Slovenia 2024

The SQF is operational, serving as a map of qualification types, supporting quality assurance and the recognition of qualifications and providing a reference point for the development and review of standards and curricula, and of VNFIL (European Commission & Cedefop, 2022).

The procedure for including educational qualifications in the SQF remains unchanged as described in the referencing report (European Commission & Cedefop, 2024). Public institutions responsible, under the Organisation and Financing of Education Act, for developing new state-approved primary and secondary education programmes, also prepare a proposal for the inclusion of the educational qualification into the SQF. The proposal is submitted to the competent Expert Council for adoption. The council also considers the suggested SQF level of the qualification and the minister for education adopts the SQF level together with the programme. When a higher education institution applies for accreditation of a study programme to NAKVIS, it also includes a proposal for inclusion in the SQF. NAKVIS along with accrediting the study programme, also defines the SQF level of the qualification (CPI, 2014). Input criteria are used in addition to learning outcomes for educational qualifications acquired after the completion of nationally accredited programmes. These criteria include the access requirements, the typical programme length and the input in terms of volume of learning activities in VET and higher education (also defined in credit points).

The procedure for national vocational qualifications (NVQs) starts when a competent public institution, as defined by the National Vocational Qualifications Act, submits a proposal for the inclusion of a qualification into the SQF to the competent Expert Council for adoption. The council considers the proposed SQF level of the NVQ and the minister for labour adopts the SQF level together with a catalogue of professional knowledge and skills standards. Following the adoption the SQF/EQF NCP publishes the details in the SQF register (CPI, 2014). Vocational qualifications obtained through CVET programmes can be included in the SQF after successfully passing an accreditation procedure, defined by the VET Act. A proposal for a new programme can be submitted, through an online form, by a company, chamber, employers' association or school to the CPI. Based on specific criteria (the relevance of the content and justification of the need for the new qualification, the appropriateness of the placement within the existing qualification structure and of the proposed SQF level), the CPI prepares an opinion on the suitability of the proposal. If the proposal is accepted, the group of programme compilers (working group) prepares a proposal for a new programme and submits it to the Expert Council of the CPI. Programmes for upskilling in continuing vocational education must be adopted by the Expert Council for VET.

In accordance with the SQF act, applications to level supplementary qualifications may be submitted by an employer, a group of employers or the Employment Service. CPI assesses the application and prepares an opinion. If the assessment is positive, the SQF/EQF NCP expert panel - nominated by the minister for labour - takes a decision on the application and submits a proposal for levelling the supplementary qualification to the SQF, which is approved by the labour ministry. The levelling criteria include the suitability of the applicant, relationships to existing qualifications, a description of the learning outcomes, the consistency and feasibility of the training programme, quality assurance relating to the training programme and the labour market relevance. The supplementary qualification is included in the SQF for 5 years; 3 months before expiration, the provider may apply for an extension.

Levelling decisions are taken according to the best fit principle ([6]The learning outcomes of a qualification fit better (in terms of knowledge, skills and competences) with the level descriptors of a given SQF level than with those of other levels.) (CPI, 2014).

According to the 2016 SQF act, SQF/EQF levels are indicated on all general education, VET, higher education, NVQs and supplementary qualifications awarded after the adoption of the act. Certificates of completed study programmes for further training do not yet indicate SQF/EQF levels. Only in specific cases Europass supplements indicate SQF/EQF levels. For certificates, diplomas and supplements issued before the act was adopted, holders can obtain information (free of charge) on the SQF/EQF level of educational qualifications from the ENIC-NARIC centre and of NVQs from the SQF/EQF NCP (European Commission & Cedefop, 2022; 2024).

An SQF/EQF communication strategy - targeting learners, education and training institutions, jobseekers, employees, career counsellors, and professional and recognition bodies - was developed in 2014. The main communication channels are the SQF web portal, videos (targeting companies, education institutions and individuals, presenting an overview of the SQF register's functions and promoting supplementary qualifications), social media, tv, events, job fairs and a promotional leaflets, like the SOK InfoZOOM. The SQF/EQF NCP has also developed guidelines on the use of learning outcomes in practice, to support those responsible for developing and updating qualifications and assigning them to SQF levels, and video guidelines for those interested in filling out the application form for levelling a supplementary qualification (European Commission & Cedefop, 2022; 2024).

The SQF register is a publicly accessible information system, which includes all SQF qualifications and aims to increase their transparency and comparability. The register targets learners, jobseekers, employees, employers, education institutions, guidance counsellors and others. In November 2024, it included approximately 1 766 active qualifications (1 395 educational qualifications, 366 vocational qualifications, five supplementary qualifications) and 449 archived qualifications (195 educational, 245 vocational and nine supplementary qualifications) ([7]Source: internal communication with the CPI.). For each qualification, the register provides, in Slovenian and English, information on the title, the field of study, credit points (if relevant), the entry requirements, the SQF/EQF level, the ISCED level, the learning outcomes (in open text format), the awarding body and any transition possibilities, along with a link to the qualification. The register offers different functionalities: an application which helps learners, employers, career counsellors and educational providers to determine the SQF and EQF level of a diploma or certificate, video presentations on occupations connected with individual qualifications, presentations on possible career paths in the selected professional fields and a comparison tool for up to three qualifications. The register is interconnected with the NVQ database and the database of higher education qualifications, while it is linked to the Europass (via the Qualifications Dataset Register) and ESCO (European Skills, Competences, Qualifications and Occupations) platforms, enabling comparison between Slovenian and EU qualifications. Through its interconnection with the other databases, the register's information system is automatically informed when a new qualification is included in them, and the former qualification is archived (European Commission & Cedefop, 2022; 2024).

