Reference year 2026
Version 2026
Drafted by Darko Mali, Senior adviser for CPI - Institute of the Republic of Slovenia for VET, and member of Cedefop's community of apprenticeship experts for Slovenia
1Scheme history
The scheme was introduced in as a pilot path in the school year 2017/2018 and finally established in 2021.
The current apprenticeship path, introduced by the Apprenticeship Act in 2017, originates from the established structures and good practices on the basis of the Vocational Education Act from 2006: training places in accredited companies are verified by authorised chambers, trained in-company mentors, established collaboration between schools and companies, national competence-based curricula, existence of flexible school curricula.
Within the new apprenticeship path (introduced in 2017), students spent more time in the companies, i.e. at least 56 weeks, which represents 50% of total training time. Therefore, companies have more opportunities to establish a relationship with students and to train them.
2Beneficiaries
The current apprenticeship scheme is an alternative pathway of the upper-secondary vocational education.
Students of upper-secondary vocational programmes are at least 14 years of age (9 years of primary education has to be completed).
(Vocational education act, §24)
To start the training in a company, a student has to be at least 15 years old.
There are no other age limits.
(Vocational education act, §6)
All students with an apprenticeship agreement attend regular upper-secondary classes. Currently, older learners (e.g. young adults) are not included in the apprenticeship path.
Students with the apprenticeship training agreement: new/ all students
School year 2024/2025: 244/ 637 students
School year 2025/2026: 272/ 694 students
(Source: Ministry of Education)
As a comparison, in 2019/20, there were 328 apprentices (all years) and in 2020/21, there were 365 apprentices in all years.
3Qualifications
The apprenticeship path is leading to the upper-secondary vocational qualifications NQF level 4.
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
Upper-secondary vocational programmes have ISCED 353 code.
The same upper-secondary vocational qualification can be achieved either through the school-based path or through the apprenticeship path.
The certificate obtained after the apprenticeship path is the upper-secondary vocational school-leaving certificate.
The apprenticeship path is specified in the individualised Europass certificate supplement.
With the upper-secondary vocational school-leaving certificate and minimum 3 years of professional experience, one can pass the craftsman exam.
To enrol into higher vocational education, Vocational matura exam is needed.
To participate in the exam, the holder of the upper-secondary vocational school-leaving certificate (regardless of the pathway, apprenticeship or not) have to complete a 2-year-long vocational-technical programme (ISCED 354/EQF4).
Upper-secondary vocational education, which also includes the apprenticeship path, lasts 3 years.
At least 50% of the total training time, i.e. at least 56 weeks, an apprentice should be trained in a company.
(Apprenticeship Act, §4)
4Governance
The Ministry of Education, Science and Sport is responsible for governing the apprenticeship path.
Authorized chambers verify training companies and register individual apprenticeship agreement.
The minister appointed a committee to monitor the implementation of the apprenticeship path. The committee, operating since 2024, has 6 members, appointed on the proposal of the authorized chambers, ministry responsible for education, ministry responsible for labour, ministry responsible for economy, trade unions, employers and schools.
The committee’s tasks are preparation of an annual monitoring report, recommendation for effective apprenticeship implementation and proposal of measures for further developments to the minister.
(Apprenticeship Act, §14)
The educational programmes define the content or learning outcomes of apprenticeship path.
(Apprenticeship Act, §4)
Chambers and employers’ representatives play a key role in shaping apprenticeship content primarily through their involvement in the development of occupational standards, which form the basis for the design of VET programmes (including apprenticeship pathways).
When new or revised VET programmes are prepared, the drafting working groups include both employers’ representatives and teachers, ensuring that programme content reflects labour-market needs as well as pedagogical and curricular requirements. This joint approach helps align learning outcomes and practical training requirements.
At the system level, VET programmes are reviewed and verified by the Council of VET Experts, The Council then proposes new or revised VET programmes to the Ministry of Education for formal adoption.
Members of the Council of VET experts are nominated by the Government of the Republic of Slovenia on the proposal of ministries (5 members), authorised chambers (5 members) and trade unions (4 members).
(Organisation and Financing of Education Act, §24 and 26)
Trade unions are not active in apprenticeships. Apprentices, having the status of students (not employees) are not affiliated with a trade union.
Between 2023 and 2025, the apprenticeship system was evaluated as part of a broader vocational education and training ecosystem. The evaluation focused on the capacities of social partners and employers, the functioning of interdepartmental cooperation, the role of chambers and trade unions, curriculum flexibility and the organisation of work-based learning. The findings show that, although Slovenia has an established tradition of social dialogue, it does not yet function effectively enough to provide strong systemic support for apprenticeships. The evaluation resulted in concrete recommendations: defining apprenticeships as a national priority, strengthening interministerial cooperation, reinforcing the role of social partners, supporting employers through chambers and increasing flexibility in work-based learning.
Chambers, which have been granted public authorization in the field of vocational and technical education by the Vocational Education Act, are authorised to carry out tasks specified in the Apprenticeship Act. These are the Chamber of Commerce and Industry of Slovenia, the Chamber of Craft and Small Business of Slovenia and the Slovenian Chamber of Commerce.
(Vocational Education Act, §19)
In the apprenticeship path, authorised chambers have the following role:
- to cooperate in the committee to monitor the implementation of the apprenticeship path,
- to specify appropriate working conditions and equipment for training companies,
- to verify training companies,
- to register apprenticeship agreements,
- to publish a list of apprenticeship places every year,
- to provide information to schools for the purpose of apprenticeship,
- to cooperate with the schools and training companies in the preparation of the individual apprentice training plans,
- to prepare a proposal of a course for in-company trainers,
- to provide training for in-company trainers,
- to keep registers in accordance with the Apprenticeship Act (apprenticeship training places register, apprenticeship agreements register, apprentices register, in-company trainers register),
- to assist apprentices in finding a training place,
- to support and advise to training companies,
- to monitor the implementation of apprenticeships and report to the ministry responsible for education once a year,
- to organize interim exams,
- to propose employer’s representatives for the final examinations (Vocational Education Act, §18),
- to mediate in a dispute between the employer and the apprentice,
- to promote the apprenticeship path.
