dance preparatory course, 3 years, music courses, 4, 6 or 8 years, and dance courses, 4 or 6 years. Admission is based on an internal entrance examination (sprejemni preizkus), except in the case of pre-school and preparatory level courses. The Ministry of Education, Science and Sport has overall responsibility for these centrally and municipally funded institutions, which can be public or private establishments and are co-educational. Music schools determine the fees for the material costs of education not provided by local government, which are paid by parents or students. gostujoèi tuji uèitelj (gostujoèa tuja uèiteljica,gostujoèi tuji uèitelji,gostujoèe tuje uèiteljice) : Visiting teachers from abroad providing parts of programmes in vocational and technical schools, gimnazije, and music schools for a limited period of time or participating in the provision of programmes; such teachers should meet the qualification requirements of their native countries. gostujoèi visokošolski uèitelj (gostujoèi visokošolski uèitelji,gostujoèa visokošolska uèiteljica) : Institutions of higher education may invite distinguished teachers, scientists, experts and artists to participate in providing part of a course or study programme for a limited term, without regard to the requirements for a title. inštruktor (inštruktorica,inštruktorji,inštruktorice) : Professionals in secondary schools providing practical training. They must have at least a secondary technical education degree of the appropriate level of qualification and teaching qualifications.

245 EURYBASE SLOVENIA izobraževalni program (izobraževalni programi,izobraževalnih programov) : A general term for all types of programmes in basic education, gimnazije, short-term and secondary vocational education, secondary technical education, post-secondary vocational education, education of children with special needs and adult education. Each educational programme has a general and a specific part. The general part contains the name of the programme, its objectives, duration of education, types of assessment, entrance requirements, progress and completion of education; vocational and technical education programmes also contain specification of the occupation gained after successful completion of education. The specific part must contain at least a weekly schedule of subjects, syllabuses, catalogue of knowledge standards, catalogue of knowledge standards at examination as well as knowledge that teachers of individual subjects must possess. izpitni katalog (izpitni katalogi,izpitne kataloge,izpitnih katalogov) : Catalogue of knowledge standards at examination as part of an educational programme contains knowledge standards and teaching and knowledge objectives assessed after completed education in zakljuèni izpit, poklicna matura, or matura (final examinations). izredni profesor (izredna profesorica,izredni profesorji,izredne profesorice,izrednega profesorja) : Teacher in tertiary education normally enrolling students from the age of 19. Staff who occupy this post have to possess the doktorat znanosti (doctorate of science), and should have demonstrated satisfactory performance as teachers and have academic and professional references. In artistic fields, they should hold at least a first degree and have an established record of artistic achievement. Their title is awarded for a period of 5 years (renewable) by the senate of the higher education institution concerned, in accordance with legislative procedures. The title can also be revoked. Staff in this category are responsible for teaching and research or artistic activity at their institution, and may be promoted to the post of Redni/na profesor/ica. javna mreža (javne mreže,javno mrežo) : Distribution of public and private pre-school institutions, elementary, secondary and music schools, vocational colleges, residences and institutions for children with special needs ensuring permanent and undisturbed public service in the area of education. kadrovska štipendija (kadrovske štipendije) : Kadrovske štipendije dodeljujejo organizacije in delodajalci v skladu s svojimi potrebami. Z zakonom je doloèena le minimalna višina kadrovskih štipendij, vse drugo pa je prepušèeno štipenditorjem. Zavod Republike Slovenije za zaposlovanje vsako leto spomladi objavi skupen razpis kadrovskih štipendij v posebni publikaciji. knjižnièar (knjižnièarka,knjižnièarji,knjižnièarke) : Zbira knjižnièno gradivo, ga strokovno obdeluje, hrani, predstavlja in izposoja ter opravlja informacijsko-dokumentacijsko delo kot sestavino vzgojno- izobraževalnega dela v šoli. Imeti mora visokošolsko izobrazbo ustrezne smeri in pedagoško-andragoško izobrazbo. kolegij (kolegiji,kolegiju,kolegija) : In educational institutions with organisational units, a collegium is established to co-ordinate educational, managerial and administrative tasks. The collegium comprises the director of the public educational institution and the headmasters managing its organisational units. The director of the public educational institution chairs the collegium. laborant (laborantka,laboranti,laborantke) : Professionals in secondary schools who are responsible primarily for practical education. They must have at least a secondary technical education degree at the appropriate level of qualifications and teaching qualifications. lektor (lektorica,lektorji,lektorice,lektorja) : Teacher at tertiary education institutions normally enrolling students from the age of 19, who has specialised in teaching foreign languages. Staff who occupy this post must hold a first degree in languages (generally the professional title of profesor/ica in one or two languages), have at least 5 years of appropriate experience and have demonstrated satisfactory performance as teachers. Their title is awarded for a period of 5 years (renewable) by the senate of their institution, in accordance with legislative procedures. The title may also be revoked. Staff in this category are primarily responsible for teaching.

246 EURYBASE SLOVENIA letno sprièevalo (letna sprièevala) : A public document issued by a secondary school to an apprentice or a student after successful completion of a year. ljudska univerza (ljudske univerze) : Institution offering all types of programmes and courses both to young people and adults. Programmes and courses, usually part-time, range from basic and general secondary programmes to vocational, upper secondary technical and post-secondary vocational programmes, and a variety of training and specialisation courses. Admission requirements for publicly recognised programmes for adults are the same as admission requirements for young pupils or students. The Ministry of Education, Science and Sport has overall responsibility for these public, centrally and municipally subsidised institutions. They are co-educational and cannot charge fees for courses fully financed from public funds. If educational programmes are co-financed from public funds, fees are charged in accordance with the level of subsidy. Fees are payable for all other adult education programmes. Before 1991, these institutions were also known as delavska univerza (workers' university). magister farmacije (magistra farmacije,magistri farmacije,magistre farmacije,mag. farm.) : Professional title awarded after completion of the undergraduate academic programme in pharmacy. The professional title is magister farmacije (for men) or magistra farmacije (for women). Professional title is placed after the name (e.g. Janez Novak, magister farmacije /Magister of Pharmacy/, Marija Novak, magistra farmacije /Magister of Pharmacy/). Usually abbreviated form is used: mag. farm. (e.g. Janez Novak, mag. farm. /M. Pharm./, Marija Novak, mag. farm. /M. Pharm./) magister umetnosti (magistrica umetnosti,magistri umetnosti,magistrice umetnosti,mag.,magister) : Academic title awarded after completion of a postgraduate programme leading to magisterij in artistic fields of study. The academic title is magister umetnosti (for men) or magistrica umetnosti (for women). Abbreviation: mag. The academic title is placed before the name, e. g. magister umetnosti Janez Novak /Master of Arts Janez Novak/, magistrica umetnosti Marija Novak /Master of Arts Marija Novak/. Usually the abbreviated form is used: Mag. Janez Novak, Mag. Marija Novak. It is possible to use only magister. magister znanosti (magistrica znanosti,magistri znanosti,magistrice znanosti,mag.,magister) : Academic title awarded after completion of a postgraduate programme leading to magisterij. The academic title is magister znanosti (for men) or magistrica znanosti (for women). Abbreviation: mag. The academic title is placed before the name, e. g. magister znanosti Janez Novak, magistrica znanosti Marija Novak. Usually the abbreviated form is used: Mag. Janez Novak, Mag. Marija Novak. It is possible to use only magister. magisterij (magisteriji,magisterija,magisterijem) : Short for podiplomski študijski program za pridobitev magisterija (postgraduate programme leading to academic title magister znanosti or magister umetnosti (Master of Science or Master of Arts). magistrsko diplomsko delo (magistrska dela,magistrsko delo,magistrskega diplomskega dela) : The result of research work prepared by a postgraduate magisterij level student to complete his or her studies. It is a student's proof of mastering the field dealt with in the thesis as well as methods of research. If the thesis is the result of more than one candidate's, or a research team's work, it must clearly show each candidate's contribution. matura (mature,maturo,maturi) : Compulsory external final examination, organised at national level, held at the end of the final year of general upper secondary education lasting 4 years (gimnazija). Matura examination can also take students who have finished maturitetni teèaj. Successful students receive the maturitetno sprièevalo certificate; students with outstanding results receive the maturitetno sprièevalo s pohvalo certificate. It consists of five subjects, three of which are compulsory (the mother tongue, mathematics and the foreign language); the other two are optional. Some subjects require, in addition to a written test, practical or project work, or an oral examination.

247 EURYBASE SLOVENIA maturitetni teèaj (maturitetnem teèaju,maturitetnega teèaja) : Matura course, a one-year educational programme intended primarily for those students who complete four-year secondary technical schools and want to sit the matura examination and enrol for academic higher education. Anybody who has successfully completed secondary vocational or technical school or the third year of gimnazija and has interrupted their education for at least one year, or who has completed elementary school and has passed a test of knowledge at the third year gimnazija level, can enrol in the programme of maturitetni teèaj. maturitetno sprièevalo (maturitetna sprièevala) : Leaving certificate of upper secondary general education, issued by the gimnazija to students who pass the matura examination. It mentions the specialisation, the subjects passed and the examination results. It gives access (without entrance examinations) to all types of tertiary education, especially to academic tertiary programmes at fakulteta or umetniška akademija. maturitetno sprièevalo s pohvalo (maturitetna sprièevala s pohvalo) : Leaving certificate of upper secondary general education, issued by the gimnazija to students who pass the matura examination with outstanding success. The National Matura Commission determines outstanding success. It mentions the specialisation, the subjects passed and the examination results. It gives access (without entrance examinations) to all types of tertiary education, especially to academic tertiary programmes at fakulteta or umetniška akademija. mentor (mentorji,mentorica,mentorice) : Promotion title (first grade) awarded to all working as the Organizator/ica izobraževanja odraslih, Predavatelj/ica višje šole, Predmetni/na uèitelj/ica, Šolski/ka knjižnièar/ka, Uèitelj/ica, Uèitelj/ica razrednega pouka, Vzgojitelj/ica predšolskih otrok. Requirements for promotion are at least 4 years of employment in education, sound performance as a teacher, professional qualifications, in-service training and further professional activities (such as counselling and the publication of textbooks, articles, reviews, manuals or research papers, etc). Promotion is proposed by the head (ravnatelj/ica) of the institution concerned or by the teachers themselves, and the Ministry of Education, Science and Sport decides whether it should be granted. The promotion title may also be revoked by the Ministry. The title, which may also be conferred on other staff involved in school education, is evaluated in terms of coefficients, in such a way that salary is increased in accordance with a given coefficient from the day that promotion takes effect. Those who possess the title for 5 years and meet other stipulated requirements may be appointed to the post of head (ravnatelj/ica) of the institution concerned. These staff may subsequently be promoted to the title of Svetovalec/lka. mestna obèina (mestne obèine) : The city municipality is established in larger urban areas in Slovenia (11 out of 192 municipalities have the status of city municipality). They are financed from their own sources (i.e. from taxes and other duties, revenues from city municipal property). The bodies of the city municipality are the city municipal council, the mayor, and one or more city municipal committees and a supervisory committee. The mayor (directly elected) represents the city municipality and heads the city municipal administration. The municipal council takes the basic decisions coming under the jurisdiction of the municipality. The position of the city municipality vis-a-vis the state is protected by the Constitutional Court, which takes decisions on the conformity of regulations of local communities with the Constitution and law. mojstrski izpit (mojstrski izpiti,mojstrskim izpitom,mojstrskih izpitov) : Special examination for graduates of three year vocational secondary school. It consists of four parts: product or service, professional part consisting of the subject of specialisation at the level of technical secondary school, managerial part which allows a candidate to show competencies for independent management of a shop and teaching-educational part which allows the candidate to show teaching skills which are necessary to work with apprentices in the dual system.

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Nacionalna komisija za uvajanje in spremljanje novosti in programov v vzgoji in izobraževanju (Nacionalna komisija za uvajanje in spremljanje novosti in programov) : At the end of 1998, a 17-member National Committee for the Implementation and Assessment of Innovations and Programmes in Education was established. The members are experts from different schools, the University, and the Educational Research Institute. The Committee has prepared methodological guidelines as well as a time frame for the evaluation of newly adopted programmes (introduced during the Curricular Reforms of 1996-1999). The Committee has appointed three committees planning specific evaluation programmes for individual levels of education. The members of committees are experts from practice, university, and counsellors from public service institutions (National Education Institute, Centre of the Republic of Slovenia for Vocational Education and Training, Slovene Adult Education Centre). nacionalni program izobraževanja odraslih (nacionalnem programu izobraževanja odraslih,nacionalnega programa izobra?evanja odraslih) : The Adult Education Master Plan (also called Adult Education National programme) defines goals, priority fields and activities necessary for adult education and also the overall amount of public funding available. On the basis of the Adult Education Master Plan, the Slovenian government will pass annual adult education plans in which it will, every year, define the programmes, the scope and type of activity which are to be financed by public funds, the amount of the national budget, and ministries competent to carry out the programmes. Among the programmes financed by the state budget is the programme of basic adult education, programmes leading adults to their first occupation and special adult education programmes determined in a separate chapter of the Adult Education Act. Funds required to carry out these programmes are provided from the state budget, the budgets of municipalities, and from other sources. The Adult Education Master Plan is adopted by the National Assembly following a proposal submitted by the Government of the Republic of Slovenia. nacionalni program visokega šolstva (nacionalnem programu visokega šolstva,nacionalnega programa visokega šolstva) : The Higher Education Master Plan (also called Higher Education National programme) defines the goals of and the fields in higher education which are of national importance, the standards for performing higher education activities, the framework budget, etc.

Nacionalni svet za vrednotenje poskusov na podroèju vzgoje in izobraževanja (Nacionalnega sveta za vrednotenje poskusov na podroèju vzgoje in izobraževanja) : Nacionalni svet za vrednotenje poskusov na podroèju vzgoje in izobraževanja je posvetovalno telo, ki ga imenuje minister, pristojen za šolstvo. Nacionalni svet pripravlja strokovne podlage za vrednotenje novosti in programov v vzgoji in izobraževanju, ki se pred uvedbo preverjajo s poskusom, in za strokovno podporo spremljanju in vrednotenju teh novosti in programov. Sestavljajo ga: po dva predstavnika Strokovnega sveta RS za splošno izobraževanje, Strokovnega sveta RS za poklicno in strokovno izobraževanje ter Strokovnega sveta RS za izobraževanje odraslih, po dva predstavnika Zavoda RS za šolstvo, Centra RS za poklicno izobraževanje in Andragoškega centra RS ter dva èlana, ki ju imenuje minister, pristojen za šolstvo. Nacionalni svet kot pomoè pri odloèanju strokovnih svetov in ministrstva zanje opravlja naslednje naloge: priprava strokovnih podlag za vrednotenje novosti in programov, ki se pred uvedbo preverjajo s poskusom, priprava razpisa za posamiène evalvacijske in razvojne študije ter za sintezne evalvacijske študije, priprava kriterijev za izbor predlogov evalvacijskih študij in priprava predloga izbora evalvacijskih študij, ki so prispele na razpis, priprava letnih mnenj o predlaganem metodološkem naèrtu spremljanja, ki ga Nacionalnemu svetu predloži javni zavod, priprava poroèil o vrednotenju s predlogi za strokovni svet in ministra do konca koledarskega leta. naziv poklicne izobrazbe (naziv strokovne izobrazbe,naziv poklicne oziroma strokovne izobrazbe,naziv poklicne oz. strokovne izobrazbe) : Title of vocational or technical education given to individuals after completing the relevant educational programmes; ensures qualifications for all occupations covered by this title under the nomenclature of occupations. Vocational or technical education titles covering several occupations are determined on the basis of the following criteria: technological affinity of occupations (affinity with regard to the subject of work, means of work, technological procedures); affinity of required general and special theoretical knowledge; affinity of key qualifications, abilities and skills; affinity of the status of occupations in occupational hierarchy and experiencing possibilities for building a career; possibility of mobility at work, employability. If several occupations are classified under vocational or technical education, the title stands equally for all occupations.

249 EURYBASE SLOVENIA nomenklatura poklicev (nomenklaturi poklicev,nomenklaturo poklicev,nomenklature poklicev) : The nomenclature of occupations consists of a list of occupations, typical jobs related to each occupation, an assessment of the level of difficulty of a typical job is, the name of the occupation, its code, professional knowledge that a person ought to acquire in an educational programme, title of vocational or technical education, and the degree of education. The nomenclature is the basis for the preparation of educational programmes of vocational and technical education. It is determined by special Rules on the Nomenclature of Occupations. obèina (obèine) : Slovenia has a single-tier system of local self-government; the municipality regulates only local tasks (there are 192 municipalities, 11 of them have the status of city municipality). They are financed from their own sources (i.e. from taxes and other duties, revenues from municipal property); only economically underdeveloped municipalities receive additional funding from the state. The bodies of the municipality are the municipal council, the mayor, and, when necessary, one or more municipal committees and a supervisory committee. The mayor (directly elected) represents the municipality and heads the municipal administration. The municipal council takes the basic decisions coming under the jurisdiction of the municipality. The position of the municipality vis-a-vis the state is protected by the Constitutional Court, which takes decisions on the conformity of regulations of local communities with the Constitution and law. oddelèni uèiteljski zbor (oddelèni uèiteljski zbori) : Class teachers' assembly consists of all teachers providing educational activities in individual class. They discuss problems concerning educational activities of the class, establish programmes of work for gifted and talented as well as less able pupils, apprentices and secondary- school students, decide on educational measures and perform other tasks in accordance with law. organizacija za izobraževanje odraslih (organizacije za izobraževanje odraslih,organizacij za izobraževanje odraslih) : General term denoting all types of institution offering adult education (folk universities - ljudske univerze, schools or part of schools, specialised institutions for adult education and all other institutions registered for adult education). organizator izobraževanja odraslih (organizatorica izobraževanja odraslih,organizatorji izobraževanja odraslih,organizatorke izobraževanja odraslih,organizatorje izobraževanja odraslih) : Teacher at adult education institutions enrolling students from the age of 15. These staff are normally trained in 4-year teacher training courses at various types of academic tertiary education institution, as in the case of the Uèitelj/ica. Their main responsibility is to organise and teach in adult education programmes. organizator obveznih izbirnih vsebin (organizatorica obveznih izbirnih vsebin,organizatorji obveznih vsebin) : Organisers of compulsory optional subjects in gimnazije must have a higher education degree at the appropriate level of qualification and teaching qualifications. organizator praktiènega pouka (organizatorica praktiènega pouka,organizatorji praktiènega pouka) : Professionals in secondary schools who organise practical training. They must have a secondary education degree at the appropriate level of qualification and teaching qualifications. organizator prehrane (organizatorica prehrane,organizatorji prehrane) : Pre-school nutritionists are responsible for the nutrition of children; they must have at least a post-secondary vocational diploma at the appropriate level of qualification. organizator zdravstveno higienskega režima (organizatorica zdravstveno higienskega režima,organizatorji zdravstveno higienskega režima) : Pre-school hygienists in pre-school education must have at least a post- secondary vocational diploma at the appropriate level of qualification.

250 EURYBASE SLOVENIA osnovna šola (osnovne šole,osnovno šolo) : Institution providing 8 years of full-time compulsory primary and lower secondary education to pupils aged 7 to 15. It can be organised as a separate institution or in conjunction with vrtec. Admission is based on age. The curriculum is common to all pupils and is divided into two cycles of 4 years each. Successful pupils receive a final leaving certificate (sprièevalo o konèani osnovni šoli). At the end of the eighth year, they can take an optional external examination in the mother tongue and mathematics (preverjanje znanja). The language of instruction can be the language of a national minority (Hungarian or Italian). The Ministry of Education, Science and Sport has overall responsibility for these public, centrally and municipally funded institutions or grant-aided private institutions, which are co-educational. No fees are payable. Note: From the 1999/2000 school year basic (compulsory) education has been extended from 8 to 9 years. It will be implemented gradually and both 8-year and new 9-year programmes will coexist until the 2007/2008 school year. This institution will normally offer 9 years of primary and lower secondary compulsory education to pupils aged 6 to 15. The curriculum will be divided into three cycles of 3 years each (first two cycles as primary, third cycle as lower secondary education). At the end of the ninth year, pupils will take a compulsory external examination zakljuèno preverjanje znanja, and those who are successful will receive a final leaving certificate (zakljuèno sprièevalo).Pupils who fail the final examination, as well as those wishing to improve their grade in it, may take a tenth year (deseto leto izobra?evanja. Abbreviation: OŠ. osnovnošolska obveznost (osnovnošolske obveznosti,osnovnošolsko obveznost) : Compulsory basic education lasts eight (currently in the process of being changed to nine) years. Parents, childminders and other persons in care of children must ensure that they fulfil compulsory obligation, i.e. complete eighth (ninth) year or attend elementary school for a minimum of eight (nine) years. pedagoška akademija (pedagoške akademije) : Type of higher education institution established in 1961 and which existed until the 1987 reform of elementary school teachers' initial education, which offered 2 to 2.5- year short-cycle higher education programmes for elementary school teachers. pedagoška izobrazba (pedagoško-andragoška izobrazba,specialna pedagoška izobrazba,pedagoško izobrazbo,pedagoško-andragoško izobrazbo,specialno pedagoško izobrazbo) : Teaching qualifications can also be obtained through a postgraduate non-degree teacher-training course. Such a course is offered by the Faculty of Arts and by both Faculties of Education. poklicna matura (poklicno maturo,poklicne mature,poklicni maturi) : Special type of final examination after 4 years of technical secondary education. It was introduced in the 1998/99 school year; before that students had to pass zakljuèni izpit. poklicna šola (poklicne šole,poklicno šolo,srednja poklicna šola,srednje poklicne šole,srednjo poklicno šolo) : Institution offering between 2.5 and 3 years of full-time and part-time vocational upper secondary education to students aged from 15 to 17/18. It can be organised as a separate institution or together with srednja strokovna šola in the same field of education. Such a composite organisation appears under different names, including Srednja poklicna in tehniška šola, Poklicna in strokovna šola etc. This type of organisation can also be a part of šolski center. This institution offers two types of vocational education: 1./ A 2.5 year short vocational programmes. Admission is based on successful completion of osnovna šola. Students who have not successfully completed compulsory education may enter provided they have successfully completed at least 6 years (or 7 in the new osnovna šola. Admission is also possible for students who have finished basic school for children with special needs. There is a common curriculum with optional basic vocational subjects. At the end of the programme, pupils have to take the zakljuèni izpit examination., and the school completion certificate (sprièevalo o zakljuènem izpitu) enables them to enter the labour market or any other upper secondary school. 2./ A 3-year vocational programmes, which are provided solely in schools or as a "dual system" of apprenticeship and in-school education and training. Admission is based on successful completion of osnovna šola or a short vocational programme. If admission is restricted, selection criteria are overall achievement and marks in the mother tongue, mathematics and the foreign language in the last four years of osnovna šola. The curriculum is common for general subjects and specific for vocational, technical, and practical training. At the end of the programme students have to take the final examination zakljuèni izpit. This school's completion certificate (sprièevalo o zakljuènem izpitu) enables them to enter specific occupations in the labour market, or continue education in special types of 2-year technical secondary programmes provided by srednja strokovna šola. Under certain circumstances, pupils can also continue education in višja strokovna šola. Publicly recognized education and training programmes are established for