The evaluation of the SQF and the SQF register has showed that the level of awareness of the SQF Register among the broader public is rather low (one-fifth is familiar with it). Nevertheless, those using it have mentioned that it facilitates access to information on education and training, providing a transparent overview of the country's qualifications, including information on their learning outcomes. The use of the register is widespread among education professionals; however they use it occasionally (Skubic Ermenc et al., 2020).

Although the SQF/EQF NCP has noticed an increase of the level of awareness and use of the SQF among the broader public ([8]This is an empirical finding, based on the interaction between the representatives of the SQF/EQF NCP and the public for example in job fairs and other events.), including learners and employees/jobseekers, it remains moderate (European Commission & Cedefop, 2024). This is in line with the results of the first systemic evaluation of the SQF and the SQF register, which showed that one third of the public were aware of the SQF (62% of the participants in the survey were learners and 23% were employees). Approximately half of those aware of the framework found out about it through the internet and 26% from certificates or diploma/certificate supplements. Most of them (85%) knew the level of their qualification. Only those directly using the SQF in their work (including representatives of education institutions, qualification and study programme developers, experts involved in the preparation of occupational standards, etc.) had more detailed knowledge of the content, uses and purpose of the SQF. 80% of them were familiar with the SQF, while 60% used it in their work. They most often used it in preparing new and revising existing study programmes, designing learning outcomes, developing supplementary qualifications or preparing a catalogue for hands-on training (Skubic Ermenc et al., 2020). SQF-qualifications providers refer and promote their qualifications as part of the SQF register. Awareness and use of the framework is very high among guidance and counselling practitioners, quality assurance bodies, and recognition authorities. For instance, the SQF/EQF NCP is very often working with guidance practitioners on job fairs and other events (European Commission & Cedefop, 2024). There is limited evidence that employers use SQF/EQF levels in recruitment procedures (e.g. job vacancies) and vacancy notices (Skubic Ermenc et al., 2020). The SQF is more often used by the public sector e.g. public employment services. The level of awareness and use of the SQF by trade unions is also moderate (European Commission & Cedefop, 2024). The SQF is increasingly used in national legislation and regulations, especially after the adoption of the SQF act; however, there is room to further use it in national and sectoral legislation and documents (Skubic Ermenc et al., 2020).

The first evaluation of the SQF and the SQF register used a combined quantitative and qualitative research approach, including research tools such as questionnaires for the public and experts, focus groups and semi-structured interviews with key national stakeholders. The evaluation focused on the understanding, awareness and use of the SQF and the SQF register among the main national stakeholders, and on the influence of the SQF on the education system (Skubic Ermenc et al., 2020).

The evaluation includes recommendations, such as (Skubic Ermenc et al.,2020):

1. promoting dialogue with experts and labour market stakeholders on the role and purpose of different types of qualifications and the relationships between them in a lifelong learning perspective (e.g. to identify labour market needs for supplementary qualifications and further develop the levelling methodology of these qualifications to the SQF);
2. designing further activities to increase the visibility and promote the practical use of the SQF among key stakeholders and the public;
3. providing further professional support on the use of learning outcomes and the SQF level descriptors to the developers of qualifications and programmes.

According to the SQF evaluation, stakeholders consider that its contribution to transparency, understanding and comparability of qualifications at the national and international levels stands out (Skubic Ermenc et al., 2020). This remains a main positive impact of the SQF, indicating that its communication function works well. At the same time, stakeholders believe that the SQF has contributed to the systematic organisation of the qualifications system by integrating all qualification types. Nevertheless, the impact was greater in sectors that were well developed before the introduction of the SQF (formal education, NVQ system). The analysis of curriculum documents that was part of the 2020 SQF evaluation showed 'a considerable impact leading to an increase of the use of learning outcomes in education and training and to a more clearly formulated logic of qualification levels. Higher education stakeholders in particular have highlighted a positive impact on this sector, as level descriptors can be used as an evaluation tool, can help describe competences and can define different levels of higher education qualifications. However, the SQF has not yet been widely recognised as a means of enhancing mobility and linking education with the labour market (Skubic Ermenc et al., 2020). The framework has contributed to enhancing the quality of qualifications. Following the levelling of NVQs, the framework now provides a reference point for the assessment of non-formal and informal learning and for VNFIL. Regarding permeability, the SQF plays an informational role; the register includes information on qualifications' entry requirements and possible transition routes. The SQF has also promoted lifelong learning and the cooperation of stakeholders across the education, training and employment sectors (most recently through the consultation on the inclusion of microcredentials in the framework (European Commission & Cedefop, 2022; 2024).

According to the 2020 evaluation, stakeholders have indicated that the SQF has not performed well in terms of including new types of qualifications acquired outside the formal education system. Those who do not yet use the SQF have indicated that the level descriptors are too general to be used in developing education programmes and occupational standards. Another challenge is that there is considerable room for improvement in the use of the SQF in national and sectoral legislation and documents. Participants in the evaluation also emphasised the need to promote the SQF more to the public (Skubic Ermenc et al., 2020)