251 EURYBASE SLOVENIA occupational categories determined by the Ministry of Labour, Family and Social Affairs at the suggestion of chambers of commerce, or by other ministries if the occupations are not covered by chambers of commerce. The language of instruction can be the language of a national minority (Hungarian or Italian). The Ministry of Education, Science and Sport has overall responsibility for these public state-funded or grant-aided private establishments, which are co-educational. No fees are payable for publicly recognized full-time education. Synonym: srednja poklicna šola. poklicni teèaj (poklicni teèaji,poklicnega teèaja,poklicnem teèaju) : Pupils who complete four years of gimnazija (even if they were not successful in the matura examination), can take a poklicni teèaj (vocational course), consisting of technical education and training for a maximum of one year of secondary technical education. The timetable of teaching subjects comprises only subjects of specialisation and practical training. After completing their education they must sit the poklicna matura. If they were successful in gimnazija matura, examinations passed in Slovenian language, mathematics or foreign language are recognised. They take only the examination in the optional compulsory subject of specialisation and the practical part with seminar work, or provide a product/service where the candidate is required to prove practical skills to work in a particular occupation. pomoènik vzgojitelja (pomoènica vzgojitelja,pomoènica vzgojiteljice,pomoèniki vzgojitelja,pomoènice vzgojitelja,pomoènice vzgojiteljice,pomoèniki vzgojiteljev) : Pre-school teacher assistants assist pre-school teachers in the education of children in pre-school institutions. They can also provide education and care in the childminders family, which takes place at the family's home. They must have a four-year secondary education in the area of pre-school education (the basic school leaving certificate and satisfactory performance in a musical aptitude test are required to embark on training). Those who pass the school leaving examination (zakljuèni izpit/poklicna matura) are awarded the occupational title of pomoènik/ica vzgojitelja/ice predšolskih otrok. Their probationary period as trainees (pripravniki) in pre-school institution lasts 6 months. poslovodski izpit (poslovodski izpiti) : Special examination for graduates of three year vocational secondary school. It consists of four parts: product or service, professional part which consists of subject of specialisation at the level of technical secondary school, managerial part which allows a candidate to show competencies for management of a shop and teaching-educational part which allows the candidate to show teaching skills which are necessary to work with co-workers in the lifelong learning process. posojilo za študij (posojila za študij) : In the academic year 1999/2000, the Ministry of Labour, Family and Social Affairs introduced a system of student loans as a form of government financial assistance to students, by subsidising the rates of interest applicable to the financing of their education, or by deferring the repayment of their liabilities. The purpose of such loans is to provide partial cover for the applicant's costs of living, education and tuition. potrdilo o izpolnjeni osnovnošolski obveznosti (potrdila o izpolnjeni osnovnošolski obveznosti,potrdilo o izpolnjeni osnovnošolski obveznosti) : A public document issued by an elementary school to a pupil who fulfilled the requirements of legal compulsory education but has not managed to complete elementary school. predavatelj (predavateljica,predavatelji,predavateljice,predavatelja) : Teacher in professionaly oriented tertiary education programmes (visokošolski strokovni programi) at various institutions normally enrolling students from the age of 19. Staff who occupy this post must hold a first higher education degree, normally have at least 5 years of appropriate experience and have demonstrated satisfactory performance as teachers. Their title is awarded for a period of 5 years by the senate of the tertiary education institution concerned, in accordance with legislative procedures. The title can also be revoked. Abbreviation: Pred. predavatelj višje šole (predavateljica višje šole,predavatelji višje šole,predavateljice višje šole,predavatelje višje šole,predavatelji višjih šol,predavateljice višjih šol,predavatelje višjih šol) : Teacher at višja strokovna šola (post- secondary vocational college) normally enrolling students from the age of 19. Staff who occupy this post must hold at least a first higher education degree, have 3 years of appropriate professional experience and demonstrate outstanding achievements in their field. Graduates who have not undertaken an appropriate teacher training programme (leading to the professional title profesor/rica) have to complete the one-

252 EURYBASE SLOVENIA semester additional teacher training course (program pedagoško-andragoškega izobraževanja). Their title is awarded for a period of 5 years (renewable) by the vocational college lecturers assembly (predavateljski zbor) of the višja strokovna šola concerned, in accordance with a procedure stipulated by the Ministry of Education. Staff in this category are responsible for teaching, and are appointed by the head (ravnatelj/ica) of the institution concerned on the basis of an open recruitment procedure. predavateljski zbor (predavateljski zbori) : The assembly of vocational college lecturers discusses and decides on professional matters concerning education; forms opinions on annual action plans; proposes above-standard and other programmes; decides on the update of education programmes and their provision in accordance with the law; issues opinions on the appointment of headmasters; prepares proposals for the promotion of teachers and gives opinions on headmaster's proposals; decides on educational measures; performs other tasks in accordance with law. predmetni katalog znanja (katalog znanja,katalogi znanja,predmetni katalogi znanja,kataloge znanj,katalogov znanj) : Part of educational programme, which contains the contents of subjects and knowledge standards, as well as teaching objectives for each subject. predmetnik (predmetniki,predmetnike) : The weekly schedule of subjects is a part of educational programme and contains compulsory and optional subjects or optional compulsory activities with information of teaching hours allocated to individual subjects and years. priprava na osnovno šolo (mala šola,priprava na šolo,priprave na šolo,priprave na osnovno šolo,pripravo na šolo) : The pre-school classes are a compulsory one-year programme prior to entry into elementary school (at age 6 years). The pre-school classes are organised as part of the day programme of the pre-school institution. Those children who do not attend a pre-school institution attend the pre-school classes in the so-called external school preparation. The purpose of pre-school classes is to prepare children for entry into elementary school. It is expected that the programme will be abolished in the school year 2003/04 when children will enter nine-year elementary school at the age of six. pripravnik (pripravnica,pripravništvo,pripravniki,pripravnice) : Pre-school teachers and teachers begin their career as trainees in probationary service in a pre-school institution or school. Their probationary period lasts 6 to 10 months, depending on the level of qualification of the trainee. The Ministry of Education, Science and Sport advertises trainee places once a year. Candidates are selected and allocated on the basis of available places in pre-school institutions and schools and in accordance with the preferences of the candidates themselves. The trainees are trained under the preparatory programme, which is drawn up by the trainee's mentor with the approval of the school head teacher and in accordance with generally prescribed contents. The tasks of the trainee are set out, ranging from observation, participation in excursions and helping students and pupils, covering for other teachers on leave, and supervised teaching to independent work by the end of probationary period. The trainee gradually gains professional independence. The head teacher of the school or pre-school institution appoints the trainee's mentor. The mentor is required to monitor the trainee's activities, assess the trainee's performance, and at the end of the training period report to the State Teaching Examination Board. Having completed the probationary period, the trainee may sit a teaching certification examination before a State Teaching Examination Board appointed by the Minister. profesor (profesorica,profesorji,profesorice,prof.) : Prvi del strokovnega naslova, ki se pridobi po konèanem dodiplomskem univerzitetnem program, ki daje tudi pedagoško usposobljenost; za besedo "profesor" (za moškega) oz. "profesorica" (za žensko) se doda poimenovanje, izvedeno iz študijskega program. Strokovni naslov se pristavlja za imenom in priimkom (npr. Janez Novak, profesor športne vzgoje, Marija Novak, profesorica anglešèine in nemšèine). Bolj obièajna je uporaba okrajšave prof. (npr. Janez Novak, prof. šp. vzg., Marija Novak, prof. ang. in nem.). profesor (+ field of study) (profesor,profesorica,profesorji,profesorice,prof.) : First part of the professional title awarded after completion of an undergraduate academic programme leading to a teaching qualification. After the word profesor (for men) or profesorica (for women) the field of study based on the study programme is added. The professional title is placed after the name (e.g. Janez Novak, profesor športne vzgoje /Professor of Physical Education/, Marija Novak, profesorica anglešèine in nemšèine /Professor of English and German /).

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Usually abbreviated form is used: prof. (e.g. Janez Novak, prof. šp. vzg. /Prof. Phys. Ed./, Marija Novak, prof. ang. in nem. /Prof. Engl. Germ./). profesor razrednega pouka (profesorica razrednega pouka,profesorji razrednega pouka,profesorice razrednega pouka) : Professional title obtained after 4 years of academic higher education study at the Faculty of Education, University of Ljubljana or University of Maribor.

Program pedagoško andragoškega izobraževanja (PAI,Programu pedagoško-andragoškega izobraževanja,programom pedagoško-andragoškega izobraževanja,programom pedagoško-andragoškega izpopolnjevanja) : Name of the supplementary postgraduate non-degree-training course designed for those graduates of higher education who have not completed an appropriate teacher-training programme and who want to become teachers. The course is composed of education, developmental and educational psychology, theories of education, adult education, general didactics and subject-related didactics. This qualifies them for the teaching profession.

Program predšolske vzgoje (Programu predšolske vzgoje) : Name of the educational programme for pre- school teaching staff. The same name is used for: 1/ the upper secondary vocational education programme designed for pre-school teaching staff before the reform of pre-school teachers' initial education in 1987; 2/ the short-cycle higher education programme before the entry into force of the new Higher Education Act in 1994; 3/ the new three-year higher education professional type of study programme in pre-school education introduced after the new Higher Education Act in 1994 entered into force.

Program uèitelj razrednega pouka (Programu uèitelj razrednega pouka) : Name of the educational programme designed for class teachers. The same name is used for: 1/ the short-cycle higher education programme before the entry into force of the new Higher Education Act in 1994; 2/ the new four-year academic higher education study programme designed for elementary school teachers and introduced after the new Higher Education Act in 1994 entered into force.

Programski svet za strokovno spopolnjevanje (Programskega sveta za strokovno spopolnjevanje) : The In- service Training Programme Council consults with the councils of experts for general, vocational and technical education, and adult education regarding in-service training needs; proposes priority areas to the Minister; accredits and selects the programmes leading to promotion, and submits them to the Minister for approval; publishes the catalogue of programmes for the school year, and appoints joint councils for the various fields of training. The Minister decides on the structure of the in-service training programmes, the manner of financing and co-financing programmes and the level of enrolment fees.

Projektno uèenje za mlade (PUM) : Non-formal educational programme intended for younger adults who left school without obtaining a vocation. The programme lasts 1 year and enables the young people, through project work, to broaden and develop their interests, acquire general and vocational knowledge, prepare for re-examinations or entrance tests, learn to solve complex problems which they face in their lives, and enrich their social network through subjects (important institutions and individuals, friends) which could effectively help them in this.

Projektno uèenje za mlade (PUM) : Neformalni izobraževalni program, namenjen brezposelnim mlajšim odraslim, ki si niso pridobili temeljnega poklica. Program traja 1 leto in omogoèa mladim, da si v projektnem naèinu uèenja širijo in razvijajo interese, pridobivajo splošno in poklicno znanje, se pripravljajo na popravne ali sprejemne izpite, se uèijo reševati sestavljene probleme s katerimi se sreèujejo v življenju in si obogatijo svojo socialno mrežo s subjekti (pomembne institucije in posamezniki, prijatelji), ki jim pri tem lahko uèinkovito pomagajo. ravnatelj (ravnateljica,ravnatelji,ravnateljice,ravnatelja,ravnatelje) : Head of an educational institution (vrtec, osnovna šola, glasbena šola, gimnazija, srednja strokovna šola, poklicna šola, višja strokovna šola), including special education institutions. To be appointed to this post in a public-sector institution, the candidate should be a teacher (vzgojitelj/ica predšolskih otrok, uèitelj/ica) or counsellor (Svetovalni/na delavec/vka), and have at least five years of experience in education (as a teacher or counsellor). Candidates should also have the promotion title of svetnik/ica or svetovalec/lka, or have possessed the promotion title of mentor/ica for at least 5 years. Before appointment, they must attend a special training programme in a school for

254 EURYBASE SLOVENIA prospective headmasters (Šola za ravnatelje), which ends with the final examination, ravnateljski izpit. These heads are educational leaders and managers of their institution, and may also carry out the tasks of its general manager Direktor/ica where the founding act so determines. They are responsible for the entire staff management policy of the institution, including determination of the number of teaching posts, the recruitment of new staff, in-service training, staff promotions or salary increases and disciplinary matters. They also monitor the work of staff, advise them and organise mentorship for trainee teachers (pripravniki). Finally, they are obliged to teach, with their teaching or counselling workload dependent on the size of the institution. In the public sector, these heads are appointed for a period of 4 years by the council of the institution (svet vrtca or svet šole) in accordance with an open recruitment procedure, and may also be discharged by the council. For both appointment and discharge, the council has to obtain ministerial approval, as well as the opinion of the faculty (in the case of tertiary institutions) and the local community. If an educational institution is founded by a national minority, the opinion of that minority is also required. In the public sector, heads are state employees with civil servant status. ravnatelj višje strokovne šole (ravnateljica višje strokovne šole,ravnatelji višjih strokovnih šol,ravnateljice višjih strokovnih šol,ravnatelja višje strokovne šole) : Vocational college headteachers are academic leaders and managers of vocational colleges. They organise, plan and manage the activities of vocational colleges; prepare development programmes; and draft annual action plans and are responsible for their execution and implementation. They manage the work of the college; encourage in-service education and training of teachers; organise mentorship for trainees; oversee the educational activities, monitor teachers' work and provide advice; make proposals for professional promotion; decide on promotion to a higher salary scale. razrednik (razrednièarka,razredniki,razredništvo,razrednièarke,razrednikom) : Teacher who administers the work of the teaching staff of an individual class, analyses the educational and study results of the class, seeks solutions to the educational and study problems of individual pupils, apprentices and secondary-school students, co-operates with parents and the school counsellors, makes decisions concerning educational measures, and performs other tasks in compliance with law. redni profesor (redna profesorica,redni profesorji,redne profesorice,rednega profesorja) : Teacher of the highest possible rank in higher education normally enrolling students from the age of 19. Staff who occupy this post have to possess the doktorat znanosti (doctorate of science), and should have demonstrated satisfactory performance as teachers and have academic and professional references. In artistic fields, they should hold at least a first higher education degree and have an established record of artistic achievement. In principle, this title is awarded for an indefinite period by the senate of the university concerned, in accordance with legislative procedures, but it may also be revoked. In the case of institutions not incorporated into a university (samostojni visokošolski zavod), the title of redni profesor is awarded by the senate of the institution, following the approval of the Council for Higher Education of the Republic of Slovenia. Staff in this category are responsible for teaching and research or artistic activity at their institution. rektor univerze (rektor,rektorji,rektorji univerz,rektorica univerze): Head (rector) of a university (univerza). Although no special training is required, those appointed to this post will have reached the highest possible rank of teacher (redni profesor) in tertiary education (redni profesor). They manage, represent and act on behalf of their university, while normally continuing to teach and pursue their other academic or artistic commitments. University rectors are elected by fully employed teachers and other academic staff at their institution as well as student representatives, and may be re-elected. They are recruited in accordance with formal internal procedures at their university and, in the public sector, employed by the State as civil servants. rektorska konferenca : In order to discuss and co-ordinate matters of common concern, universities have established a Rectors Conference.

Republiška maturitetna komisija (Republiške maturitetne komisije) : The National Matura Committee consists of a president and 11 members appointed by the Minister of Education. The Commission is in charge of preparation of the matura examination and supervises its implementation. In so doing, it: prepares a proposal for a matura catalogue of knowledge standards at examination and is in charge of the preparation of subject catalogues of knowledge standards at examination; determines the matura calendar and examination procedures; determines the manner and procedure of protection of information and materials

255 EURYBASE SLOVENIA labelled confidential; co-ordinates the work of subject committees; adopts the annual matura report, which must be submitted no later than 1 December for the current year to the Ministry of Education and Sport, the Council of experts of the Republic of Slovenia for General education, and universities; performs other tasks relating to the matura examination. republiška štipendija (republiške štipendije,republiških štipendij) : Through the government grant system, the state ensures that young people who would not otherwise be able to afford to study can do so. Apprentices, secondary school students, vocational college students and students in higher education, who are citizens of the Republic of Slovenia or Slovenes without Slovene citizenship who meet the financial criteria determined by the law can obtain government grants. samostojni visokošolski zavod (samostojni visokošolski zavodi,samostojnega visokošolskega zavoda) : A private higher education institution (visoka strokovna šola or fakulteta), which is not a university member. It may become an associate university member. senat (senatu,senati) : The senate is the academic body of a higher education institution. The senate of the university is elected by the senates of the university member institutions in such a manner that all scientific, arts and professional disciplines are equally represented. The senate of a faculty or academy of art consists of full professors; if they do not represent all the scientific, arts and professional disciplines of the institution, other teaching faculty members may also be members, forming, however, less than half of all senate members. The senate of a professional college consists of full professors; if they do not represent all the scientific, arts and professional disciplines of the institution, the senate shall also include other teaching staff. The rector of the university is ex officio a member of the university senate, and the dean is ex officio a member of the senate of the university member institution and single higher education institution.

šola (šole) : The widest term for an institution for education of all types and various levels.

šolska organizacija (šolsko organizacijo,šolski organizaciji) : Educational system in vocational schools in which apprentices' and students' practical training and practice for vocation take place at school, without any co-operation from employers.

šolski center (šolski centri) : Centre containing two or more upper secondary schools at differnet levels and in different fields of education gimnazija, srednja strokovna šola, poklicna šola. In some cases, a post-secondary vocational college Višja strokovna šola is also part of such a centre.

šolski knjižnièar (knjižnièar, knjižnièarka,knjižnièarji,knjižnièarke) : Teacher assistant at general, technical, vocational, artistic, or special education institutions (osnovne šole, gimnazije, srednje strokovne/tehniške šole, poklicne šole, višje strokovne šole) for students from the age of 6. An upper secondary education examination (matura) is required to embark on training in an academic tertiary education programme for librarians which lasts 4 years. Training contains both a theoretical and practical part and leads to the professional title of univerzitetni/na bibliotekar/ka or profesor/ica bibliotekarstva. This post can also be occupied by Uèitelj/ica or school counsellor (svetovalni/na delavec/vka) with an additional course in librarianship. As specialists in school librarianship and information technology, they teach students to access, use and evaluate information in relation to the classroom curriculum.

šolski okoliš (šolski okoliši,šolskem okolišu) : Determined area where parents have the right to enrol their children in elementary school. It is determined by the Founding Act of a public elementary school in accordance with public network organisation standards. specialist (specialistka,specialisti,specialistke,spec.) : Strokovni naslov po konèanem podiplomskem študijskem programu za pridobitev specializacije. Naziv "specialist" (za moškega) ali "specialistka" (za žensko) se doda za strokovnim naslovom, pridobljenim po dodiplomskem študijskem programu (npr. Janez Novak, univerzitetni diplomirani ekonomist, specialist za menedžment; Marija Novak, univerzitetna diplomirana inženirka ahitekture, specialistka). Bolj obièajna je uporaba okrajšave spec (npr. Janez Novak, univ. dipl. ekon., spec. za menedž.; Marija Novak, univ. dipl. inž. arh., spec.).

256 EURYBASE SLOVENIA specialist (+ specialisation) (specialist,specialistka,specialisti,specialistke,spec.) : Professional title awarded after completion of a postgraduate programme leading to specializacija. The professional title specialist (for men) or specialistka (for women), sometimes followed by the name of specialisation, is placed after the first professional title (e.g. Janez Novak, univerzitetni diplomirani ekonomist, specialist za mened?ment /Janez Novak, University Graduate of Economics, Specialist in Management/; Marija Novak, univerzitetna diplomirana in?enirka ahitekture, specialistka /Marija Novak, University Graduate of Architecture, Specialist/). Usually the abbreviated form spec. is used (e.g. Janez Novak, univ. dipl. ekon., spec. za mened?. /Univ. Grad. Econ., Spec. Manag./; Marija Novak, univ. dipl. in?. arh., spec. /Univ. Grad. Arch., Spec./). specializacija (specializacije,specializacijo) : Short for podiplomski študijski program za pridobitev specializacije (postgraduate programme leading to professional title specialist). sprièevalo o konèanem razredu osnovne šole (sprièevala o konèanem razredu osnovne šole) : A public document issued by an elementary school to a pupil after successful completion of a year. sprièevalo o konèani osnovni šoli (sprièevala o konèani osnovni šoli) : A public document issued by an elementary school to a pupil after successful completion of basic compulsory education. sprièevalo o poklicni maturi (sprièevala o poklicni maturi) : A public document issued by a secondary school to a student who passed the vocational matura examination. sprièevalo o poklicni maturi s pohvalo (sprièevala o poklicni maturi s pohvalo) : A public document issued by a secondary school to a student who passed the vocational matura examination with outstanding success. sprièevalo o zakljuènem izpitu (sprièevala o zakljuènem izpitu) : A public document issued by a secondary vocational school to an apprentice or a student who passed the final examination. sprièevalo o zakljuènem izpitu s pohvalo (sprièevala o zakljuènem izpitu s pohvalo) : A public document issued by a secondary vocational school to an apprentice or student who passed the final examination with outstanding success.

Središèe za samostojno uèenje (središèa za samostojno uèenje) : Institution designed for independent learners, equipped with modern . In such institutions people learn by using study materials (mainly in combination with information technology and multimedia). Tutorial support and counselling is also available. srednja šola (srednje šole) : General term for all types of institutions offering upper secondary education (poklicne šole, srednje strokovne šole, srednje tehniške šole, gimnazije). srednja strokovna šola (srednje strokovne šole,srednjo strokovno šolo) : Institution offering 4 years of full- or part-time technical upper secondary education to students aged 15 to 19. It can be organised as a separate institution, or together with poklicna šola in the same field of education. Such a composite organisation appears under different names, including Srednja poklicna in tehniška šola, Poklicna in strokovna šola etc. Furthermore, this type of organisation can be part of a šolski center. Admission is based on successful completion of osnovna šola or a short vocational programme. In addition, some of the programmes require a test of special artistic abilities as a prerequisite for admission. If admission is restricted, selection is based on results in the final external examination and in certain subjects in the last years of osnovna šola. Some institutions offer 2-year technical programmes for students who have successfully completed 3-year vocational programmes in poklicna šola. The curriculum depends on the branch of study and is not divided into cycles. At the end of the programme, students have to take the poklicna matura examination. This school's certificate of completion, sprièevalo o poklicni maturi, enables them to enter the labour market, continue education in višja strokovna šola or in professionally oriented tertiary programmes offered by visoka strokovna šola or fakulteta. Publicly recognized education and training programmes are established for occupational categories determined by the Ministry of Labour, Family and Social Affairs at the suggestion of chambers of commerce, or by other ministries if the occupations are not covered by chambers of commerce. The language of instruction can be the language of a national minority (Hungarian or Italian). The Ministry of Education, Science and Sport has overall responsibility for these public state-funded or grant-aided private

257 EURYBASE SLOVENIA establishments, which are co-educational. No fees are payable for publicly recognized full-time peogrammes. Synonym: srednja tehniška šola. srednja tehniška šola (srednje tehniške šole,srednjo tehniško šolo,tehniško šolo) : Institution offering 4 years of full- or part-time technical upper secondary education to students aged 15 to 19. It can be organised as a separate institution, or together with poklicna šola in the same field of education. Such a composite organisation appears under different names, including Srednja poklicna in tehniška šola, Poklicna in strokovna šola etc. Furthermore, this type of organisation can be part of a šolski center. Admission is based on successful completion of osnovna šola or a short vocational programme. In addition, some of the programmes require a test of special artistic abilities as a prerequisite for admission. If admission is restricted, selection is based on results in the final external examination and in certain subjects in the last years of osnovna šola. Some institutions offer 2-year technical programmes for students who have successfully completed 3-year vocational programmes in poklicna šola. The curriculum depends on the branch of study and is not divided into cycles. At the end of the programme, students have to take the poklicna matura examination. This school's certificate of completion, sprièevalo o poklicni maturi, enables them to enter the labour market, continue education in višja strokovna šola or in professionally oriented tertiary programmes offered by visoka strokovna šola or fakulteta. Publicly recognized education and training programmes are established for occupational categories determined by the Ministry of Labour, Family and Social Affairs at the suggestion of chambers of commerce, or by other ministries if the occupations are not covered by chambers of commerce. The language of instruction can be the language of a national minority (Hungarian or Italian). The Ministry of Education, Science and Sport has overall responsibility for these public state-funded or grant- aided private establishments, which are co-educational. No fees are payable for publicly recognized full-time peogrammes. Synonym: srednja strokovna šola.

štipendija za nadarjene (štipendije za nadarjene,Zoisova štipendija,Zoisove štipendije) : Zois scholarships, awarded to gifted students in upper secondary and tertiary education, are part of the overall attention and care given to gifted students and are designed to encourage their talents in intellectual or artistic spheres, with the expectation that this social assistance will be subsequently rewarded with outstanding achievements which will ensure the continued economic and cultural progress of the country. Zois scholarships are normally awarded after basic compulsory education to students, nominated by elementary schools, who have performed well according to criteria relating to intellectual or artistic abilities, while candidates who are nominated by secondary schools or universities must also have publicly recognised achievements. The criteria for establishing extraordinary intellectual abilities are defined in the Rules on Scholarships and in the internal instructions for the implementation of these rules. strokovni aktiv (strokovni aktivi) : The professional working group of pre-school institutions consists of pre- school teachers and pre-school teacher assistants. The professional working group in pre-school institution discusses educational activities, prepares proposals for the improvement of education to the assembly of pre-school teachers, discusses parents' comments, and performs other professional tasks set forth by the annual programme of work. The professional working group in school consists of teachers of the same subject or subject area. The professional working group in school discusses problems concerning individual subjects and subject areas, co-ordinates the criteria for the assessment of knowledge, prepares proposals to the assembly of teachers for the improvement of education and study, discusses the comments of parents, pupils, apprentices, secondary-school and vocational college students, and performs other tasks set forth by the annual programme of work. strokovni delavec (strokovna delavka,strokovni delavci,strokovne delavke,strokovnih delavcev) : General term denoting all professionals providing educational activities in pre-school institutions, elementary and secondary schools, post-secondary vocational colleges. strokovni izpit (strokovni izpiti,strokovnim izpitom) : Teaching certification examination after the probationary period. It is taken before a State Teaching Examination Board appointed by the Minister of Education. The examination includes: oral examination to assess the candidate's knowledge of the constitutional order and legislation regulating human and children's rights and fundamental freedoms, legislation on education and the candidate's knowledge of the official language of instruction; written examination to assess the pre-school teacher's or teacher's aptitude for independent professional work.

258 EURYBASE SLOVENIA strokovni naslov (strokovni naslovi) : Professional titles denote the level and type of education obtained in undergraduate study programmes leading to a professional higher education degree or undergraduate university degree and in postgraduate programme leading to specializacija. Professional titles form part of study programmes and are determined for both genders. Professional titles are regulated by the Professional and Academic Titles Act. strokovni sodelavec (strokovna sodelavka,strokovni sodelavci,strokovne sodelavke,strokovnega sodelavca) : Teacher assistant at tertiary education institutions normally enrolling students from the age of 19. Staff who occupy this post should hold at least a first higher education degree, have 2 years of appropriate professional experience and demonstrate outstanding achievements in their field. In principle, their title is awarded for an indefinite period but it may also be revoked. They are mainly responsible for the provision of teaching assistance in their institution, but they also carry out certain tasks related to research or artistic activity. They may be promoted to the post of Višji/ja strokovni/na sodelavec/vka.

Strokovni svet Republike Slovenije za izobraževanje odraslih (Strokovni svet RS za izobraževanje odraslih,Strokovni svet za izobraževanje odraslih) : Professional body appointed to decide on professional matters in the area of adult education and on professional help in decision-making and preparation of regulations; it was established on 23 May 1996 by the Government of the Republic of Slovenia. Its president and members are appointed for six years. For individual areas of its work, the Council has formed committees (for a Adult Education Master Plan, for educational programmes for adults leading to state-approved education, for other publicly recognised educational programmes for adults, for textbooks and learning tools for adults), expert groups and other working groups.

Strokovni svet Republike Slovenije za poklicno in strokovno izobraževanje (Strokovni svet RS za poklicno in strokovno izobraževanje,Strokovni svet za poklicno in strokovno izobraževanje,Strokovnega sveta RS za poklicno in strokovno izobraževanje) : Professional body appointed to decide on professional matters in the area of vocational and technical education and on professional help in decision-making and preparation of regulations; it was established on 21 March 1996 by the Government of the Republic of Slovenia. Its president and members are appointed for six years. For individual areas of its work, the Council has formed committees (for educational programmes, for textbooks, for norms and standards, for appointment of vocational college lecturers), expert groups and other working groups.

Strokovni svet Republike Slovenije za splošno izobraževanje (Strokovni svet RS za splošno izobraževanje,Strokovni svet za splošno izobraževanje,Strokovnega sveta Republike Slovenije za splošno izobraževanje) : The 27-member Council, appointed by the Government based on a proposal by the universities, institutions of higher education, professional associations and societies of professional workers, consists of professionals from various sub-systems of education; from the fields of the humanities, social sciences, natural sciences, technical and artistic disciplines, professional workers from practice; from the field of medicine, and of one representative each from the Italian and the Hungarian national communities. strokovni svetnik (strokovna svetnica,strokovni svetniki,strokovne svetnice,strokovnega svetnika) : Teacher assistant at tertiary education institutions normally enrolling students from the age of 19. Staff who occupy this post should hold at least a first higher education degree, have 15 years of appropriate professional experience and demonstrate outstanding achievements in their field. In principle, their title is awarded for an indefinite period by the senate of the institution concerned, in accordance with legislative procedures, but it may also be revoked. They are mainly responsible for the provision of teaching assistance in their institution, but they also carry out certain tasks related to research or artistic activity.

študent (študentka,študenti,študentje,študentke,študenta) : A general term for an individual enrolled in a higher education institution (under- or postgraduate study programme).

študent višje šole (študentka višje šole,študenti višje šole,študenti višjih šol,študentje višje šole,študentje višjih šol,študentke višje šole,študente višje šole,študenta višje šole) : A person studying at post-secondary vocational college.

študentski dom (študentski domovi,študentskih domov) : Institution providing accommodation and study facilities to higher education students studying away from home.

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študentski svet (študentski sveti) : The student council of a higher education institution consists of student representatives. The student council discusses and advises on the charter of the higher education institution and on all items concerning the rights and obligations of students; it may give advice on candidates for rector and dean, and it adopts and implements the programme of student extracurricular activities of the higher education institution in co-operation with the student organisation. If the advice is not accepted, the student council may demand that the relevant body, in the manner and procedure stipulated by the constitution, discuss and decide upon the item concerned once again.

študijska komisija (študijske komisije,študijsko komisijo) : The study committee consists of three to five vocational-college lecturers. The committee is chaired by a chairperson being one of the committee members. It is appointed by the assembly of vocational college lecturers for four years, and may be reappointed. The study committee discusses matters concerning admission, transfer of students to higher grades, and the adaptation and renewal of study programmes offered by vocational colleges, and performs other tasks delegated to them by the assembly of vocational college lecturers.

študijski krožek (študijski krožki) : Non-formal adult education carried out in small groups (from 8 to 12 participants), having educational (learning new contents) and action aims (transfer of knowledge into the environment). The participants on the basis of their own interests and the needs of local community define the aims. Študijski krožek is led by mentor who co-ordinates the work of the group. It is not necessary for him/her to have specialised knowledge concerning the theme or problem dealt with in the circle. The learning environment is democratic, participants learn from each other. The impact is on the active participation of every member of the circle.

študijski program (študijski programi) : A general term for all types of programmes in higher education institutions. The term covers undergraduate and post-graduate degree programmes and postgraduate non- degree courses. Degree programmes are under-graduate programmes (to acquire a professional higher education degree or university degree) and post-graduate programmes (programmes leading to specializacija, magisterij or doktorat znanosti). Postgraduate non-degree courses are intended to deepen and broaden the knowledge gained in undergraduate degree programmes. Study programmes cover: general information, weekly schedule of subjects, conditions for enrolment and progress, methods and types of implementation, conditions for completion of studies, professional or academic title. Study programmes are provided as full-time programmes, and as part-time programmes only if an individual programme allows for it. svet šole (sveti šole,svet osnovne šole,svet srednje šole,svetu srednje šole) : The council of a public elementary or secondary school and music school consists of representatives of the founder, representatives of the school's staff and representatives of parents (in secondary schools also representatives of the students). Council members are appointed or elected for four years. svet staršev (sveti staršev) : A council of parents is formed in public pre-school institutions, elementary and secondary schools to implement parents' interests in an organised manner. The council of parents consists of one representative from each class elected by parents at their meetings. The headmaster convenes the first meeting of the council of parents. The council of parents proposes above-standard programmes; approves headmaster's proposals for above-standard services; issues opinions on proposed development programmes for the pre-school institution or school and annual action plans; discusses head teacher's reports on educational problems; discusses parents' complaints concerning education; elects representatives to the council of the pre-school institution or school; performs other tasks in accordance with the law and other regulations. svet višje strokovne šole (sveti višjih strokovnih šol,svet višje šole) : The council of a public post-secondary vocational college consists of three representatives of the founder, five representatives of vocational college staff and three representatives of students. The council appoints and dismisses the headmaster of the vocational college, adopts the vocational college's development programme, the annual programme of work and the report on its implementation, decides on the introduction of above-standard and other programmes, discusses reports on educational problems, makes decisions on complaints concerning the status of vocational-college students and complaints concerning the rights, duties and responsibilities of staff resulting from their employment contracts, and performs other tasks determined by law and the charter. Council members are appointed or elected for four years.

260 EURYBASE SLOVENIA svet vrtca (sveti vrtca,sveti vrtcev) : The council of a public pre-school institution consists of three representatives of the founder, five representatives of the pre-school institution's staff and three representatives of parents. Council members are appointed or elected for four years.

Svet za visoko šolstvo Republike Slovenije (Svet za visoko šolstvo,Sveta za visoko šolstvo Republike Slovenije) : The first Council for Higher Education was established in February 1994 by the Government of the Republic of Slovenia to offer counselling in higher education, to help during the preparation and introduction of changes to higher education legislation, and to encourage co-operation between higher education institutions. On 2 April 1998, the government appointed new Council members. The president and members are appointed for four years. To cover individual areas of its work, the Council has established committees (for the humanities, for natural sciences, for medicine, for the arts, for science and technology, for finances, for education), expert groups and other working groups.

Svet za znanost in tehnologijo Republike Slovenije (Svet za znanost in tehnologijo RS,Svet za znanost in tehnologijo,Svetom za znanost in tehnologijo Republike Slovenije) : The Government of the Republic of Slovenia founded the Council for Science and Technology as a professional advisory body. One of its duties is co- operation with the Council for Higher Education of the Republic of Slovenia concerning issues of research activities of higher education institutions. svet zavoda (sveti zavodov,sveta zavoda) : Councils of educational institutions (residences and institutions for adult education) consist of founder and workers' representatives. In councils of a residence, residents contribute to the management of residences through their representatives, and in institutions for adult education adults educated by these institutions participate if so stipulated by the Founding Act. Council members' term of office is four years, after which time each member can be re-appointed or re-elected for a maximum of two consecutive terms. Residents and adults representatives' term of office expires if they lose their resident or student status. svetnik (svetniki,svetnica,svetnice) : Highest promotion title awarded to all those who work as Organizator/rica izobraževanja odraslih, Predavatelj/ica višje šole, Predmetni/na uèitelj/ica, Šolski/ka knjižnièar/ka, Uèitelj/ica, èitelj/ica razrednega pouka, Vzgojitelj/ica predšolskih otrok and who have held the title of Svetovalec/lka for 5 years. They must also be able to demonstrate sound performance as teachers, professional qualifications, in-service training and further professional activities (such as advising and the publication of textbooks, articles, reviews, manuals or research papers, etc). svetovalec (svetovalci,svetovalka,svetovalke) : Promotion title (second grade) awarded to all those who work as Organizator/rica izobraževanja odraslih, Predavatelj/ica višje šole, Predmetni/na uèitelj/ica, Šolski/ka knjižnièar/ka, Uèitelj/ica, Uèitelj/ica razrednega pouka, Vzgojitelj/ica predšolskih otrok and who have held the title of Mentor/ica for at least 4 years. They must also be able to demonstrate sound performance as teachers, professional qualifications, in-service training and further professional activities (such as counselling , advising and the publication of textbooks, articles, reviews, manuals or research papers, etc). Staff with this title who meet other stipulated requirements may be appointed to the post of head (ravnatelj/ica) of the institution concerned. They may subsequently be promoted to the title of Svetnik/ica. svetovalna služba (svetovalne službe,svetovalno službo,šolska svetovalna služba,šolsko svetovalno službo,šolske svetovalne službe) : Counselling service offering educational and vocational counselling and guidance to children, pupils, students, teachers and parents in pre-school institutions, and elementary and secondary schools. They work together with pre-school teachers, teachers and management in the planning, monitoring and assessment of the development of the pre-school institution or school and in the implementation of educational activities, and offer vocational guidance. The counselling service participates in the preparation and implementation of programmes tailored to the needs of individual children with special needs. Counsellors are qualified psychologists, education specialists, social workers, specialists of social pedagogy, or specialists for children with special needs. In offering vocational guidance, they work with the Employment Service of Slovenia.

261 EURYBASE SLOVENIA svetovalni delavec (svetovalna delavka,svetovalni delavci,svetovalne delavke) : General term denoting workers in counselling services in pre-school institutions, elementary schools and secondary schools: psychologists, education specialists, social workers, specialists of social pedagogy, or specialists for children with special needs. uèbeniški sklad (uèbeniški skladi,uèbeniških skladov) : Special collections of textbooks in school libraries. Public elementary schools must have collections of textbooks. The minister determines their administration. Pupils, apprentices and secondary school students who cannot pay the fee for borrowing textbooks from the school's textbook collection because of their difficult economic situation receive a subsidy from the state in accordance with the criteria determined by the minister. uèenec (uèenka,uèenci,uèenke,uèence,uèenca,uèencem) : An individual in basic compulsory education. The term is sometimes (erroneously) used for apprentices and/or students attending secondary education. uèitelj (uèiteljica,uèitelji,uèiteljice,uèiteljem) : General term for a person teaching in elementary and secondary schools. uèitelj praktiènega pouka in vešèin (uèiteljica praktiènega pouka in vešèin,uèitelji praktiènega pouka in vešèin,uèiteljice praktiènega pouka in vešèin,uèitelji praktiènega pouka,uèiteljice praktiènega pouka) : Teacher at general, technical, artistic or vocational upper secondary education institutions (gimnazije, srednje strokovne/tehniške šole and poklicne šole) for pupils aged between 15 and 19, who give practical instruction. Teachers have to successfully complete at least srednja strokovna šola (secondary technical school), acquire 3 years of work experience in their field of specialisation, and also complete a one-semester teacher training course or pass a master craftsman examination (mojstrski izpit). An additional special teaching qualification (specialna pedagoška izobrazba) is required for work with children with special needs.These staff are appointed by the head of the institution concerned (ravnatelj/ica) on the basis of an open recruitment procedure and employed by the central government. In public institutions, they have civil servant status. They begin their career as trainees (pripravniki) in the institution in which they intend to teach. On completion of a salaried probationary period lasting 10 months, they take a teaching certification examination (strokovni izpit) supervised by a state teaching examination board appointed by the Minister of Education. The head of their institution (ravnatelj/ica) and school inspector (inšpektor/ica za šolstvo) are responsible for evaluating them. uèitelj predmetnega pouka (uèiteljica predmetnega pouka,uèitelji predmetnega pouka,uèiteljice predmetnega pouka,predmetni uèitelj,predmetna uèiteljica,predmetni uèitelji) : Teacher at the second stage of the basic education osnovna šola, including special education institutions (grades 5/6 to 8/9), for pupils aged between 11 and 15. These teachers are trained as specialists in one or more subjects in various 4-year academic tertiary education courses (mainly teacher training programmes with both theoretical and practical components). The upper secondary school leaving examination certificate (matura) is required to embark on training which, if successful, leads to the award of the professional title of profesor/ica (+). Graduates of non- teacher-training tertiary education programmes receive an appropriate professional title, such as univerzitetni/na diplomirani/na (+), and have to complete the one-semester additional teacher training course (program pedagoško-andragoškega izobraževanja). The additional special teaching qualification (specialna pedagoška izobrazba) is required for teaching children with special needs. In the case of some subjects (such as foreign languages), these teachers also teach at first stage of basic education. uèitelj razrednega pouka (uèiteljica razrednega pouka,uèitelji razrednega pouka,uèiteljice razrednega pouka,razredni uèitelj,razredna uèiteljica,razredni uèitelji) : Teacher at the first stage of the basic education (osnovna šola), including special education institutions (grades 1 to 4/5), for pupils aged between 6/7 and 11/12, who is trained as a generalist at the Pedagoška fakulteta (Faculty of Education). Satisfactory performance in the upper secondary school leaving examination certificate (matura) and in a musical aptitude test are required to enter academic tertiary education, which lasts 4 years and contains both a theoretical and practical part. Successful training is marked by the award of the professional title of profesor/ica razrednega pouka, but an additional special teaching qualification (specialna pedagoška izobrazba) is required for work with children with special needs.

262 EURYBASE SLOVENIA uèitelj splošnoizobraževalnih predmetov (uèiteljica splošnoizobraževalnih predmetov,uèitelji splošnoizobraževalnih predmetov,uèiteljice splošnoizobraževalnih predmetov) : Teacher at general, technical, artistic or vocational upper secondary education institutions (gimnazije, srednje strokovne/tehniške šole and poklicne šole) for pupils aged between 15 and 19. These teachers are trained as general education subject specialists. The are trained in various academic tertiary education courses. The upper secondary school leaving examination certificate (matura) is required to embark on training, in which courses (mainly teacher training programmes with both theoretical and practical components) last 4 years. Successful training leads to the award of the professional title of profesor/ica (+). Graduates from non-teacher training programmes are awarded an appropriate professional title, such as univerzitetni/na diplomirani/na (+), and have to complete the one-semester additional teacher training course (program pedagoško-andragoškega izobraževanja). These staff are appointed by the head of the institution concerned (ravnatelj/ica) on the basis of an open recruitment procedure and employed by the central government. In public institutions, they have civil servant status. They begin their career as trainees (pripravniki) in the institution in which they intend to teach. On completion of a salaried probationary period lasting 10 months, they take a teaching certification examination (strokovni izpit) supervised by a state teaching examination board appointed by the Minister of Education. The head of their institution (ravnatelj/ica) and school inspector (inšpektor/ica za šolstvo) are responsible for evaluating them. uèitelj strokovnoteoretiènih predmetov (uèiteljica strokovnoteoretiènih predmetov,uèitelji strokovnoteoretiènih predmetov,uèiteljice strokovnoteoretiènih predmetov) : Teacher at general, technical, artistic or vocational upper secondary education institutions (gimnazije, srednje strokovne/tehniške šole and poklicne šole) for pupils aged between 15 and 19. They are trained as subject-specific theory specialists in various academic tertiary education courses. The upper secondary school leaving examination certificate (matura) is required to embark on training, in which courses last 4 years. Successful training leads to the award of the professional title of profesor/ica (+). Graduates from non-teacher training programmes are awarded an appropriate professional title, such as univerzitetni/na diplomirani/na (+), and have to complete the one-semester additional teacher training course (program pedagoško-andragoškega izobraževanja). These staff are appointed by the head of the institution concerned (ravnatelj/ica) on the basis of an open recruitment procedure and employed by the central government. In public institutions, they have civil servant status. They begin their career as trainees (pripravniki) in the institution in which they intend to teach. On completion of a salaried probationary period lasting 10 months, they take a teaching certification examination (strokovni izpit) supervised by a state teaching examination board appointed by the Minister of Education. The head of their institution (ravnatelj/ica) and school inspector (inšpektor/ica za šolstvo) are responsible for evaluating them. uèitelj vešèin (uèiteljica vešèin,uèitelji vešèin,uèiteljice vešèin,uèitelja vešèin) : Teacher assistant at tertiary education institutions normally enrolling students from the age of 19. Staff who occupy this post should hold at least a first higher education degree, have 5 years of professional experience and demonstrate outstanding achievements in their field. In principle, their title is awarded for an indefinite period but it may also be revoked. They are mainly responsible for the provision of teaching assistance. uèiteljišèe (uèiteljišèa) : Type of upper secondary vocational institution for basic school teaching staff established in 1863, transformed few times and abolished in the mid 1970s. uèiteljski zbor (uèiteljski zbori) : The assembly of elementary and secondary school teachers discusses and decides on professional matters concerning education; forms opinions on annual action plans; proposes above-standard and other programmes; decides on the update of education programmes and their provision in accordance with the law; issues opinions on the appointment of headmasters; prepares proposals for the promotion of teachers and issues opinions on the headmaster's proposals; decides on educational measures; performs other tasks in accordance with law. uèni naèrt (uèni naèrti,uène naèrte,uènih naèrtov) : The syllabus is part of an educational programme and contains the content of a subject for each individual subject and its distribution through grades.

263 EURYBASE SLOVENIA umetniška akademija (umetniške akademije,akademija,akademije) : University level institution offering medium-length (3 years) professionally oriented programmes, and medium length (4 years) academic and postgraduate programmes in the arts, usually for students from the age of 19. Admission to professionally oriented programmes is based on the sprièevalo o poklicni maturi certificate or a recognized equivalent; admission to academic programmes is based on the maturitetno sprièevalo certificate or recognized equivalent. An academy of art may stipulate in its study programme that those who do not have an upper secondary certificate but possess outstanding artistic talent may nevertheless be admitted to the programme. Programmes also require special artistic abilities and/or psychological and physical characteristics as a prerequisite for admission. Selection criteria are satisfactory performance in tests of artistic talent and in the final matura examination, and generally satisfactory achievement in secondary school. Programmes lead to first-degree level diplomas and postgraduate diplomas (specializacija, magisterij) and to doctorates. The Ministry of Education, Science and Sport is responsible for these public state-funded institutions. No tuition fees are payable for full-time first-degree level programmes, which are organized within the university structure univerza. Synonym: akademija. univerza (univerze,univerzi) : University structure organising multidisciplinary medium-length professionally oriented, medium and long academic and postgraduate programmes within the fakulteta, akademija, visoka strokovna šola. There are two universities in Slovenia: University of Ljubljana and University of Maribor.

Univerza za tretje življenjsko obdobje (Univerze za tretje življenjsko obdobje) : Institution designed for senior citizens offering various courses and programmes of general non-formal education. univerzitetni diplomirani (univerzitetna diplomirana,univerzitetne diplomirane,univ. dipl.) : Prvi del strokovnega naslova, ki se pridobi po konèanem dodiplomskem univerzitetnem programu; za besedo "univerzitetni diplomirani" (za moškega) oz. "univerzitetna diplomirana" (za žensko) se doda poimenovanje, izvedeno iz študijskega programa. Strokovni naslov se pristavlja za imenom in priimkom (npr. Janez Novak, univerzitetni diplomirani psiholog, Marija Novak, univerzitetna diplomirana zgodovinarka). Bolj obièajna je uporaba okrajšave univ. dipl. (npr. Janez Novak, univ. dipl. psih, Marija Novak, univ. dipl. zgod.). univerzitetni diplomirani (+ specialisation) (univerzitetni diplomirani,univerzitetna diplomirana,univerzitetne diplomirane,univ. dipl.) : First part of the professional title awarded after completion of an undergraduate academic programme. After the word univerzitetni diplomirani (for men) or univerzitetna diplomirana (for women) a specialisation based on the study programme is added. The professional title isplaced after the name (e.g. Janez Novak, univerzitetni diplomirani psiholog /University Graduate Psychologist/, Marija Novak, univerzitetna diplomirana zgodovinarka /University Graduate in History/). Usually abbreviated form is used: univ. dipl. (e.g. Janez Novak, univ. dipl. psih. /Univ. Grad. Psych./, Marija Novak, univ. dipl. zgod. /Univ. Grad. Hist./). univerzitetni diplomirani inženir (univerzitetna diplomirana inženirka,univerzitetni diplomirani inženirji,univerzitetne diplomirane inženirke,univ. dipl. inž.) : Prvi del strokovnega naslova, ki se pridobi po konèanem dodiplomskem univerzitetnem programu na tehniških, biotehniških in tehnoloških podroèjih; za besedo "univerzitetni diplomirani inženir" (za moškega) oz. "univerzitetna diplomirana inženirka" (za žensko) se doda poimenovanje, izvedeno iz študijskega program. Strokovni naslov se pristavlja za imenom in priimkom (npr. Janez Novak, univerzitetni diplomirani inženir geologije, Marija Novak, univerzitetna diplomirana inženirka tekstilne tehnologije). Bolj obièajna je uporaba okrajšave univ. dipl. inž. (npr. Janez Novak, univ. dipl. inž. geol., Marija Novak, univ. dipl. inž. teks. teh.). univerzitetni diplomirani inženir (+ field of study) (univerzitetni diplomirani inženir,univerzitetna diplomirana inženirka,univerzitetni diplomirani inženirji,univerzitetne diplomirane inženirke,univ. dipl. inž.) : First part of the professional title awarded after completion of an undergraduate academic programme in the technical, biotechnical and engineering fields of study. After the word univerzitetni diplomirani inženir (for men) or univerzitetna diplomirana inženirka (for women) a field of study based on the study programme is added. The professional title is used after the name and surname (e.g. Janez Novak, univerzitetni diplomirani inženir geologije /University Graduate Engineer of Geology, Marija Novak, univerzitetna diplomirana inženirka tekstilne tehnologije /University Graduate Engineer of Textile Technology/). Abbreviation: univ. dipl. inž. (e.g. Janez Novak, univ dipl. inž. geol. /Univ. Grad. Eng. Geol./, Marija Novak, dipl. inž. teks. teh. /Univ. Grad. Eng. Text. Tech./).

264 EURYBASE SLOVENIA upravni odbor (upravni odbori) : The managing committee is a managerial body of a higher education institution. It adopts the University Charter and other general acts, decides on action plans and developmental programmes as well as financial matters by adopting the financial plan and final balance sheet, and ensures undisturbed financial operation of a higher education institution. It also deals with issues concerning students' financial situation. The managing committee consists of representatives of the founder, workers employed in higher education activities, students and other workers.

Uradni list Republike Slovenije (Urad. list RS,Ur. l. RS,Ur. list RS) : Official journal where rules and regulations in force in the Republic of Slovenia are published. usposabljanje za življenjsko uspešnost (UŽU) : Splošnoizobraževalni program namenjen odraslim z manj kot 10 leti šolanja. Cilj programa je pridobivanje temeljnih pisnih, bralnih, raèunskih in komunikacijskih spretnosti do ravni, ki odraslim omogoèa vkljuèevanje v nadaljnje izobraževanje, aktivno iskanje zaposlitve in aktivno državljanstvo. usposabljanje za življensko uspešnost (UŽU) : General educational programme intended for adults with less than 10 years of education. The aim of the programme is to acquire the basic skills in writing, reading, computing and communication to a level, which enables adults to participate in continuing education, active search for employment and active citizenship. vajenec (vajenka,vajenci,vajenke,vajenca,vajence,vajencev,vajencem) : An individual educated in a vocational school of the dual-system type. višja šola (višje šole) : Non-university institution offering advanced post-secondary vocational education for students, usually aged from 19. They were abolished in 1994. višja strokovna šola (višje strokovne šole) : Non-university level institution offering short (2 years) vocationally oriented programmes for students, usually from the age of 19. Admission is based on an upper secondary certificate sprièevalo o poklicni maturi or recognised equivalent. If admission is restricted, candidates are selected on the basis of their achievement in the final examination and on general achievements in secondary school. Programmes lead to non-university vocational qualifications in the relevant discipline, which qualify graduates to enter the labour market or continue education in professionally oriented programmes at visoka strokovna šola or fakulteta. Publicly recognized education and training programmes are established for occupational categories determined by the Ministry of Labour, Family and Social Affairs at the suggestion of chambers of commerce, or by other ministries if the occupations are not covered by chambers of commerce. The Ministry of Education, Science and Sport is responsible for these public state-funded establishments and grant-aided private institutions. No tuition fees are payable for full-time programmes in publicly funded institutions. They are organised separately, or as part of šolski center. višji predavatelj (višja predavateljica,višji predavatelji,višje predavateljice,višjega predavatelja) : Teacher in professionaly oriented tertiary education programmes (visokošolski strokovni programi) offered by various types of higher education institution normally enrolling students from the age of 19. Staff who occupy this post must hold a second degree (generally the academic title of magisterij or the professional title of specializacija) in an appropriate discipline. Their title is awarded for a period of 5 years by the senate of the relevant tertiary education institution, in accordance with legislative procedures. The title can also be revoked. Staff in this category are primarily responsible for teaching. Abbreviations: Viš. pred., Viš. predavatelj/ica. višji strokovni sodelavec (višja strokovna sodelavka,višji strokovni sodelavci,višje strokovne sodelavke,višjega strokovnega sodelavca) : Teacher assistant at tertiary education institutions normally enrolling students from the age of 19. Staff who occupy this post should hold at least a first higher education degree, have 10 years of appropriate professional experience and demonstrate outstanding achievements in their field. In principle, their title is awarded for an indefinite period by the senate of the institution concerned, in accordance with legislative procedures, but it may also be revoked. They are mainly responsible for the provision of teaching assistance in their institution, but they also carry out certain tasks related to research or artistic activity. Abbreviations: Viš. strok. sodelavec/vka, Viš. strok. sod.

265 EURYBASE SLOVENIA višji znanstveni sodelavec (višja znanstvena sodelavka,višji znanstveni sodelavci,višje znanstvene sodelavke,višjega znanstvenega sodelavca) : One of the research staff titles for researchers conducting research programmes in higher education. The title is awarded to a holder of a doktorat znanosti who also meets the requirements stipulated in accordance with the criteria for the award of titles. The senate of the higher education institution in accordance with the law determines the criteria for the award of titles. visoka strokovna šola (visoke strokovne šole,visoka šola,visoke šole) : University level institution offering medium-length (3 to 4 years) multidisciplinary professionally oriented and postgraduate specialised programmes for students, usually from the age of 19, who hold an upper secondary certificate sprièevalo o poklicni maturi or recognised equivalent. Some study programmes can also require special abilities and/or psychological and physical characteristics as a prerequisite for admission. If admission is restricted, candidates are selected on the basis of their achievement in the final examination and on general achievements in secondary school. Programmes lead to first-degree level diplomas and postgraduate diplomas of specialization (specializacija. The Ministry of Education, Science and Sport is responsible for these public state-funded and grant-aided private institutions. No tuition fees are payable for full-time first-degree level programmes in publicly funded institutions. Public institutions are organised within the university structure univerza, while private institutions are organised as separate institutions.

Visokošolska prijavno informacijska služba (Visokošolska prijavno-informacijska služba) : Special services of both universities performing professional, technical and other tasks required for the implementation of application procedures in pre-enrolment announcements for undergraduate studies. They also perform part of the tasks in the area of vocational counselling and the choice of studies at higher education institutions. visokošolski sodelavec (visokošolski sodelavci,visokošolske sodelavke,visokošolskih sodelavcev,visokošolske sodelavce) : General term for higher education faculty assistants who assist faculty staff members in the performance of educational, research and art activities. Faculty assistants are assistants, expert advisers, senior advisers, junior experts and instructors (asistent, strokovni sodelavec, višji strokovni sodelavec, strokovni svetnik, uèitelj vešèin). visokošolski uèitelj (visokošolski uèitelji,visokošolske uèiteljice,visokošolskih uèiteljev,visokošolskimi uèitelji,visokošolske uèitelje) : General term for higher education teachers. The teaching faculty members promote the educational, artistic and research programmes. In their work they follow and contribute to the development of science, art and the professions in the field in which they are awarded the academic title, they independently develop science, the arts or the profession in a specific field and foster the transfer of this knowledge. Teaching staff are lectors, assistant professors, associate professors and full professors (lektor, docent, izredni profesor, redni profesor). Teaching staff of professional colleges and their programmes are also lecturers and senior lecturers (predavatelj, višji predavatelj). visokošolski zavod (visokošolski zavodi) : General term denoting all types of higher education institutions: univerze (universities), fakultete (faculties), umetniške akademije (academies of art) and visoke strokovne šole (professional colleges). vmesni preizkus (vmesni preizkusi,vmesnega preizkusa) : A special test of apprentices' practical qualifications taken during the apprenticeship before a professional committee of a competent chamber. vrtec (vrtci,vrtca) : Institution for children aged from 1 to 6/7, offering pre-school education and care. It can be organised as a separate institution or in conjunction with osnovna šola. Admission is based on age. Education is divided into two cycles: the first from age of 1 to 3 and the second from 3 to 6/7. The last year (priprava na osnovno šolo) is a preparatory programme for entering osnovna šola. The language of instruction can be the language of a national minority (Hungarian or Italian). The Ministry of Education, Science and Sport has overall responsibility for these municipally funded institutions, which can be public or private and are co-educational. Fees (to an amount dependent on family income) have to be paid in both public and private establishments. Note: From the 1999/2000 school year, compulsory education will start at the age of 6, while the preparatory programme priprava na osnovno šolo will be abolished in the 2003/2004 school year.

266 EURYBASE SLOVENIA vzgojitelj (vzgojiteljica,vzgojitelji,vzgojiteljice,vzgojitelja) : Vzgojitelj v vrtcu izvaja dnevni in poldnevni program, skupaj s pomoènikom vzgojitelja. V oddelku prvega starostnega obdobja morata biti hkrati prisotna vsaj šest ur dnevno in v oddelku drugega starostnega obdobja vsaj štiri ure dnevno. Krajši program lahko izvaja vzgojitelj sam. Izvaja lahko tudi vzgojo in varstvo otrok v vzgojno-varstveni družini. Vzgojitelji predšolskih otrok morajo imeti: višješolsko ali visokošolsko izobrazbo, pridobljeno po programu za podroèje predšolske vzgoje ali visokošolsko izobrazbo ustrezne smeri in opravljen program za izpopolnjevanje za podroèje predšolske vzgoje. vzgojitelj predšolskih otrok (vzgojitelj,vzgojiteljica,vzgojitelji,vzgojiteljice,vzgojitelja) : Teacher at pre-school institution (vrtec - including special education institutions) for children aged between 3 and 6/7, who is trained as a generalist at a Pedagoška fakulteta (Faculty of Education). Satisfactory performance in the upper secondary school leaving examination (zakljuèni izpit/poklicna matura or matura) and in a musical aptitude test are required to embark on training in the 3-year professionaly oriented tertiary education programme. Successful training leads to the award of the professional title of diplomirani/na vzgojitelj/ica predšolskih otrok. Staff in this category are responsible for the care, upbringing and teaching of young children, and require an additional qualification (specialna pedagoška izobrazba) for work with children with special needs. They may also occupy the position of ‘second teacher’ in the first year of the 9-year osnovna šola (for children aged 6). These staff are appointed by the head of the institution concerned (ravnatelj/ica) on the basis of an open recruitment procedure and employed by the local community (obèina). In public institutions, they have civil servant status. They begin their career as trainees (pripravniki) in the institution (vrtec) in which they intend to teach. On completion of a salaried probationary period lasting 10 months, they take a teaching certification examination (strokovni izpit) supervised by a state teaching examination board appointed by the Minister of Education. The head of their institution (ravnatelj/ica) and school inspector (inšpektor/ica za šolstvo) are responsible for evaluating them. vzgojiteljski zbor (vzgojiteljski zbori) : The assembly of teachers of a pre-school institution discusses and decides on professional matters concerning education; forms opinions on annual action plans; proposes above-standard and other programmes; decides on the update of education programmes and their provision in accordance with law; issues opinions on the appointment of headmasters; prepares proposals for the promotion of teachers and issues opinions on the headmaster's proposals; decides on educational measures; performs other tasks in accordance with law. vzgojnoizobraževalni zavod (vzgojno-izobraževalni zavodi) : A general term for an institution whose predominant activity is education (offering programmes for children in pre-school institutions, state- approved educational programmes in basic, secondary and post-secondary vocational education, programmes for children with special needs etc). zakljuèni izpit (zakljuèni izpiti,zakljuènim izpitom,zakljuènega izpita) : A general term for the final examination for apprentices and students in short-term vocational and secondary vocational education programmes. Until the introduction of poklicna matura (as a special type of final examination), the final examination was compulsory for students of four-year secondary technical and vocational schools. Until school year 1998/99, gimnazije students could also take the final examination. zakljuèno preverjanje znanja (zakljuènega preverjanja znanja) : At the end of the new 9-year elementary school, the school shall assess pupils' knowledge in the Slovenian language, mathematics, foreign language and two compulsory subjects, following standardised procedures and in co-operation with external examiners. The two compulsory subjects, one of which must be from the field of natural and the other from the field of social sciences, shall be selected by each pupil. zavod za vzgojo in izobraževanje otrok in mladostnikov s posebnimi potrebami (zavodi za vzgojo in izobraževanje otrok in mladostnikov s posebnimi potrebami,zavode za vzgojo in izobraževanje otrok in mladostnikov s posebnimi potrebami,zavodov za vzgojo in izobraževanje otrok in mladostnikov s posebnimi potrebami) : Institution offering pre-school education, compulsory basic education and/or upper secondary vocational education for children with special needs.

267 EURYBASE SLOVENIA znanstveni delavec (znanstveni delavci,znanstvene delavke,znanstvenih delavcev,znanstvene delavce) : General term for research faculty members in higher education: researchers, senior researchers and research advisers. Research staff carries out research programmes. znanstveni naslov (znanstveni naslovi) : Academic titles denote the level and type of education obtained in postgraduate study programmes leading to magisterij and doktorat znanosti. Academic titles form part of study programmes and are determined for both genders. Academic titles are regulated by the Professional and Academic Titles Act. znanstveni sodelavec (znanstvena sodelavka,znanstveni sodelavci,znanstvene sodelavke,znanstvenega sodelavca) : One of the research staff titles for researchers conducting research programmes in higher education. The title is awarded to a holder of a doktorat znanosti who also meets the requirements stipulated in accordance with the criteria for the award of titles. The senate of the higher education institution in accordance with the law determines the criteria for the award of titles. znanstveni svetnik (znanstvena svetnica,znanstveni svetniki,znanstvene svetnice,znanstvenega svetnika) : One of the research staff titles for researchers conducting research programmes in higher education. The title is awarded to a holder of a doktorat znanosti who also meets the requirements stipulated in accordance with the criteria for the award of titles. The senate of the higher education institution in accordance with the law determines the criteria for the award of titles.

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LEGISLATION

Rules on the Gradual Introduction of Second Foreign Language in the Basic School (rules) : 17.5.2008, Uradni list RS 47/2008, http://zakonodaja.gov.si/rpsi/r00/predpis_PRAV8850.html, 20/7/2009

Rules on Co-financing of School Competitions (rules) : 29.3.2008, Uradni list RS 31/2008, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV7977.html, 19/7/2009

Act Implementing Special Rights of Members of the Italian and Hungarian Ethnic Communities Regarding Education and Training (law) : 26.5.2001, Uradni list RS 35/2001, 102/2007-ZOsn-F, http://zakonodaja.gov.si/rpsi/r01/predpis_ZAKO2611.html, 20/7/2009

Act on Core Development Programmes in Education and Science for the 2003-2008 Period (law) : 29/11/2002, Uradni list RS 96/2002, http://zakonodaja.gov.si/rpsi/r03/predpis_ZAKO3433.html, 21/7/2009

Act Ratifying the Convention on the Recognition of Qualifications concerning Higher Education in the European Region (law) : 12.6.1999, Uradni list RS-MP 14/1999, http://zakonodaja.gov.si/rpsi/r02/predpis_ZAKO2032.html, 11/8/2009

Act Regulating the Qualification Recognition Procedure for Access of Citizens of EU Member States to Regulated Professions and Professional Activities in the Republic of Slovenia (law) : 26. 3. 2002, Uradni list RS 21/2002, 92/2007, http://zakonodaja.gov.si/rpsi/r09/predpis_ZAKO3189.html, 23/7/2009

Adult Education Act (law) : 15.3.1996, Uradni list RS 12/1996, 86/2004-ZVSI, 69/2006, 110/2006 - čistopis, http://zakonodaja.gov.si/rpsi/r09/predpis_ZAKO449.html, 20/7/2009

Basic School Act (law) : 15.3.1996, Uradni list RS 12/1996, 33/1997, 59/2001, 71/2004, 23/2005 - čistopis, 53/2005, 70/2005 - čistopis, 60/2006, 81/2006 - čistopis, 102/2007, http://zakonodaja.gov.si/rpsi/r08/predpis_ZAKO448.html, 19/7/2009

Civil Servants Act (zakon (law)) : 13. 7. 2002, Uradni list RS 56/2002, 110/2002-ZDT-B, 2/2004-ZDSS-1 (10/2004 popr.), 23/2005, 35/2005-UPB1, 62/2005 Odl.US: U-I-294/04-15, 113/2005, 21/2006 Odl.US: U-I-343/04-11, 23/2006 Skl.US: U-I-341/05-10, 32/2006-UPB2, 62/2006 Skl.US: U-I-227/06-17, 131/2006 Odl.US: U-I-227/06-27, 11/2007 Skl.US: U-I-214/05-14, 33/2007, 63/2007-UPB3, 65/2008, 69/2008-ZTFI-A, 69/2008-ZZavar-E, http://zakonodaja.gov.si/rpsi/r07/predpis_ZAKO3177.html, 23/7/2009

Collective Agreement for the Education Sector in the Republic of Slovenia (collective agreement) : 7.9.1994, Uradni list RS 52/1994, 49/1995, 34/1996 (45-1996 - popr.), 51/1998, 28/1999, 39/1999, 39/2000, 56/2001, 64/2001 (78/2001 - popr.), 56/2002, 52/2007, 60/2008, http://zakonodaja.gov.si/rpsi/r09/predpis_KOLP19.html, 23/7/2009

Constitution of the Republic of Slovenia (constitution) : 28.12.1991, Uradni list RS 33I/1991-I, 42/1997, 66/2000, 24/2003, 69/2004, 69/2004, 69/2004, 68/2006, http://zakonodaja.gov.si/rpsi/r01/predpis_USTA1.html, 23/7/2009

Criteria Defining Significant Expert Achievements Required for Obtaining the Title of a Higher Vocational College Lecturer (criteria) : 10.1.2009, Uradni list RS 1/2009, http://zakonodaja.gov.si/rpsi/r04/predpis_MERI34.html, 20/7/2009

Criteria for Accreditation of Study Programmes, their Scope and Structure (criteria) : 15.7.1998, Uradni list RS 56/1998, 101/2004, http://zakonodaja.gov.si/rpsi/r05/predpis_MERI15.html, 21/7/2009

Criteria on Accreditation of Higher Education Institutions and Study Programmes (criteria) : 18.9.2004, Uradni list RS 101/2004, http://zakonodaja.gov.si/rpsi/r00/predpis_MERI20.html, 20/7/2009

Decision on Criteria for Distribution of Network of Public Higher Vocational Colleges (decision) : 30.3.1996, Uradni list RS 17/1996, http://zakonodaja.gov.si/rpsi/r01/predpis_SKLE1681.html, 4/6/2009

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Decision on Harmonising Professional and Academic Titles Granted (sklep (decision)) : 17.4.1999, Uradni list RS 22/1999 (24/2001 popr.), 58/1999, 36/2005, http://zakonodaja.gov.si/rpsi/r04/predpis_SKLE5524.html, 18/8/2009

Decree on Criteria for setting up a Public Network of Basic Schools, Basic Schools and Educational Institutions for Children and Youth with Special Needs, and Music Schools (uredba (decree)) : 18.3.1998, Uradni list RS 16/1998, 27/1999, 134/2003, http://zakonodaja.gov.si/rpsi/r07/predpis_URED3217.html, 18/8/2009

Decree on Criteria for setting up a Public Network of Pre-school institutions (ministrska odredba (ministerial decree)) : 21.8.1999, Uradni list RS 63/1999, http://zakonodaja.gov.si/rpsi/r01/predpis_URED701.html, 18/8/2009

Decree on the Formation of Prices for School Textbooks (decree) : 1.5.2009, Uradni list RS 32/2009, http://zakonodaja.gov.si/rpsi/r08/predpis_URED4728.html, 23/7/2009

Decree on the Introduction and Use of Classification System of Education and Training (decree) : 20.5.2006, Uradni list RS 46/2006, 15/2008 Odl.US: U-I-370/06-20, http://zakonodaja.gov.si/rpsi/r06/predpis_URED466.html, 23/7/2009

Employment and Insurance Against Unemployment Act (law) : 16.2.1991, Uradni list RS 5/1991 (17/1991 popr., 2/1994 popr.), 12/1992, 12/1993-ZUPDN93, 71/1993, 38/1994, 80/1997 Odl.US: U-I-343/94, 69/1998, 97/2001-ZSDP, 67/2002, 2/2004-ZDSS-1 (10/2004 popr.), 63/2004-ZZRZI, 79/2006, 107/2006-UPB1, 114/2006- ZUTPG, 59/2007-ZŠtip (63/2007 popr.), http://zakonodaja.gov.si/rpsi/r09/predpis_ZAKO1239.html, 23/7/2009 Act regulates the right of the unemployed to education and training and the obligations arising from this right.

Employment Relationship Act (law) : 1.1.2003, Uradni list RS 42/2002, 79/2006-ZZZPB-F, 46/2007 Odl.US: U-I- 45/07, Up-249/06-22, 103/2007, 45/2008-ZArbit, http://zakonodaja.gov.si/rpsi/r00/predpis_ZAKO1420.html, 23/7/2009 Act lays down the right for education for employees and the right to study leave for the type of education that is in the employer's interest - collective agreements put this right into practice

European Charter for Regional of Minority Languages (law) : 20.7.2000, Uradni list RS - Mednarodne pogodbe, 17/2000, 7/2007, http://zakonodaja.gov.si/rpsi/r05/predpis_ZAKO2615.html, 23/7/2009

Foreigners Act (law) : 14.8.1999, Uradni list RS 61/1999, 9/2001-ZPPreb, 87/2002 (96/2002 popr.), 108/2002- UPB1, 93/2005, 112/2005-UPB2, 79/2006, 107/2006-UPB3, 111/2007-ZPPreb-B, 44/2008, 71/2008-UPB5, 41/2009, http://zakonodaja.gov.si/rpsi/r09/predpis_ZAKO1479.html, 23/7/2009 Defines governement responsibilities to provide conditions for the integration of foreigners in Slovenian cultural, economic and social life including the provision of Slovenian language classes, further education and vocational training.

Gimnazije Act (law) : 15.3.1996, Uradni list RS 12/1996, 59/2001, 115/2006, 1/2007-čistopis, http://zakonodaja.gov.si/rpsi/r00/predpis_ZAKO450.html, 9/6/2009 Act on general upper secondary education

Higher Education Act (law) : 1.1.1994, Uradni list RS 67/1993, 39/1995 Odl.US: U-I-22/94-15, 18/1998 Odl.US: U- I-34/98, 35/1998 Odl.US: U-I-243/95-13, 99/1999, 64/2001, 100/2003, 134/2003-UPB1, 63/2004, 100/2004-UPB2, 94/2006, 119/2006-UPB3, 59/2007-ZŠtip (63/2007 popr.), 15/2008 Odl.US: U-I-370/06-20, 64/2008, http://zakonodaja.gov.si/rpsi/r02/predpis_ZAKO172.html, 20/7/2009

Instructions on the Adjustment of Part-Time Upper Secondary Vocational and Technical Education (instruction) : 1.9.2008, Uradni list RS 8/2008, http://zakonodaja.gov.si/rpsi/r04/predpis_NAVO914.html, 20/7/2009

List of Academic and Professional TitlesList and their Abbreviations (other legislation) : 2.4.1999, Uradni list RS 22/1999, 33/1999, 57/1999, 10/2000, 12/2001, 47/2002, 50/2005, http://zakonodaja.gov.si/rpsi/r01/predpis_DRUG171.html, 21/7/2009

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List of Professional and Academic Titles and their Abbreviations II (other legislation) : 31.7.2006, Uradni list RS 81/2006, 17/2007, 18/2007 popr., http://zakonodaja.gov.si/rpsi/r08/predpis_DRUG2598.html, 21/7/2009

Local Government Act (law) : 15.1.1994, Uradni list RS 72/1993, 6/1994 Odl.US: U-I-13/94-65, 45/1994 Odl.US: U- I-144/94-18, 57/1994, 14/1995, 20/1995 Odl.US: U-I-285/94-105, 63/1995, 73/1995 Odl.US: U-I-304/94-9, 9/1996 Odl.US: U-I-264/95-7, 39/1996 Odl.US: U-I-274-95, 44/1996 Odl.US: U-I-98/95, 26/1997, 70/1997, 10/1998, 68/1998 Odl.US: U-I-39/95, 74/1998, 12/1999 Skl.US: U-I-4/99 (16/1999 popr.), 36/1999 Odl.US: U-I-313/96, 59/1999 Odl.US: U-I-4/99, 70/2000, 94/2000 Skl.US: U-I-305-98-14, 100/2000 Skl.US: U-I-186/00-10, 28/2001 Odl.US: U-I-416/98-38, 87/2001-ZSam-1, 16/2002 Skl.US: U-I-33/02-7, 51/2002-ZLS-L, 108/2003 Odl.US: U-I-186/00-21, 77/2004 Odl.US: U- I-111/04-21, 72/2005, 100/2005-UPB1, 21/2006 Odl.US: U-I-2/06-22, 14/2007-ZSPDPO, 60/2007, 94/2007-UPB2, 27/2008 Odl.US: Up-2925/07-15, U-I-21/07-18, 76/2008, 100/2008 Odl.US: U-I-427/06-9, http://zakonodaja.gov.si/rpsi/r07/predpis_ZAKO307.html, 23/7/2009

Matura Examination Act (law) : 1.3.2003, Uradni list RS 15/2003, 115/2006, 1/2007 - čistopis, http://zakonodaja.gov.si/rpsi/r04/predpis_ZAKO2064.html, 20/7/2009

Methodological Explanations of Classification System of Education and Training (with Annotation - MP-KLASIUS-1.0) (other legislation) : 22.8.2006, Uradni list RS 89/2006, http://zakonodaja.gov.si/rpsi/r09/predpis_DRUG2619.html, 23/7/2009

Ministerial Order on Conditions for Establishment of Public Pre-school Institutions (ministerial order) : 6.3.1999, Uradni list RS 11/1999, http://zakonodaja.gov.si/rpsi/r05/predpis_ODRE285.html, 8/6/2009

Ministerial Order on Conditions for Establishment of Public Upper Secondary Vocational School and Technical School (ministerial order) : 28.9.1996, Uradni list RS 54/1996, 96/2005, http://zakonodaja.gov.si/rpsi/r02/predpis_ODRE342.html, 8/6/2009

Ministerial Order on Standards and Norms in Adult Education (ministerial order) : 25.5.2000, Uradni list RS 43/2000, http://zakonodaja.gov.si/rpsi/r09/predpis_ODRE989.html, 9/7/2009

Modernisation of Educational Activities Rules (rules) : 8/2/2003, Uradni list RS 13/2003, http://zakonodaja.gov.si/rpsi/r02/predpis_PRAV4232.html, 4/6/2009

Music Schools Act (law) : 18.3.2006, Uradni list RS 19/2000, 60/2006, 81/2006 - čistopis, http://zakonodaja.gov.si/rpsi/r03/predpis_ZAKO2063.html, 20/7/2009

National Programme of Higher Education in the Republic of Slovenia (national programme) : 9.3.2002, Uradni list RS 20/2002, http://zakonodaja.gov.si/rpsi/r03/predpis_NACP33.html, 21/7/2009

National Vocational Qualifications Act (law) : 30.9.2000, Uradni list RS 81/2000, 55/2003, 83/2003-UPB1, 118/2006, 1/2007-UPB2, http://zakonodaja.gov.si/rpsi/r06/predpis_ZAKO1626.html, 21/7/2009 Act regulates certification system and specifies the procedures and the institutions bearing responsibility for the preparation of standards and catalogues of knowledge and skills required for a particuliar vocational qualification.

Odredba o določitvi programa šole za ravnatelje in o določitvi vsebine ravnateljskega izpita (ministerial order) : 17.5.1997, Uradni list RS 26/1997, http://zakonodaja.gov.si/rpsi/r06/predpis_ODRE346.html, 21/7/2009

Odredba o strokovni izobrazbi strokovnih delavcev in o minimalnih standardih prostorov in opreme v izobraževanju odraslih (ministerial order) : 5.12.1998, Uradni list RS 82/1998, http://zakonodaja.gov.si/rpsi/r04/predpis_ODRE1454.html, 20/7/2009

Organisation and Financing of Education Act (law) : 15.3.1996, Uradni list RS 12/1996, 23/1996, 22/2000, 64/2001, 101/2001 Odl.US: U-I-68/98-42, 108/2002, 34/2003, 55/2003, 79/2003, 115/2003, 65/2005, 98/2005, 129/2006, 16/2007, 36/2008, http://zakonodaja.gov.si/rpsi/r05/predpis_ZAKO445.html, 5/5/2009

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Pension and Disability Insurance Act (law) : 1.1.2000, Uradni list RS 106/1999, 72/2000, 81/2000, 124/2000, 109/2001, 83/2002 Odl.US: U-I-178/02-14, 108/2002, 110/2002-ZISDU-1, 112/2002 Skl.US: U-I-307/98-38, 26/2003- UPB1, 40/2003 Odl.US: U-I-273/00-13, 63/2003, 63/2003 Odl.US: U-I-57/00-51, 133/2003 Odl.US: U-I-36/00-52, 135/2003, 2/2004-ZDSS-1 (10/2004 popr.), 20/2004-UPB2, 54/2004-ZDoh-1 (56/2004 popr., 62/2004 popr., 63/2004 popr.), 63/2004-ZZRZI, 136/2004 Odl.US: U-I-273/01-21, 68/2005 Odl.US: U-I-29/04-19, 72/2005, 104/2005-UPB3, 69/2006, 109/2006-UPB4, 112/2006 Odl.US: U-I-358/04-13, 114/2006-ZUTPG, 91/2007 Skl.US: U-I-325/05-5, 10/2008-ZVarDod, http://zakonodaja.gov.si/rpsi/r01/predpis_ZAKO1431.html, 23/7/2009 Act stipulates the right to vocational rehabilitation for people with disabilities.

Placement of Children with Special Needs Act (law) : 1.7.2000, Uradni list RS 54/2000, 118/2006, 3/2007 - čistopis, http://zakonodaja.gov.si/rpsi/r02/predpis_ZAKO2062.html, 20/7/2009

Pravilnik o napredovanju zaposlenih v vrtcih in šolah v plačilne razrede (rules) : 27.7.1994, Uradni list RS 41/1994, 49/1995, 66/1996, 54/1999, 2/2001, 19/2001 Odl.US: U-I-91/97-37, 39/2002, 55/2002, http://zakonodaja.gov.si/rpsi/r04/predpis_PRAV2204.html, 10/6/2009

Pravilnik o normativih in minimalnih tehničnih pogojih za prostor in opremo vrtca (rules) : 3.9.2000, Uradni list RS 73/2000, 75/2005, 33/2008, 16/2008, http://zakonodaja.gov.si/rpsi/r00/predpis_PRAV3140.html, 19/7/2009

Pravilnik o pogojih in merilih ter postopku za sprejem študentov v študentske domove (rules) : 1.6.1996, Uradni list RS 29/1996, http://zakonodaja.gov.si/rpsi/r05/predpis_PRAV3065.html, 20/7/2009

Pravilnik o pogojih za občasno varovanje otrok na domu (rules) : 26.7.1997, Uradni list RS 41/1997, http://zakonodaja.gov.si/rpsi/r02/predpis_PRAV732.html, 19/7/2009

Pravilnik o publikaciji vrtca (rules) : 30.11.1996, Uradni list RS 64/96, http://zakonodaja.gov.si/rpsi/r00/predpis_PRAV3470.html, 19/7/2009

Pravilnik o šolninah in drugih prispevkih v visokem šolstvu (rules) : 9.7.1994, Uradni list RS 40/1994, 45/1998, http://zakonodaja.gov.si/rpsi/r01/predpis_PRAV821.html, 20/7/2009

Pravilnik o upravljanju učbeniških skladov (rules) : 18.5.2002, Uradni list RS 43/2002, 65/2007, http://zakonodaja.gov.si/rpsi/r06/predpis_PRAV4226.html, 9/7/2009

Pre-school Institutions Act (law) : 15.3.1996, Uradni list RS 12/1996, 44/2000, 78/2003, 113/03 - čistopis, 72/2005, 100/2005 - čistopis, 25/2008, http://zakonodaja.gov.si/rpsi/r07/predpis_ZAKO447.html, 19/7/2009

Professional and Academic Titles Act (law) : 14.6.2006, Uradni list RS 61/2006, http://zakonodaja.gov.si/rpsi/r04/predpis_ZAKO4294.html, 20/7/2009

Recognition and Assessment of Education Act (law) : 20.1.2005, Uradni list RS 73/2004, http://zakonodaja.gov.si/rpsi/r01/predpis_ZAKO4071.html, 21/7/2009

Register of Regulated Professions or Regulated Professional Activities in the Republic of Slovenia I (other legislation) : 28.4.2004, Uradni list RS 44/2004, http://zakonodaja.gov.si/rpsi/r08/predpis_DRUG1978.html, 23/7/2009

Register of Regulated Professions or Regulated Professional Activities in the Republic of Slovenia II (other legislation) : 16.5.2006, Uradni list RS 50/2006, http://zakonodaja.gov.si/rpsi/r03/predpis_DRUG2373.html, 23/7/2009

Regulations on Assessment of Knowledge in Higher Vocational Colleges (rules) : 24.10.2006, Uradni list RS 109/2006, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV7437.html, 20/7/2009

Regulations on the Final Examination [in Vocational Education] (rules) : 7.6.2008, Uradni list RS 56/2008, http://zakonodaja.gov.si/rpsi/r02/predpis_PRAV7722.html, 20/7/2009

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Resolution on the Master Plan for Adult Education in the Republic of Slovenia until 2010 (resolution) : 26.4.2004, Uradni list RS 70/2004, http://zakonodaja.gov.si/rpsi/r04/predpis_RESO34.html, 23/8/2009

Resolution on the National Higher Education Development Programme for the 2007-2010 Period (resolution) : 16.10.2007, Uradni list RS 94/2007, http://zakonodaja.gov.si/rpsi/r05/predpis_ZAKO4295.html, 28/7/2009

Rules Concerning Subsidization of Meals of Students in Higher Education (riles) : 18.8.2007, Uradni list RS 70/2007, http://zakonodaja.gov.si/rpsi/r05/predpis_PRAV8115.html, 21/7/2009

Rules on Additional Expert and Physical Assistance to Children and Youth with Special Needs (rules) : 10.3.2006, Uradni list RS 25/2006, 60/2006, 8/2008, http://zakonodaja.gov.si/rpsi/r06/predpis_PRAV6696.html, 20/7/2009

Rules on Allocating the Funds for Higher Education Development Tasks (rules) : 12.6.2004, Uradni list RS 64/2006, 52/2007, http://zakonodaja.gov.si/rpsi/r00/predpis_PRAV5940.html, 20/7/2009

Rules on Approving Textbooks (rules) : 3.6.2006, Uradni list RS 57/2006, http://zakonodaja.gov.si/rpsi/r05/predpis_PRAV7745.html, 9/7/2009

Rules on Assessment of Knowledge in Upper Secondary Schools (rules) : 13.8.2005, Uradni list RS 76/2005, http://zakonodaja.gov.si/rpsi/r02/predpis_PRAV6712.html, 24/8/2009

Rules on Awarding Grants (rules) : 10.12.1994, Uradni list RS 75/1994, 53/1996, 94/2000, 5/2008, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV2297.html, 10/6/2009

Rules on Awarding of State Scholarships (rules) : 1.9.2009, Uradni list RS 45/2009, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV9757.html, 23/7/2009

Rules on Awarding Zois scholarships (rules) : 1.9.2008, Uradni list RS 51/2008, 40/2009-ZŠtip-A, 45/2009, http://zakonodaja.gov.si/rpsi/r04/predpis_PRAV9034.html, 23/7/2009

Rules on Composition of the Commissions for the Assessment and Verification of National Professional Qualifications and on Method and Procedure to Grant and Withdraw the Licence (rules) : 1.3.2001, Uradni list RS 13/2001, 97/2003, 108/2004, 18/2005, 57/2007, 17/2009, http://zakonodaja.gov.si/rpsi/r04/predpis_PRAV3684.html, 21/7/2009

Rules on Criteria and Standards for Bi-lingual Upper Secondary Schools (rules) : 30.8.2003, Uradni list RS 85/2003, 100/2007, 67/2008, http://zakonodaja.gov.si/rpsi/r09/predpis_PRAV5229.html, 11/6/2009

Rules on Criteria and Standards for the Delivery of Education Programmes Leading to Upper Secondary Vocational and Technical Educational Qualifications (rules) : Uradni list RS 76/2003, 78/2004, 85/2006, 100/2007, 67/2008, http://zakonodaja.gov.si/rpsi/r09/predpis_PRAV5169.html, 11/6/2009

Rules on Criteria and Standards for the Delivery of Gimnazija Programmes (rules) : 5.8.2003, Uradni list RS 76/2003, 78/2004, 100/2007, 67/2008, http://zakonodaja.gov.si/rpsi/r01/predpis_PRAV5171.html, 11/6/2009

Rules on Criteria and Standards for Upper Secondary School Student Dormitories (rules) : 5.8.2003, Uradni list RS 76/2003, 89/2003, 61/2005, 100/2007, 67/2008, http://, 11/6/2009

Rules on Criteria and Standards for Upper Secondary Schools Delivering Instruction in Italian Language (rules) : 30.8.2003, Uradni list RS 85/2003, 103/2007, 67/2008, http://, 11/6/2009

Rules on Criteria for Valuation of Material Expenses of Upper Secondary Schools Delivering Instruction in Italian Language (rules) : 17.7.2004, Uradni list RS 78/2004, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV6077.html, 19/7/2009

Rules on Criteria for Valuation of Material Expenses of Bi-lingual Upper Secondary Schools (rules) : 17.7.2004, Uradni list RS 78/2004, http://zakonodaja.gov.si/rpsi/r06/predpis_PRAV6076.html, 19/7/2009

273 EURYBASE SLOVENIA

Rules on Criteria for Valuation of Material Expenses of Secondary School Student Dormitories (rules) : 27.3.2004, Uradni list RS 29/2004, 8/2005, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV5807.html, 19/7/2009

Rules on Criteria for Valuation of Material Expenses of Upper Secondary Schools Providing Gimnazija Programmes and Programmes Leading to Upper Vocational and Secondary Technical Educational Qualifications (rules) : 27.3.2004, Uradni list RS 29/2004, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV5808.html, 19/7/2009

Rules on Defining the Basis for an Assessment of Scholarships and the Method of Reconciliation (rules) : 29.9.2007, Uradni list RS 88/2007, 4/2008, http://zakonodaja.gov.si/rpsi/r05/predpis_PRAV8575.html, 23/7/2009

Rules on Diploma Supplement (rules) : 27.6.2007, Uradni list RS 56/2007, http://zakonodaja.gov.si/rpsi/r05/predpis_ODRE1985.html, 20/7/2009

Rules on Enrolment into Higher Vocational Colleges (rules) : 22.1.2005, Uradni list RS 6/2005, 8/2008, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV6418.html, 20/7/2009

Rules on Forms of Public Documents in Upper Secondary Education (rules) : 20.5.2008, Uradni list RS 44/2008, 37/2009, http://zakonodaja.gov.si/rpsi/r09/predpis_PRAV9039.html, 20.7.2009

Rules on Forms, Documentation, Costs and Keeping Records in Recognition and Assessment of Education Procedures (rules) : 22.1.2005, Uradni list RS 6/2005, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV6358.html, 21/7/2009

Rules on Funding Out-of-school Classes (rules) : 5.6.2004, Uradni list RS 61/2004, 70/2008, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV5933.html, 11/6/2009

Rules on Home Education of Children with Special Needs at the Basic School Level (rules) : 14.3.2009, Uradni list RS 19/2009, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV9237.html, 2077/2009

Rules on In-service Training of Educational Professionals (rules) : 12.6.2004, Uradni list RS 64/2004, 83/2005, 27/2007, 123/2008, 42/2009, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV5958.html, 10/6/2009

Rules on Keeping the Record of Providers of Higher Vocational College Programmes (rules) : 20.4.2006, Uradni list RS 42/2006, http://zakonodaja.gov.si/rpsi/r02/predpis_PRAV6722.html, 20/7/2009

Rules on Keeping the Register of Providers of Procedure for Assessment and Awarding of National Professional Qualifications (rules) : 13.4.2001, Uradni list RS 26/2001, 77/2003, 107/2005, 40/2007, http://zakonodaja.gov.si/rpsi/r02/predpis_PRAV3812.html, 23/7/2009

Rules on Licensing Examinations and Proficiency Examinations for School and Sport Inspectors (rules) : 21.6.2000, Uradni list RS 49/2000, 57/2004, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV2868.html, 21/7/2009

Rules on Master Craftsman's Examinations (rules) : 18.9.2004, Uradni list RS 101/2004, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV6107.html, 21/7/2009

Rules on Method and Procedure for the Assessment and Award of National Professional Qualifications (rules) : 1.3.2001, Uradni list RS 13/2001, 97/2003, 108/2004, 117/2005, 57/2007, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV3683.html, 21/7/2009

Rules on National Examinations in Basic Schools (rules) : 1.9.2005, http://zakonodaja.gov.si/rpsi/r04/predpis_PRAV6684.html, 19/7/2009

Rules on Norms and Personnel Requirements for the Performance of Pre-school Education Activity (rules) : 24.8.2005, Uradni list RS 75/2005, 82/2005, 76/2008, http://zakonodaja.gov.si/rpsi/r06/predpis_PRAV7036.html, 19/7/2009

274 EURYBASE SLOVENIA

Rules on Norms and Standards for the Implementation of the Basic School Programme in Bi-lingual Basic Schools and Basic Schools with Italian as Teaching Language (rules) : 10.8.2005, Uradni list RS 75/2005, 85/2006, 68/2007, 73/2008, http://zakonodaja.gov.si/rpsi/r09/predpis_PRAV6689.html, 11/6/2009

Rules on Norms for Financing Higher Vocational Colleges (rules) : 6.10.2008, Uradni list RS 95/2008, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV6713.html, 11/6/2009

Rules on Preregistration Announcement and Enrolment in Adult Education (rules) : 5.12.1998, Uradni list RS 82/1998, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV3468.html

Rules on Preregistration Announcement and Enrolment in Higher Education (rules) : 29.12.2002, Uradni list RS 117/2002, 1/2004, 2/2005, 34/2005, 4/2006, 76/2006, 126/2008, http://zakonodaja.gov.si/rpsi/r02/predpis_PRAV4632.html, 20/7/2009

Rules on Procedure for the Appointment to the Title Higher Vocational College Lecturer (rules) : 22.3.2006, Uradni list RS 29/2006, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV6718.html, 20/7/2009

Rules on Public Documents in Basic School (rules) : 8.5.2008, Uradni list RS 44/2008, 32/2009, http://zakonodaja.gov.si/rpsi/r04/predpis_PRAV9024.html, 19/7/2009

Rules on Public Documents in Higher Vocational Education (rules) : 23.8.2008, Uradni list RS 83/2008, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV9158.html, 20/7/2009

Rules on Residence in Halls of Residence for Upper Secondary School Students (rules) : 20.9.2006, Uradni list RS 97/2006, http://zakonodaja.gov.si/rpsi/r06/predpis_PRAV6716.html, 20/7/2009

Rules on School Documentation in Upper Secondary Education (rules) : 27.11.1999, Uradni list RS 96/1999, 108/1999, http://zakonodaja.gov.si/rpsi/r02/predpis_PRAV2182.html, 20/7/2009

Rules on Subsidies for Meal Plans for Basic School Students (rules) : 9.4.2004, Uradni list RS 34/2004, 70/2008, http://zakonodaja.gov.si/rpsi/r00/predpis_PRAV5860.html, 9/7/2009

Rules on Subsidising the Accommodation of Students (rules) : 6.4.2001, Uradni list RS 22/2001, 35/2006, 75/2008, http://zakonodaja.gov.si/rpsi/r04/predpis_PRAV3854.html, 20/7/2009

Rules on Teaching Certification Examination of Professional Staff in Education (rules) : 18.3.2006, Uradni list RS 23/2006, 81/2007, 105/2008, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV6698.html, 8/6/2009

Rules on Testing a Flexible Weekly Schedule of Subjects in Basic Schools (rules) : 24.5.2006, Uradni list RS 53/2006, 77/2007, http://zakonodaja.gov.si/rpsi/r04/predpis_PRAV7704.html, 20/7/2009

Rules on the Arrangements for Ensuring State Budget Funds to Pre-school Institution for Co-Financing Parents Financial Contributions (rules) : 26.7.2008, Uradni list RS 76/2008, http://zakonodaja.gov.si/rpsi/r01/predpis_PRAV9191.html, 19/7/2009

Rules on the Assessment of Knowledge and Promotion of Students in the Basic School (rules) : 19.7.2008, Uradni list RS 73/2008, http://zakonodaja.gov.si/rpsi/r09/predpis_PRAV8849.html, 19/7/2009

Rules on the Assessment of Knowledge in the Upper Secondary Vocational and Technical Education (rules) : 1.9.2007, Uradni list RS 78/2007, 8/2008, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV7958.html, 20/7/2009

Rules on the Certificate Form for a Foreign Language Examination for Adults (rules) : 28.6.201, Uradni list RS 53/2001, 108/2005, http://zakonodaja.gov.si/rpsi/r04/predpis_ODRE1614.html, 20/7/2009

Rules on the Collection and Protection of personal Data in Basic Education (rules) : 7.8.2004, Uradni list RS 80/2004, 76/2008, http://zakonodaja.gov.si/rpsi/r06/predpis_PRAV6096.html

Rules on the Collection and Protection of personal Data in Pre-school Education (rules) : 7.8.2004, Uradni list RS 80/2004, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV6097.html, 19/7/2009

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Rules on the Documentation in Adult Education (rules) : 14.4.2000, Uradni list RS 32/2000, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV3468.html, 20/9/2009

Rules on the Documentation in Basic School (rules) : 1.9.2008, Uradni list RS 59/2008, http://zakonodaja.gov.si/rpsi/r01/predpis_PRAV8851.html, 19/7/2009

Rules on the Documentation in Pre-school Institution (rules) : 1.9.1997, Uradni list RS 41/1997, http://zakonodaja.gov.si/rpsi/r01/predpis_PRAV731.html, 19/7/2009

Rules on the Educational Warnings in Basic School (rules) : 1.9.2008, Uradni list RS 76/2008, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV9023.html, 19/7/2009

Rules on the Establishment of Public Higher Vocational Colleges (rules) : 29.10.2005, Uradni list RS 96/2005, http://zakonodaja.gov.si/rpsi/r01/predpis_PRAV6721.html, 8/6/2009

Rules on the Field of Education of Professional Workers in Nine-Year Basic School (rules) : 17.7.1999, Uradni list RS 57/1999, 8/2001, 64/2001, 73/2003, 72/2007, 90/2008, http://, 23/8/2009

Rules on the General Matura Examination (rule) : 22.3.2008, Uradni list RS 29/2008, http://zakonodaja.gov.si/rpsi/r01/predpis_PRAV6711.html, 20/7/2009

Rules on the Implementation of Differentiation at Classes in Basic Schools (rules) : 17.6.2006, Uradni list RS 63/2006, http://zakonodaja.gov.si/rpsi/r01/predpis_PRAV7711.html, 20/7/2009

Rules on the Introduction of a new Method for Financing and Organizing Educational Work in Upper Secondary Technical Schools, Higher Vocational Colleges and Halls of Residence for Upper Secondary School Students (rules) : 10.8.2005, Uradni list RS 75/2005, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV7083.html, 19/7/2009

Rules on the Management of the Data of School Quality (rule) : 1.1.2008, Uradni list RS 112/2007, http://zakonodaja.gov.si/rpsi/r02/predpis_PRAV7962.html, 2077/2009

Rules on the Management of the List of Providers of the State-Recognized Educational Programmes (rules) : 10/2/2009, Uradni list RS 10/2009, http://zakonodaja.gov.si/rpsi/r04/predpis_PRAV9234.html, 4/6/2009

Rules on the Method for Conducting Matura Examinations for Candidates with Special Needs (rules) : 21.1.2006, Uradni list RS 6/2006, 17/2006, 38/2007, http://zakonodaja.gov.si/rpsi/r05/predpis_PRAV6715.html, 20/7/2009

Rules on the Methodology for Determining the Funds for New Higher Education Institution (rules) : 23.6.2007, Uradni list RS 55/2007, 41/2008, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV8387.html, 20/7/2009

Rules on the Methodology for the Formation of Prices for Pre-school Institutions Providing Public Service (rules) : 25.10.2003, Uradni list RS 97/2003, 77/2005, 120/2005, http://zakonodaja.gov.si/rpsi/r09/predpis_PRAV5299.html, 19/7/2009

Rules on the Norms and Standards for Performing the Programme of Basic School (rules) : 30.6.2007, Uradni list RS 57/2007, 65/2008, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV7973.html, 11/6/2009

Rules on the Norms and Standards for Performing the Programme of Music Schools (rules) : 26.7.2008, Uradni list RS 76/2008, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV8853.html, 11/6/2009

Rules on the Organisation and Methods of Work of Commissions for the Placement of Children with Special Needs and on Criteria for Determining the Type and Degree of Disadvantages, Impairments and Disabilities of Children with Special Needs (rules) : 7.6.2003, Uradni list RS 54/2003, 93/2004, 97/2005, 25/2006, 23/2007, http://zakonodaja.gov.si/rpsi/r04/predpis_PRAV4984.html, 20/7/2009

Rules on the Payments of Parents for Pre-school Education (rules) : 15.12.2006, Uradni list RS 129/2006, 70/2008, 119/2008, http://zakonodaja.gov.si/rpsi/r00/predpis_PRAV7890.html, 19/7/2009

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Rules on the Programmes for Integration of Foreigners (rules) : 4.4.2009, Uradni list RS, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV9623.html, 23.7.2009 Defines integration of foreigners in Slovenian cultural, economic and social life including the provision of Slovenian language classes, further education and vocational training.

Rules on the Protection of the Secrecy of Exams at the Matura Examination (rules) : 25.1.2008, Uradni list RS 7/2008, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV8893.html, 20/7/2009

Rules on the Public Document Form Concerning National Vocational Qualification - Certificate (rules) : 11.10.2003, Uradni list RS 97/2003, 57/2007, http://zakonodaja.gov.si/rpsi/r06/predpis_PRAV5296.html, 23/7/2009

Rules on the Recognition Procedure for professional Qualifications of Citizens of EU Member States, the European Economic Area and Swiss Confederation Relating to Access to Regulated Professions and Services in the Republic of Slovenia (rules) : 8.3.2008, Uradni list RS 23/2008, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV8138.html, 23/7/2009

Rules on the Register of Higher Education Institutions (rules) : 24.5.2005, Uradni list RS 46/2005, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV6663.html, 20/7/2009

Rules on the School Calendar for Basic Schools (rules) : 2.6.2001, Uradni list RS 12/1996, 33/1997, 59/2001, http://zakonodaja.gov.si/rpsi/r09/predpis_PRAV3839.html, 19/7/2009

Rules on the School Calendar for Upper Secondary Schools (rules) : 1.9.2007, Uradni list RS 78/2007, http://zakonodaja.gov.si/rpsi/r05/predpis_PRAV7955.html, 20/7/2009

Rules on the School Order in the Upper Secondary Schools (rules) : 1.9.2007, Uradni list RS 43/2007, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV7957.html, 20/7/2009

Rules on the Special Part of a Professional Examination for Education Inspectors and Sport Inspectors (rules) : 25.6.2005, Uradni list RS 56/2005, http://zakonodaja.gov.si/rpsi/r05/predpis_PRAV6985.html, 21/7/2009

Rules on the Subsidy of Transport for Students in Upper Secondary and Higher Vocational Education (rules) : 8.8.2007, Uradni list RS 71/2007, http://zakonodaja.gov.si/rpsi/r08/predpis_PRAV8498.html

Rules on the Subsidy of Upper Secondary School Students Diet - Daily Warm Meal (rules) : 21.6.2008, Uradni list RS 62/2008, http://zakonodaja.gov.si/rpsi/r03/predpis_PRAV9093.html, 9/7/2009

Rules on the Vocational Matura Examination (rules) : 8.5.2008, Uradni list RS 44/2008, 9/2009, http://zakonodaja.gov.si/rpsi/r00/predpis_PRAV6710.html, 2077/2009

Rules on Traineeship for Professional Staff in the Field of Education (rules) : 18.3.2006, Uradni list RS 23/2006, 72/2007, http://zakonodaja.gov.si/rpsi/r07/predpis_PRAV6697.html, 8/6/2009

Rules on Upper Secondary School Enrolment (rules) : 8.2.2006, Uradni list RS 12/2006, 17/2006, 12/2008, http://zakonodaja.gov.si/rpsi/r09/predpis_PRAV6709.html, 20/7/2009

Rules/Order on Requirements for the Establishment of Public Basic Schools, Public Basic Schools and Educational Institutions for Children and Youth with Special Needs, and Public Music Schools (ministerial order/rules) : 18.3.1998, Uradni list RS 16/1998, 82/2003, 61/2005, http://zakonodaja.gov.si/rpsi/r01/predpis_ODRE381.html, 8/6/2009

Salary System in the Public Sector Act (law) : 13. 7. 2002, Uradni list RS 56/2002, 72/2003, 115/2003-UPB1, 126/2003, 20/2004-UPB2, 70/2004, 24/2005-UPB3, 53/2005, 70/2005-UPB4, 14/2006, 27/2006 Skl.US: U-I-60/06-12, 32/2006-UPB5, 68/2006, 110/2006-UPB6, 1/2007 Odl.US: U-I-60/06-200, U-I-214/06-22, U-I-228/06-16, 57/2007, 95/2007-UPB7, 110/2007 Skl.US: U-I-275/07-5, 17/2008, 58/2008, 69/2008-ZTFI-A, 69/2008-ZZavar-E, 80/2008, 120/2008 Odl.US: U-I-159/08-18, 20/2009-ZZZPF, 48/2009, http://zakonodaja.gov.si/rpsi/r08/predpis_ZAKO3328.html, 23/7/2009

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Scholarship Act (law) : 1.9.2008, Uradni list RS 59/2007 (63/2007 popr.), št. 40/2009, http://zakonodaja.gov.si/rpsi/r04/predpis_ZAKO4664.html, 23/7/2009

Scholarship Rules (rules) : 19.6.1999, Uradni list RS 48/1999, 43/2000, 62/2001, 85/2002, 15/2003 Odl.US: U-I- 201/99-29, 40/2003, 64/2004, 28/2006, 50/2006, 80/2006, 57/2007, 59/2007-ZŠtip (63/2007 popr.), 88/2007, http://zakonodaja.gov.si/rpsi/r09/predpis_PRAV639.html, 23/7/2009

School Inspection Act (law) : 15.6.1996, Uradni list RS 29/1996, 91/2005, 114/2005 - čistopis, http://zakonodaja.gov.si/rpsi/r00/predpis_ZAKO460.html, 21/7/2009

Short Tertiary Vocational Education Act (law) : 6.8.2004, Uradni list RS 86/2004, http://zakonodaja.gov.si/rpsi/r03/predpis_ZAKO4093.html, 20/7/2009

Small Business Act (law) : 20.8.1994, Uradni list RS 50/1994, 36/2000-ZPDZC, 61/2000, 42/2002, 31/2003 Odl.US: U-I-90/99-30, 18/2004, 40/2004-UPB1, 117/2006-ZDavP-2, 102/2007, http://zakonodaja.gov.si/rpsi/r05/predpis_ZAKO355.html, 21/9/2009

Students Association Act (law) : 15.7.1994, Uradni list RS 38/1994, http://zakonodaja.gov.si/rpsi/r06/predpis_ZAKO346.html, 20/7/2009

Subsidized Higher Education Student Meals Act (law) : 19. 10. 2002, Uradni list RS 85/2002, 52/2007, 74/2007-UPB1, 33/2009, http://zakonodaja.gov.si/rpsi/r08/predpis_ZAKO3118.html, 20/7/2009

Subsidized Upper Secondary School Students Meals Act (law) : 24.5.2008, Uradni list RS 45/2008, http://zakonodaja.gov.si/rpsi/r01/predpis_ZAKO5341.html, 20/7/2009

Vocational and Technical Education Act (law) : 11.8.2006, Uradni list RS, http://zakonodaja.gov.si/rpsi/r05/predpis_ZAKO4325.html, 20/7/2009

Zakon o zavodih (law) : 30.3.1991, Uradni list RS 45I/1994 Odl.US: U-I-104/92, 8/1996, 18/1998 Odl.US: U-I-34/98, 36/2000-ZPDZC, 127/2006-ZJZP, http://zakonodaja.gov.si/rpsi/r00/predpis_ZAKO10.html, 20/7/2009

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INSTITUTIONS

AIESEC in Slovenia Center šolskih in obšolskih dejavnosti Mednarodna pisarna pri Študentski organizaciji Frankopanska 9 SI-1000 Ljubljana Republika Univerze v Ljubljani Kersnikova 4 SI-1000 Slovenija Ljubljana Tel: + 386 1 234.86.00 Tel: + 386 1 438.02.42 Fax: + 386 1 234.86.30 Fax: + 386 1 433.33.48 (Centre for School and Extracurricular Activities) E-mail: [email protected] E-mail: [email protected] URL: http://www.si.aiesec.org/ URL: http://www.csod.si/

Andragoški center Republike Slovenije Center za razvoj študija na daljavo pri Univerzi v Šmartinska 134a SI-1000 Ljubljana Republika Mariboru Slovenija Slomškov tr 15 SI-2000 Maribor Republika Tel: +386 1 584.25.60 Slovenija Fax: +386 1 524.58.81 Tel: + 386 2 235.52.70 (Slovenian Institute for Adult Education) Fax: + 386 1 235.52.74 E-mail: [email protected] (Center for Distance Education Development) URL: http://www.acs.si E-mail: [email protected] URL: http://www.cded.uni-mb.si/ Andragoško društvo Slovenije Šmartinska 134 a SI-1000 Ljubljana Republika Center za socialno delo Celje, Vzgojna Slovenija posvetovalnica Tel: + 386 2 228.21.50 Gregorèièeva ulica 6 SI-3000 Celje Republika E-mail: Ms. Melita Cimerman Slovenija (Andragogical Association of Slovenia) Tel: + 386 3 425.63.32 E-mail: [email protected] (Centre for Social Work, Counselling Centre for URL: http://www.andragosko-drustvo.si Children, Adolescents and Parents)

Britanski svet Cankarjevo nabrežje 27 SI-1000 Ljubljana Republic Center za usposabljanje v turizmu pri Nacionalni of Slovenia turistièni zvezi Tel: + 386 1 200.01.30 Vošnjakova 5 SI-1000 Ljubljana Republika Fax: + 386 1 426.44.46 Slovenija (British Council Slovenia) (Slovenian Tourism Business Community Training E-mail: [email protected] Centre) URL: http://www2.arnes.si/~ljbritishc2/ E-mail: [email protected] URL: http://www.ntz-nta.si/seminarji/ CEEPUS - Central European Exchange Programme for University Studies, Nacionalni Center za zunanjo trgovino Radenci urad CEEPUS Zdraviliško naselje 12 SI- 9252 Radenci Republika Ministrstvo za šolstvo znanost in šport Trg Slovenija osvodilne fronte 13 SI-1000 Ljubljana Tel: + 386 2 565.10.59 E-mail: Mr. Andrej Kotnik E-mail: [email protected]

Center Republike Slovenije za poklicno Centralna tehniška knjižnica Univerze v izobraževanje Ljubljani Ob železnici 16 SI-1000 Ljubljana Republika Trg republike 3 SI-1000 Ljubljana Republika Slovenija Slovenija Tel: + 386 1 586.42.00 Tel: + 386 1 251.40.72 Fax: + 386 1 542.20.45 (Central Technological Library of the University of (Centre of the Republic of Slovenia for Vocational Ljubljana) Education and Training ) E-mail: [email protected] E-mail: [email protected] URL: http://www.ctk.uni-lj.si/ URL: http://www.cpi.si

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Društvo defektologov Slovenije Državni svet Vojkova 74 SI-1000 Ljubljana Republika Slovenija Šubièeva 4 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 580.05.00 Tel: + 386 1 478.98.02 Fax: + 386 1 568.25.27 Fax: + 386 1 478.98.51 (Association of Special Educators of Slovenia) (National Council) E-mail: drustvo-defektologov@drustvo- E-mail: [email protected] defektologov.si URL: http://www.sigov.si/dsvet/ URL: http://www.drustvo-defektologov.si/ Državni zbor Društvo katoliških pedagogov Slovenije Šubièeva 4 SI-1000 Ljubljana Republika Slovenija Zrinjskega 13 SI-1000 Ljubljana Republika Tel: + 386 1 478.94.00 Slovenija Fax: + 386 1 478.98.45 Tel: + 386 1 231.26.43 (National Assembly) (Association of Catholic Teachers of Slovenia) URL: http://www.dz-rs.si/ E-mail: [email protected]?subject=Za DKPS URL: http://www.rkc.si/jozef/dkps.htm EESTEC (Electrical Engineering Students European Association) Društvo mladih raziskovalcev Slovenije Mednarodna pisarna pri Študentski organizaciji Jamova 39 SI-1000 Ljubljana Republika Slovenija Univerze v Ljubljani SI-1000 Ljubljana Kersnikova 4 (Association of Young Researchers of Slovenia) Tel: + 386 1 433.72.19 E-mail: [email protected] Fax: + 386 1 361.13.33 URL: http://www.drustvo-dmrs.si/ E-mail: [email protected] URL: http://www.komisp.org/eestec/ Društvo psihologov Slovenije Prušnikova ulica 74 SI-1000 Ljubljana Republika ELSA - The European Law Students Association Slovenija Slovenia Tel: + 386 1 512.17.27 Mednarodna pisarna pri Študentski organizaciji Fax: + 386 512.17.27 Univerze v Ljubljani SI-1000 Ljubljana Kersnikova 4 (Psychological Association of Slovenia) Tel: +386 3 133.39.39 Fax: + 386 1 433.33.48 Društvo univerzitetnih profesorjev E-mail: [email protected] Kongresni trg 12 SI-1000 Ljubljana Republika URL: http://www.drustvo-elsa.si/ Slovenija Tel: + 386 1 425.40.55 ESTIA in Slovenia (Association of University Professors) E-mail: [email protected] E-mail: [email protected] URL: http://www.ess.gov.si/ncips/estia/estiaindex.htm Društvo za doživljajsko pedagogiko Slovenije Jarška cesta 36a SI-1000 Ljubljana Republika Fakulteta za humanistiène študije Slovenija Glagoljaška ulica 8 SI-6000 Koper Republika Tel: + 386 1 541.43.19 Slovenije (Association for Experiental Pedagogics of Slovenia) Tel: + 386 5 627.95.90 E-mail: [email protected]?subject=?ivjo, Fax: + 386 5 627.95.95 društvo! E-mail: [email protected] URL: http://www2.arnes.si/~supmkraj/index2.html URL: http://www.fhs-kp.si

Državni izpitni center Francoski kulturni center Charles Nodier Ob železnici 16 SI-1000 Ljubljana Republika Breg 2 SI-1000 Ljubljana Republika Slovenija Slovenija Tel: + 386 1 200.05.00 Tel: + 386 1 548.46.00 Fax: + 386 1 200.05.12 Fax: + 386 1 548.46.01 (Institut français Charles Nodier - French Cultural (National Examination Centre) Centre Charles Nodier) E-mail: [email protected] E-mail: [email protected] URL: http://www.ric.si/ URL: http://www.institut.amba-france.si/

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Gospodarska zbornica Slovenije Institutum studiorum humanitatis - Fakulteta za Dimièeva 13 SI-1504 Ljubljana Republika Slovenija podiplomski humanistièni študij Tel: + 386 1 589.80.00 Breg 12 SI-1000 Ljubljana Republika Slovenija (Chamber of Commerce and Industry of Slovenia) Tel: + 386 1 252.30.24 E-mail: [email protected] Fax: + 381 1 425.18.46 URL: http://www.gzs.si (Postgraduate School in Humanities) E-mail: [email protected] Gospodarska zbornica Slovenije, Center za URL: http://www.ish.si/ tehnološko usposabljanje Dimièeva ulica 9 SI-1000 Ljubljana Republika Izobraževalno društvo Svarog Maribor Slovenija Gregorèièeva 34a SI-2000 Maribor Republika Tel: + 386 1 589.76.50 Slovenija (Chamber of Commerce and Industry of Slovenia, Tel: + 386 2 251.67.38 Centre for Technological Training) (Educational Association Svarog) E-mail: [email protected] I.V.S.A. - International Veterinary Students URL: http://www.svarog.org/ Asociation Gerbièeva 60 SI-1000 Ljubljana Javni sklad Republike Slovenije za razvoj Tel: + 386 177.91.98 malega gospodarstva E-mail: [email protected] Trubarjeva 11 SI-2000 Maribor Republika Slovenija URL: http://www.ivsa.org/slovenia" Tel: + 386 2 234.12.60

Fax: + 386 2 234 12 82 IAAS (International Association of Agricultural URL: http://www.jsmg-sklad.si/ Students) Slovenia

Mednarodna pisarna pri Študentski organizaciji Ministrstvo za delo, družino in socialne zadeve Univerze v Ljubljani SI-1000 Ljubljana Kersnikova 4 Kotnikova ulica 5 SI-1000 Ljubljana Republika Tel: + 386 1 438.02.41 Slovenija Fax: + 386 1 433.33.48 Tel: + 386 1 478.33.60 E-mail: [email protected] Fax: + 386 478.33.44 URL: http://rcul.uni-lj.si/~uniiaas/iaas.html (Ministry of Labour, Family and Social Affairs) IAESTE (The International Association for the URL: http://www.sigov.si/mddsz/ Exchange of Students for Technical Experience) LC Ljubljana Ministrstvo za finance Mednarodna pisarna pri Študentski organizaciji Županèièeva ulica 3 SI-1502 Ljubljana Slovenija Univerze v Ljubljani SI-1000 Ljubljana Kersnikova 4 Tel: + 386 1 478.52.11 Tel: 386 1 133.72.19 Fax: + 386 1 478.56.55 Fax: 386 1 133.33.48 (Ministry of Finance) E-mail: [email protected] URL: http://www.sigov.si/mf/slov/index.html URL: http://rcul.uni-lj.si/~uniiaeste/ Ministrstvo za gospodarstvo IEDC - Poslovna šola Bled Kotnikova 5 SI-1000 Ljubljana Slovenija Prešernova cesta 33 SI-4260 Bled Republika Tel: + 386 1 478.36.00 Slovenija (Ministry of Economy) Tel: + 386 4 579.25.00 URL: http://www2.gov.si/mg/mgslo.nsf Fax: + 386 1 579.25.01 (IEDC Bled School of Management) Ministrstvo za informacijsko družbo E-mail: [email protected] Langusova 4 SI-1000 Ljubljana Slovenija URL: http://www.iedc-brdo.si/ Tel: + 386 1 478.80.00 Fax: + 386 1 478.83.75 Inštitut za ekonomska raziskovanja (Ministry of the Information Society) Kardeljeva plošèad 17 SI-1000 Ljubljana Republika E-mail: [email protected] Slovenija URL: http://www2.gov.si:8000/mid/mid.nsf Tel: + 386 1 530.38.00 Fax: + 386 1 530.38.74 (Institute for Economy Reseach) E-mail: [email protected] URL: http://www.ier.si/

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Ministrstvo za kmetijstvo, gozdarstvo in Ministrstvo za šolstvo, znanost in šport - prehrano Oddelek za nostrifikacije Dunajska cesta 56 SI-1000 Ljubljana Republika Županèièeva 6 SI-1000 Ljubljana Republika Slovenija Slovenija Tel: + 386 1 478.90.00 Tel: + 386 1 478.55.02 Fax: + 386 1 478.90.21 (Ministry of Education, Science and Sport - (Ministry of Agriculture, Forestry and Food) Nostrification of School Certificates) URL: http://www.sigov.si/mkgp/ URL: http://www.mszs.si/slo/solstvo/nostrifikacija.asp Ministrstvo za kulturo Cankarjeva cesta 5 SI-1000 Ljubljana Republika Ministrstvo za šolstvo, znanost in šport - Sektor Slovenija za mednarodno sodelovanje na podroèju Tel: + 386 1 478.59.00 šolstva Fax: + 386 1 478.59.01 Trg Osvobodilne fronte 13 SI-1000 Ljubljana (Ministry of Culture) Republika Slovenija E-mail: [email protected] Tel: + 386 1 478.46.46 URL: http://www.sigov.si/mk/ E-mail: Ms. Viljana Lukas (Ministry of Education, Science and Sport - Ministrstvo za šolstvo, znanost in šport International Cooperation) Trg Osvobodilne fronte 13 SI-1000 Ljubljana E-mail: [email protected] Republika Slovenija URL: Tel: + 386 1 478.52.11 http://www.mszs.si/slo/ministrstvo/mednarodno/s (Ministry of Education, Science and Sport) olstvo/stanje.asp E-mail: [email protected] URL: http://www.mszs.si Ministrstvo za šolstvo, znanost in šport - Urad RS za mladino Ministrstvo za šolstvo, znanost in šport - ENIC Štefanova 1 SI-1000 Ljubljana Republika Slovenija Slovenija Tel: + 386 1 426.57.01 Trg Osvobodilne fronte 13 SI-1000 Ljubljana (Ministry of Education, Science and Sport, Youth Republika Slovenija Department of Republic Slovenia) Tel: + 386 1 URL: http://www.uradzamladino.org E-mail: Mr. Andrej Kotnik (Ministry of Education, Science and Sport - ENIC Ministrstvo za šolstvo, znanost in šport - Urad RS Slovenia) za šolstvo E-mail: [email protected] Trubarjeva 5 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 426.59.11 Ministrstvo za šolstvo, znanost in šport - (Ministry of Education, Science and Sport, Inšpektorat RS za šolstvo in šport Education Development Unit) Dunajska 22 SI-1000 Ljubljana Republika Slovenija E-mail: [email protected] Tel: + 386 1 432.00.46 URL: (Ministry of Education, Science and Sport, National http://www.mszs.si/slo/ministrstvo/organi/solstvo/ Inspectorate for Education and Sport) E-mail: [email protected] Ministrstvo za šolstvo, znanost in šport - Urad RS URL: za šolstvo - Enota Eurydice http://www.mszs.si/slo/ministrstvo/organi/inspekto Trubarjeva 5 SI-1000 Ljubljana Republika Slovenija rat.asp Tel: + 386 1 244.11.44 Fax: + 386 1 244.12.67 Ministrstvo za šolstvo, znanost in šport - NARIC (Ministry of Education, Science and Sport - Slovenija Education Development Unit - Eurydice Unit Županèièeva 6 SI-1000 Ljubljana Republika Slovenia) Slovenija E-mail: [email protected] Tel: + 386 1 478.57.31 URL: http://www.mszs.si/eurydice/ (Ministry of Education, Science and Sport - NARIC Slovenia) E-mail: [email protected] URL: http://www.mszs.si/slo/solstvo/naric.asp

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Ministrstvo za šolstvo, znanost in šport - Urad za Nacionalni observatorij Slovenije za poklicno znanost izobraževanje in usposabljanje Trg Osvobodilne fronte 13 SI-1000 Ljubljana Ob železnici 16 SI-1000 Ljubljana Republika Republika Slovenija Slovenija Tel: + 386 1 478.46.00 Tel: + 386 1 586.42.23 Fax: + 386 1 478.47.19 Fax: + 386 1 542.20.45 (Ministry of Education, Science and Sport - Office for (National VET Observatory Slovenia) Science) E-mail: [email protected] E-mail: [email protected] URL: URL: http://www.mszs.si http://www.cpi.si/default.asp?MenuID=92&Menu= NOS Ministrstvo za zunanje zadeve Prešernova cesta 25 SI-1000 Ljubljana Republika Narodna in univerzitetna knjižnica Slovenija Turjaška 1 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 478.20.00 Tel: + 386 1 200.11.10 Fax: + 386 1 478.23.40 Fax: + 386 1 425.72.93 (Ministry of Foreign Affairs) (National and University Library) E-mail: [email protected] E-mail: [email protected] URL: http://www.sigov.si/mzz/ URL: http://www.nuk.uni-lj.si/

MIRK - Center za projektno in raziskovalno delo Neodvisni sindikat delavcev ljubljanske na omrežju Internet univerze Pot sodarjev 5a SI-1211 Ljubljana-Šmartno Kongresni trg 12 SI-1000 Ljubljana Republika Republika Slovenija Slovenija Tel: + 386 1 511.06.07 Tel: + 386 1 241.85.26 Fax: + 386 1 511.06.08 (Independent Trade Union of University of Ljubljana (MIRK, Society for Project and Research Work on Workers) Internet) URL: http://www.irs-rcu.uni-lj.si/nsdlu/ URL: http://www.mirk.si/ Obrtna zbornica Slovenije Movit - zavod za razvoj mobilnosti mladih Celovška 71 SI-1000 Ljubljana Republika Slovenija Gregorèièeva 3 SI-1000 Ljubljana Republika Tel: + 386 1 583.05.00 Slovenija Fax: + 386 1 519.34.96 Tel: +386 1 426.52.68 (Chamber of Craft of Slovenia) Fax: + 386 1 426.52.73 E-mail: [email protected] (Institute for Promotion of Youth Mobility) URL: http://www.ozs.si/ E-mail: [email protected] URL: http://www.movit.si/ Pedagoški inštitut Gerbièeva 62 SI-1000 Ljubljana Republika Nacionalna projektna enota za študij na daljavo Slovenija Kardeljeva plošèad 17 SI-1000 Ljubljana Republika Tel: + 386 1 420.12.40 Slovenija Fax: + 386 1 420.12.66 Tel: + 386 1 589.24.60 (Educational Research Institute - ERI) Fax: + 386 1 589.26.98 E-mail: [email protected] (National Contact Point for Distance Education) URL: http://www2.arnes.si/~uljpeins/ E-mail: [email protected] URL: http://www.ef.uni-lj.si/ncp/ Politehnika Nova Gorica - Šola za aplikativno naravoslovje Vipavska cesta 13 SI-5000 Nova Gorica Republika Slovenija Tel: + 386 5 331.52.23 Fax: + 386 5 331.52.24 (Nova Gorica Polytechnic, School of Applied Sciences) URL: http://www.ses-ng.si/

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Politehnika Nova Gorica - Šola za znanosti o Sindikat vzgoje, izobraževanja in znanosti okolju Slovenije Vipavska cesta 13 SI-5000 Nova Gorica Republika Dalmatinova 4 SI-1000 Ljubljana Republika Slovenija Slovenija Tel: + 386 5 331.52.95 Tel: +386 1 234.76.40 Fax: + 386 5 331.52.96 Fax: + 386 1 234-76-42 (Nova Gorica Polytechnic, School of Environmental (Trade Union of Education and Research Services of Sciences) Slovenia) URL: http://www.ses-ng.si/ E-mail: [email protected] URL: http://www.sviz-sl.si/ Politehnika Nova Gorica - Visoka poslovno- tehniška šola SloMSIC (Slovenian Medical Students Vipavska 13 SI-5000 Nova Gorica Republika International Committee) Slovenija Mednarodna pisarna pri Študentski organizaciji Tel: + 386 5 331.52.31 Univerze v Ljubljani SI-1000 Ljubljana Kersnikova 4 Fax: + 386 1 331.52.40 Tel: +386 1 433.72.19 (Nova Gorica Polytechnic, School of Engineering Fax: +386 1 433.33.48 and Management) E-mail: [email protected] URL: http://www.ses-ng.si/ URL: http://www.slomsic.org/

Predsednik Republike Slovenije Slovenska akademija znanosti in umetnosti Erjavèeva 17 SI-1000 Ljubljana Republika Slovenija Novi trg 3 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 478.12.05 Tel: + 386 1 470.61.00 Fax: + 386 1 478.13.57 Fax: + 386 1 425.34.23 (President of the Republic of Slovenia) (Slovenian Academy of Sciences and Arts) URL: http://www.sigov.si/up-rs/ E-mail: mailto:[email protected] URL: http://www.sazu.si/ Raèunsko sodišèe Republike Slovenije Slovenska cesta 50 SI-1000 Ljubljana Republika Slovenska izseljenska matica Slovenija Cankarjeva cesta 1 SI-1000 Ljubljana Republika Tel: + 386 1 478.58.88 Slovenija Fax: + 386 1 478.58.91 Tel: + 386 1 241.02.80 (Court of Audit of the Republic of Slovenia) (Slovene Emigrant Society) URL: http://www.sigov.si/racs/ E-mail: [email protected] URL: http://www.zdruzenje-sim.si/ Reception programme for foreign exchange students Slovenska nacionalna komisija za UNESCO Mednarodna pisarna pri Študentski organizaciji Tivolska 50 1000 Ljubljana Univerze v Ljubljani SI-1000 Ljubljana Kersnikova 4 Tel: +386 1 475.70.52 Tel: + 386 1 433.72.19 Fax: +386 1 231.98.00 Fax: + 386 1 433.33.48 E-mail: Ms Zofija Klemen Krek E-mail: [email protected] (Office of the Slovene National Commission for URL: http://mp.sou.uni-lj.si/reception/ UNESCO) URL: Republiška maturitetna komisija http://www.mszs.si/slo/ministrstvo/organi/unesco.a Državni izpitni center Ob železnici 16 SI-1000 sp Ljubljana Republika Slovenija (National Matura Commission) Slovenski šolski muzej URL: http://www.ric.si/ Pleènikov trg 1 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 251.30.24 (Slovenian School Museum) E-mail: [email protected] URL: http://www.ssolski-muzej.si/

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Slovensko društvo za visokošolsko didaktiko Strokovni svet Republike Slovenije za poklicno Aškerèeva 2 SI-1000 Ljubljana Republika Slovenija in strokovno izobraževanje (Slovene Association for Teaching in Higher Urad RS za šolstvo Trubarjeva 5 SI-1000 Ljubljana Education - SATHE) Republika Slovenija E-mail: [email protected] Tel: + 386 1 426.59.11 URL: http://www.fe.uni-lj.si/~sdvd/ (Council of experts of the Republic of Slovenia for Vocational and Technical Education) Služba Vlade RS za evropske zadeve URL: Šubièeva 11 SI-1000 Ljubljana Republika Slovenija http://www.mszs.si/slo/ministrstvo/sveti/vladni/ Tel: + 386 1 478.24.77 (Government Office for European Affairs) Strokovni svet Republike Slovenije za splošno E-mail: [email protected] izobraževanje URL: http://www.sigov.si/svez/ Urad RS za šolstvo Trubarjeva 5 SI-1000 Ljubljana Republika Slovenija Služba za programe Evropske unije Tel: + 386 1 426.59.11 Ob železnici 16 SI-1000 Ljubljana Republika (Council of experts of the Republic of Slovenia for Slovenija General Education) Tel: + 386 1 586.42.04 URL: E-mail: Ms. Majda Širok http://www.mszs.si/slo/ministrstvo/sveti/vladni/ (EU Programmes Agency) URL: Študentska organizacija Univerze v Ljubljani http://www.cpi.si/default.asp?MenuID=91&Menu=S Kersnikova 4 SI-1000 Ljubljana Republika Slovenija PEU Tel: + 386 1 438.02.00 Fax: + 386 1 438.02.02 Šola za ravnatelje (University of Ljubljana Students Organisation) Županèièeva 6 SI-1000 Ljubljana Republika URL: http://www.sou.uni-lj.si/ Slovenije Tel: +386 04 236.22.60 Študentska organizacija Univerze v Mariboru Fax: +386 04 236.22.61 Gosposvetska cesta 83 SI-2000 Maribor Republika (National Headteachers School) Slovenija E-mail: [email protected] Tel: + 386 2 228.56.00 URL: http://www.solazaravnatelje.si/ (University of Maribor Students Organisation) URL: http://www.soum.si/ Statistièni urad Republike Slovenije Vožarski pot 12 SI-1000 Ljubljana Republika Študentski informacijski center Slovenija Mednarodna pisarna Študentske organizacije Tel: + 386 1 241.51.04 Univerze v Ljubljani SI-1000 Ljubljana Kersnikova 4 Fax: + 386 1 241.53.44 Tel: +386 1 433.72.19, int. 221 (Statistical Office of the Republic of Slovenia) Fax: +386 1433.33.48 E-mail: [email protected] E-mail: Ms. Sonja Dular URL: http://www.sigov.si/zrs/ (Student Resource Center - SRCe) URL: http://www.ljudmila.org/srce/ Strokovni svet Republike Slovenije za izobraževanje odraslih Svet za glasbeno izobraževanje Urad RS za šolstvo Trubarjeva 5 SI-1000 Ljubljana Ministrstvo za šolstvo znanost in šport Republika Slovenija Županèièeva 6 SI-1000 Ljubljana Republika Tel: + 386 1 426.59.11 Slovenija (Council of experts of the Republic of Slovenia for Tel: + 386 1 478.56.04 Adult Education) E-mail: Mr. Franci Okorn URL: (Council for Music Education) http://www.mszs.si/slo/ministrstvo/sveti/vladni/ E-mail: [email protected]) URL: http://www.mszs.si/slo/ministrstvo/sveti/ministrski/

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Svet za tuje jezike Svetovni slovenski kongres - Konferenca za Ministrstvo za šolstvo znanost in šport Trg Slovenijo osvobodilne fronte 13 SI-1000 Ljubljana Republika Cankarjeva cesta 1 SI-1000 Ljubljana Republika Slovenija Slovenija E-mail: Ms. Tatjana Jurkoviè Tel: + 386 1 426.33.26 (Council for Foreign Languages) URL: Turistica - Visoka šola za turizem http://www.mszs.si/slo/ministrstvo/sveti/ministrski/ Villa Maria Obala 29 SI-6320 Portorož-Portorose Republika Slovenija Svet za visoko šolstvo Republike Slovenije Tel: + 386 5 617.70.00 Ministrstvo za šolstvo znanost in šport Trg Fax: + 386 5 617.70.20 Osvobodilne fronte 13 SI-1000 Ljubljana Republika (College of Hotel and Travel Administration) Slovenija E-mail: [email protected] (Council for Higher Education of the Republic of URL: http://www.turistica.si/ Slovenia) URL: Univerza v Ljubljani http://www.mszs.si/slo/ministrstvo/sveti/vladni/ Kongresni trg 12 SI-1000 Ljubljana Republika Slovenija Svet za znanost in tehnologijo Republike Tel: + 386 1 241.85.00 Slovenije Fax: + 386 1 241.86.60 Ministrstvo za šolstvo znanost in šport Trg (University of Ljubljana) Osvobodilne fronte 13 SI-1000 Ljubljana URL: http://www.uni-lj.si/ Republika Slovenija Tel: + 386 1 478.46.00 Univerza v Ljubljani - Pedagoška fakulteta - (Council for Science and Technology of the Center za študij edukacijskih strategij (CEPS) Republic of Slovenia) Kardeljeva plošèad 16 SI-1000 Ljubljana Slovenija URL: Tel: + 386 1 566.14.92 http://www.mszs.si/slo/ministrstvo/sveti/vladni/ Fax: + 386 1 566.14.93

Svetovalni center za otroke, mladostnike in (Centre for Educational Policy Studies - CEPS) starše Koper URL: http://www.pef.uni-lj.si/ceps/ Cankarjeva ulica 33 SI-5000 Koper Republika Slovenija Univerza v Ljubljani, Akademija za glasbo Tel: + 386 5 627.35.55 Stari trg 34 SI-1000 Ljubljana Republika Slovenija (Counselling Centre for Children, Adolescents and Tel: + 386 1 252.18.42 Parents) (University of Ljubljana, Academy of Music) URL: http://www.ag.uni-lj.si/ Svetovalni center za otroke, mladostnike in starše Ljubljana Univerza v Ljubljani, Akademija za gledališèe, Gotska ulica 18 SI-1000 Ljubljana Republika radio, film in televizijo Slovenija Nazorjeva 3 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 583.75.00 Tel: + 386 1 251.04.12 Fax: + 386 1 519.11.20 Fax: + 386 1 251.04.50 (Counselling Centre for Children, Adolescents and (University of Ljubljana, Academy of Theatre, Radio, Parents) Film and Televison) E-mail: [email protected] E-mail: [email protected] URL: http://www.scoms-lj.si/ URL: http://www.agrft.uni-lj.si/

Svetovalni center za otroke, mladostnike in Univerza v Ljubljani, Akademija za likovno starše Maribor umetnost Tomšièeva ulica 13 SI-2000 Maribor Republika Erjavèeva 23 SI-1000 Ljubljana Republika Slovenija Slovenija Tel: + 386 1 251.27.26 Tel: + 386 2 251.26.81 Fax: + 386 1 251.90.71 Fax: + 386 2 252.56.62 (University of Ljubljana, Academy of Fine Arts) (Counselling Centre for Children, Adolescents and E-mail: [email protected] Parents) URL: http://www.alu.uni-lj.si/ E-mail: [email protected] URL: http://www.svet-center-mb.si/

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Univerza v Ljubljani, Biotehniška fakulteta Univerza v Ljubljani, Fakulteta za farmacijo Jamnikarjeva 101 SI-1000 Ljubljana Republika Aškerèeva 7 SI-1000 Ljubljana Republika Slovenija Slovenija Tel: + 386 1 476.95.00 Tel: + 386 1 423.11.61 Fax: + 386 1 425.80.31 (University of Ljubljana, Biotechnical Faculty) (University of Ljubljana, Faculty of Pharmacy) E-mail: [email protected] E-mail: [email protected] URL: http://www.bf.uni-lj.si/ URL: http://www.ffa.uni-lj.si/

Univerza v Ljubljani, Ekonomska fakulteta Univerza v Ljubljani, Fakulteta za gradbeništvo Kardeljeva pošèad 17 SI-1000 Ljubljana Republika in geodezijo Slovenija Jamova 2 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 589.24.00 Tel: + 386 1 476.85.00 Fax: + 386 1 589.26.98 Fax: + 386 1 425.06.81 (University of Ljubljana, Faculty of Economics) (University of Ljubljana, Faculty of Civil and URL: http://www.ef.uni-lj.si/ Geodetic Engineering) E-mail: [email protected]. Univerza v Ljubljani, Fakulteta za arhitekturo URL: http://fgg.uni-lj.si/ Zoisova cesta 12 SI-1000 Ljubljana Republika Slovenija Univerza v Ljubljani, Fakulteta za kemijo in Tel: + 386 1 200.07.11 kemijsko tehnologijo Fax: + 386 1 425.74.14 Aškerèeva 5 SI-1000 Ljubljana Republika Slovenija (University of Ljubljana, Faculty of Architecture) Tel: +386 1 241.91.00 E-mail: [email protected] Fax: +386 1 241.92.20 URL: http://www.arh.uni-lj.si/ (University of Ljubljana, Faculty of Chemistry and Chemical Technology) Univerza v Ljubljani, Fakulteta za družbene vede URL: http://rcul.uni-lj.si/kem/ Kardeljeva plošèad 5 SI-1000 Ljubljana Republika Slovenija Univerza v Ljubljani, Fakulteta za matematiko in Tel: + 386 1 580.51.00 fiziko Fax: + 386 1 580.51.01 Jadranska 19 SI-1000 Ljubljana Republika (University of Ljubljana, Faculty of Social Sciences) Slovenija E-mail: [email protected] Tel: + 386 1 476.65.00 URL: http://www.fdv.uni-lj.si/ Fax: + 386 1 251.72.81 (University of Ljubljana, Faculty of Mathematics and Univerza v Ljubljani, Fakulteta za družbene Physics) vede, Inštitut za družbene vede E-mail: [email protected] Kardeljeva plošèad 1 SI-1000 Ljubljana Republika URL: http://www.fmf.uni-lj.si/ Slovenija Tel: + 386 1 580.51.13 Univerza v Ljubljani, Fakulteta za pomorstvo in Fax: + 386 1 580.51.03 promet Portorož (University of Ljubljana, Faculty of Social Sciences, Pot pomoršèakov 4 6320 Portorož-Portorose Institute for Social Sciences) Republika Slovenija E-mail: [email protected] Tel: + 386 5 676.71.00 URL: http://www.fdv.uni-lj.si/Raziskovalni/Idv.htm Fax: + 386 5 676.71.30 (University of Ljubljana, Faculty of Maritime Studies Univerza v Ljubljani, Fakulteta za elektrotehniko and Transport) Tržaška 25 SI-1000 Ljubljana Republika Slovenija URL: http://www.fpp.uni-lj.si/ Tel: + 386 1 476.84.11 Fax: + 386 1 426.46.30 Univerza v Ljubljani, Fakulteta za raèunalništvo (University of Ljubljana, Faculty of Electrical in informatiko Engineering) Tržaška cesta 25 SI-1000 Ljubljana Republika URL: http://www.fe.uni-lj.si/ Slovenija Tel: + 386 1 476.84.11 Fax: + 386 1 426.46.47 (University of Ljubljana, Faculty of Computer Sciences) URL: http://www.fri.uni-lj.si/

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Univerza v Ljubljani, Fakulteta za šport Univerza v Ljubljani, Naravoslovnotehniška Gortanova 22 SI-1000 Ljubljana Republika fakulteta Slovenija Aškerèeva 12 SI-1000 Ljubljana Republika Tel: + 386 1 540.10.77 Slovenija Fax: + 386 1 540.22.33 Tel: + 386 1 470.45.00 (University of Ljubljana, Faculty of Sport) (University of Ljubljana, Faculty of Natural Sciences URL: http://www.sp.uni-lj.si/ and Engineering) E-mail: [email protected] Univerza v Ljubljani, Fakulteta za strojništvo URL: http://www.kii.uni-lj.si/ntf.html Aškerèeva 6 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 477.12.00 Univerza v Ljubljani, Pedagoška fakulteta Fax: + 386 1 251.85.67 Kardeljeva plošèad 16 SI-1000 Ljubljana Republika (University of Ljubljana, Faculty of Mechanical Slovenija Engineering) Tel: + 386 1 589.22.00 E-mail: [email protected] Fax: + 386 1 589.22.33 URL: http://www.fs.uni-lj.si/ (University of Ljubljana, Faculty of Education) E-mail: [email protected] Univerza v Ljubljani, Filozofska fakulteta URL: http://www.pef.uni-lj.si/ Aškerèeva 2 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 241.10.00 Univerza v Ljubljani, Pravna fakulteta Fax: + 386 1 425.93.37 Poljanski nasip 2 SI-1000 Ljubljana Republika (University of Ljubljana, Faculty of Arts) Slovenija E-mail: [email protected] Tel: + 386 1 420.31.00 URL: http://www.ff.uni-lj.si/ Fax: + 386 1 420.31.15 (University of Ljubljana, Faculty of Law) Univerza v Ljubljani, Filozofska fakulteta, Center E-mail: [email protected] za pedagoško izobraževanje URL: http://www.pf.uni-lj.si/ Aškerèeva 2 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 241.10.48 Univerza v Ljubljani, Teološka fakulteta Fax: + 386 1 425.93.37 Poljanska 4 SI-1000 Ljubljana Republika Slovenija (University of Ljubljana, Faculty of Arts, Centre for Tel: + 386 1 433.80.59 Teacher Education) Fax: + 386 1 432.92.65 E-mail: [email protected] (University of Ljubljana, Theological Faculty) URL: http://www.ff.uni-lj.si/rsz/cpi2.html URL: http://www.teof.uni-lj.si/

Univerza v Ljubljani, Filozofska fakulteta, Center Univerza v Ljubljani, Veterinarska fakulteta za slovenšèino kot drugi/tuji jezik Gerbièeva 60 SI-1000 Ljubljana Republika Aškerèeva 2 SI-1000 Ljubljana Republika Slovenija Slovenija Tel: + 386 1 241.13.20 Tel: + 386 1 477.91.00 Fax: + 386 1 425.70.55 Fax: + 386 1 283.22.43 (University of Ljubljana, Faculty of Arts, Centre for (University of Ljubljana, Veterinary Faculty) Slovene as a Second/Foreign Language) E-mail: [email protected] URL: http://www.ff.uni-lj.si/center-slo/ URL: http://www.vf.uni-lj.si/veterina/

Univerza v Ljubljani, Medicinska fakulteta Univerza v Ljubljani, Visoka policijsko- Vrazov trg 2 SI-1000 Ljubljana Republika Slovenija varnostna šola Tel: + 386 1 543.77.00 Kotnikova 8 SI-1000 Ljubljana Republika Slovenija Fax: + 386 1 543.77.01 Tel: + 386 1 300.83.00 (University of Ljubljana, Faculty of Medicine) Fax: + 386 1 230.26.87 URL: http://www.mf.uni-lj.si/ (University of Ljubljana, College of Police and Security Studies) E-mail: [email protected] URL: http://www.vpvs.uni-lj.si/

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Univerza v Ljubljani, Visoka šola za socialno delo Univerza v Mariboru, Fakulteta za Topniška 33 SI-1000 Ljubljana Republika Slovenija elektrotehniko, raèunalništvo in informatiko Tel: + 386 1 437.76.06 Smetanova ulica 17 SI-2000 Maribor Republika Fax: + 386 1 437.71.22 Slovenija (University of Ljubljana, University College of Social Tel: + 386 2 220.70.00 Work) Fax: + 386 2 251.11.78 E-mail: [email protected] (University of Maribor, Faculty of Electrical URL: http://www.vssd.uni-lj.si/ Engineering and Computer Science) E-mail: [email protected] Univerza v Ljubljani, Visoka šola za socialno delo URL: http://www.feri.uni-mb.si/ Poljanska cesta 28 SI-1000 Ljubljana Republika Slovenija Univerza v Mariboru, Fakulteta za gradbeništvo Tel: + 386 1 300.51.00 Smetanova ulica 17 SI-2000 Maribor Republika Fax: + 386 1 437.71.22 Slovenija (University of Ljubljana, University College of Social Tel: + 386 2 229.43.00 Work) Fax: + 386 1 252.41.79 E-mail: [email protected] (University of Maribor, Faculty of Civil Engineering) URL: http://www.vssd.uni-lj.si/ E-mail: [email protected] URL: http://kamen.uni-mb.si/ Univerza v Ljubljani, Visoka šola za zdravstvo Poljanska 26 a SI-1000 Ljubljana Republika Univerza v Mariboru, Fakulteta za kemijo in Slovenija kemijsko tehnologijo Tel: + 386 1 300.11.11 Smetanova ulica 17 SI-2000 Maribor Republika Fax: + 386 1 300.11.19 Slovenija (University of Ljubljana, University College of Health Tel: + 386 2 229.44.00 Care) Fax: + 386 2 252.77.74 E-mail: [email protected] (University of Maribor, Faculty of Chemistry and URL: http://www.vsz.uni-lj.si/ Chemical Engineering) URL: http://atom.uni-mb.si/index.html Univerza v Ljubljani, Visoka upravna šola Gosarjeva ulica 5 SI-1000 Ljubljana Republika Univerza v Mariboru, Fakulteta za kmetijstvo Slovenija Vrbanska 30 SI-2000 Maribor Republika Slovenija Tel: + 386 1 580.55.00 Tel: + 386 2 250.58.00 Fax: + 386 1 580.55.21 Fax: + 386 2 229.60.71 (University of Ljubljana, University College of Public (University of Maribor, Faculty of Agriculture) Administration) E-mail: [email protected] E-mail: [email protected] URL: http://www.uni-mb.si/new/fk/okv_sl.htm URL: http://www.vus.uni-lj.si/ Univerza v Mariboru, Fakulteta za Univerza v Mariboru organizacijske vede Kranj Slomškov trg 15 SI-2000 Maribor Republika Kidrièeva 55 a SI-4000 Kranj Republika Slovenija Slovenija Tel: +386 4 237.42.00 Tel: + 386 2 235.52.80 Fax: + 386 4 237.42.99 Fax: + 386 1 235.52.11 (University of Maribor, Faculty of Organizational (University of Maribor) Sciences) E-mail: [email protected] E-mail: [email protected] URL: http://www.uni-mb.si/ URL: http://www.fov.uni-mb.si/

Univerza v Mariboru, Ekonomsko-poslovna Univerza v Mariboru, Fakulteta za strojništvo fakulteta Smetanova ulica 17 SI-2000 Maribor Republika Razlagova 14 SI-2000 Maribor Republika Slovenija Slovenija Tel: + 386 2 229.00.00 Tel: + 386 2 220.75.00 Fax: + 386 2 252.70.56 Fax: + 386 2 220.79.90 (University of Maribor, Faculty of Economics and (University of Maribor, Faculty of Mechanical Business) Engineering) E-mail: [email protected] E-mail: [email protected]" URL: http://epf.uni-mb.si/ URL: http://www.fs.uni-mb.si/

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Univerza v Mariboru, Pedagoška fakulteta Ustanova Slovenska znanstvena fundacija Koroška cesta 160 SI-2000 Maribor Republika Štefanova 15 SI-1000 Ljubljana Slovenija Slovenija Tel: +386 1 426.35.90 Tel: + 386 2 229.36.00 Fax: + 386 1 426.35.91 Fax: + 386 2 251.81.80 (The Slovenian Science Foundation) (University of Maribor, Faculty of Education) E-mail: [email protected] E-mail: [email protected] URL: http://www.ustanova-szf.si/ URL: http://www.pfmb.uni-mb.si/ Visoka šola za management v Kopru Univerza v Mariboru, Pravna fakulteta Cankarjeva 5 SI-6000 Koper Mladinska 9 SI-2000 Maribor Republika Slovenija Tel: + 386 5 610.20.00 Tel: + 386 2 250.42.00 Fax: + 386 1 610.20.15 Fax: + 386 2 252.32.45 (College of Management in Koper) (University of Maribor, Faculty of Law) E-mail: [email protected] E-mail: [email protected] URL: http://www.vsm-kp.si/ URL: http://www.pf.uni-mb.si/ Visoka šola za risanje in slikanje Univerza v Mariboru, Visoka zdravstvena šola Zarnikova 3 SI-1000 Ljubljana Republika Slovenia Žitna ulica 15 SI-2000 Maribor Republika Slovenija Tel: + 386 1 232.58.44 Tel: + 386 2 300.47.00 (College of Drawing and Painting) Fax: + 386 2 300.47.47 (University of Maribor, University College of Visoka šola za upravljanje in poslovanje Nursing) Na Loko 2 SI-8000 Novo mesto Republika E-mail: [email protected] Slovenija URL: http://sola.vzdr.uni-mb.si/ Tel: + 386 7 393.00.10 Fax: + 386 7 393.00.13 Univerzitetna knjižnica Maribor (College of Business and Management) Gospejna 10 SI-2000 Maribor Republika Slovenija E-mail: [email protected] Tel: + 386 2 250.74.00 URL: http://www.vis-vsup.nm.edus.si/ Fax: + 386 2 252.60.87 (University Library Maribor) Visoka strokovna šola za podjetništvo v E-mail: [email protected] Portorožu URL: http://www.ukm.uni-mb.si/ Senèna pot 10 SI-6320 Portorož-Portorose Republika Slovenija Urad RS za makroekonomske analize in razvoj Tel: + 386 5 671.02.41 Gregorèièeva 27 SI-1000 Ljubljana Republika Fax: + 386 5 671.02.50 Slovenija (College of Global Entrepreneurship) Tel: + 386 1 478.21.12 E-mail: [email protected] (Institute of Macroeconomic Analyses and URL: http://www.vssp.gea-college.si/ Development) E-mail: [email protected] Visokošolska prijavno-informacijska služba, URL: http://www.sigov.si/zmar/index.html Univerza v Ljubljani Kongresni trg 12 SI-1000 Ljubljana Republika Urad Vlade RS za informiranje Slovenija Slovenska cesta 29 SI-1000 Ljubljana Republika Tel: + 386 1 241.85.02 Slovenija Fax: + 386 1 241.86.71 Tel: + 386 1 478.26.00 (Higher Education Application and Information Fax: + 386 1 251.23.12 Office of the University of Ljubljana) (Government Public Relations and Media Office) E-mail: [email protected] E-mail: [email protected] URL: http://www.vpis.uni-lj.si/ URL: http://www.uvi.si/

Urad za narodnosti v Vladi Republike Slovenije Tivolska 50 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 430.45.00 Fax: + 386 1 432.00.45 (Government Office for Nationalities)

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Visokošolska prijavno-informacijska služba, Združenje uèiteljev Slovenije Univerza v Mariboru Stranska pot 7 SI-1000 Ljubljana Republika Slomškov trg 15 SI-2000 Maribor Republika Slovenija Slovenije E-mail: Ms. Metka Zevnik Tel: + 386 2 235.52.61 (Teacher Association of Slovenia) Fax: + 386 2 235.52.65 E-mail: [email protected] (Higher Education Application and Information URL: http://www.zdruzenje-uciteljev.si/ Office of the University of Maribor) E-mail: [email protected] Združenje za socialno pedagogiko URL: http://vpis.uni-mb.si/ Kardeljeva plošèad 16 SI-1000 Ljubljana Republika Slovenija Vlada Republike Slovenije (Association for Social Pedagogy) Gregorèièeva 20 SI-1000 Ljubljana Republika E-mail: [email protected] Slovenija URL: http://rcul.uni-lj.si/~pefzzsp/ Tel: + 386 1 478.10.00 Fax: + 386 1 478.16.07 ZSSS - Sindikat delavcev v vzgojni, izobraževalni (Government of the Republic of Slovenia) in raziskovalni dejavnosti URL: http://www.sigov.si/vrs/index-2.html Dalmatinova ulica 4 SI-1000 Ljubljana Republika Slovenija Zavod Republike Slovenije za zaposlovanje Tel: + 386 1 434.12.00 Glinška ulica 12 SI-1000 Ljubljana Republika (ZSSS - Trade Union of Education and Research Slovenija Services) Tel: + 386 1 200.23.50 E-mail: [email protected] Fax: + 386 1 425.98.23 URL: http://www.sindikat-zsss.si/ (Employment Service of Slovenia) E-mail: [email protected] Zveza društev pedagoških delavcev Slovenije URL: http://www.ess.gov.si Tržaška cesta 2 SI-1000 Ljubljana Republika Slovenija Zavod RS za zaposlovanje, Center za Tel: + 386 1 425.01.08 informiranje in poklicno svetovanje (Association of Slovenian Teachers Organisations) Smoletova ulica 12 SI-1000 Ljubljana Republika URL: http://www2.arnes.si/~ljzpds8/index.html Slovenija Tel: + 386 1 300.21.80 Zveza ljudskih univerz Slovenije (Employment Service of Slovenia, Centre for Pod ježami 8 SI-1000 Ljubljana Republika Vocational Guidance and Information) Slovenija E-mail: [email protected] Tel: + 386 1 540.51.61 URL: http://www.ess.gov.si/html/elementi- Fax: + 386 1 540.28.79 okvirjev/F-ncips.htm (Association of Peoples' Universities of Slovenia) E-mail: [email protected] Zavod za pokojninsko in invalidsko zavarovanje URL: http://www.zveza-lu.si/ Slovenije Kolodvorska ulica 15 SI-1000 Ljubljana Republika Slovenija Tel: + 386 1 474.51.00 (Institute for Pension and Disability Insurance of Slovenia) E-mail: [email protected] URL: http://www.zpiz.si

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Adult education research in the countries in transition : Adult education research trends in the former socialist countries of Central and Eastern Europe and the Baltic region : research project report / Jelenc, Zoran. - Ljubljana : Andragoški center Slovenije = Slovene Adult Education Centre, 1996. ISBN 9616130102

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Izobraževalni programi. Izobraževanje odraslih. Anglešèina za odrasle / Velikonja, Marija (ur.). - Ljubljana : Ministrstvo za šolstvo in šport in Zavod RS za šolstvo, 1999. URL: http://www.acs.si/programoteka/ ISBN 961-6222-36-8

Izobraževalni programi. Izobraževanje odraslih. Francošèina za odrasle / Velikonja, Marija (ur.). - Ljubljana : Ministrstvo za šolstvo in šport in Zavod RS za šolstvo, 1999. URL: http://www.acs.si/programoteka/ ISBN 961-6222-35-X

Izobraževalni programi. Izobraževanje odraslih. Italijanšèina za odrasle / Velikonja, Marija (ur.). - Ljubljana : Ministrstvo za šolstvo in šport in Zavod RS za šolstvo, 1999. URL: http://www.acs.si/programoteka/ ISBN 961-6222-38-4

Izobraževalni programi. Izobraževanje odraslih. Nemšèina za odrasle / Velikonja, Marija (ur.). - Ljubljana : Ministrstvo za šolstvo in šport in Zavod RS za šolstvo, 1999. URL: http://www.acs.si/programoteka/ ISBN 961-6222-37-6

Izobraževalni programi. Izobraževanje odraslih. Projektno uèenje za mlajše odrasle / Velikonja, Marija (ur.). - Ljubljana : Ljubljana : Ministrstvo za šolstvo in šport in Zavod RS za šolstvo, 2000. URL: http://www.acs.si/programoteka/

Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Elektroenergetika / Kenig, Božena (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 1997.

Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Elektronika / Debevec, Tatjana (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 1997.

Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Gostinstvo / Kenig, Božena (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 1997.

Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Gradbeništvo / Debevec, Tatjana (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 1997.

Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Komercialist / Debevec, Tatjana (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 2000.

Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Poslovni sekretar / Debevec, Tatjana (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 1999. ISBN 961-6222-33-3

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Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Rudarstvo in geotehnologija / Kenig, Božena (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 1999. ISBN 961-6222-34-1

Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Strojništvo / Kenig, Božena (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 1997.

Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Telekomunikacije / Debevec, Tatjana (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 1999.

Izobraževalni programi. Poklicno in strokovno izobraževanje. Višje strokovno izobraževanje. Turizem / Kenig, Božena (ur.). - Ljubljana : Ministrstvo za šolstvo in šport, 1997.

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