(Apprenticeship Act, §8, 12, 17, 30, 32, 33, 41-44, 47)
The final exam is organised by schools. In-company trainer can be a mentor to an apprentice at the preparation of the final assignment.
Employer’s representatives can take part in the assessment committees when appointed by the National commission for the final examinations on the proposal of the authorised chambers.
(Regulations on the Final Examination, §9)
The governance of apprenticeship scheme is shared between the Ministry of Education, the Council of VET Experts, the Institute of the Republic of Slovenia for Vocational Education and Training (CPI) and chambers.
The Ministry of Education has the main regulatory and steering role. It formally adopts VET programmes (including apprenticeship pathways) and, based on initiatives from schools and chambers, includes the apprenticeship path in the annual enrolment call for upper-secondary VET programmes.
The Council of VET Experts acts as the key professional validation body. It verifies occupational standards and VET programmes, and submits them for ministerial adoption.
The CPI performs the core expert and system-development functions. It coordinates the preparation of VET programmes, develops systemic solutions for apprenticeship development, contributes to mentor-training programme design, defines implementation arrangements for apprenticeship delivery and monitors and evaluates the effectiveness and quality of apprenticeship implementation.
Chambers verify training companies and individual apprenticeship agreements, which helps ensure that the contractual relationship between the apprentice and the company is compliant with the regulatory framework and training requirements. Chambers also carry out interim exams and appoint employers’ representatives to final examination boards.
At the same time, schools remain responsible for the assessment of learning outcomes, carried out in cooperation with company mentors, and schools also organise the final examinations.
Apprenticeships are delivered by public VET schools that also provide other forms of upper-secondary vocational and technical education. Apprenticeship provision is therefore not organised in separate institutions; it is embedded in the mainstream VET school network. The institutions involved include both large school centres (with multiple programmes and larger enrolment) and smaller specialised schools, depending on the occupational field and regional network.
The teaching staff involved in apprenticeships are generally the same teachers who also teach school-based VET classes. This includes teachers of general education subjects, as well as teachers of vocational modules, both vocational theory teachers and practical training teachers.
A particularly important role is played by the coordinator of practical training. This person acts as the key link between the school and companies, coordinates placements and communication, manages administrative tasks related to workplace training, and monitors apprentices during their in-company training periods.
In practice, apprenticeship delivery therefore depends not only on teachers, but also on the school’s organisational capacity to provide flexible curricula and coordinate high-quality cooperation with employers.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
During implementation, the monitoring is done by schools and chambers. Schools monitor apprenticeships through regular communication with companies, follow-up on training implementation, and continuous assessment of learning outcomes, carried out in cooperation with company mentors. Chambers contribute to external monitoring of progress through the intermediate exams.
For completion, apprentices must pass the final examination, which provides an important formal quality checkpoint.
At system level, the apprenticeship committee prepares an annual report with proposals for improvements to the apprenticeship system. In addition, CPI carries out occasional thematic evaluations.
More comprehensive and coordinated quality-assurance mechanisms are still being discussed and strengthened.
Between 2023 and 2025, the evaluation activities examined the apprenticeship system as part of a broader vocational education and training ecosystem. They were based on the understanding that successful apprenticeships depend not only on school-company cooperation, but also on effective social partnership, high-quality social dialogue and coherent public policies in education, labour and social affairs.
The evaluation focused on the capacities of social partners and employers, the functioning of interdepartmental cooperation, the role of chambers and trade unions, curriculum flexibility and the organisation of work-based learning. The findings show that, although Slovenia has an established tradition of social dialogue, it does not yet function effectively enough to provide strong systemic support for apprenticeships. The evaluation resulted in concrete recommendations: defining apprenticeships as a national priority, strengthening interministerial cooperation, reinforcing the role of social partners, supporting employers through chambers and increasing flexibility in work-based learning. Stakeholders considered these proposals feasible, but their implementation requires clear political commitment and proactive leadership.
Additional attention was given to the quality of workplaces in companies and to the quality of training of in-company trainers. The proposed model reframes accreditation of training places as continuous quality assurance rather than a one-off administrative check. It calls for clearer responsibilities among chambers, schools and employers, quality criteria and systematic monitoring. Guidelines for final assignments in pedagogical-andragogical training for in-company trainers were prepared.
5Training at the workplace
In the apprenticeship path, at least 50% of the educational program is implemented in a training company, and at least 40% is conducted by a school.
(Apprenticeship Act, §4)
In the apprenticeship path, at least 50% of the educational program is implemented in a training company, and at least 40% is conducted by a school.
(Apprenticeship Act, §4)
Apprentice spends at least 56 weeks in a company in the three years of the upper-secondary vocational school. As for the alternation there are two basic types of organisation:
- all year around, i.e. each week the apprentice spends two days in the school and 3 days in the company, the days can be switched, and the arrangement can differ from year to year,
- by blocks, i.e. the apprentice spends one or more blocks of time is the company and one or more blocks in school per year, one block of time is approximately 8-16 weeks.
In some cases, both types of alternation can be combined. The organisational varieties depend on the possibilities of every individual school and the arrangements with training companies.
Learning outcomes and final examination standards are defined by an educational programme, developed for school-based VET programmes in a specific specialty.
With the educational programme, learning outcomes of the training in companies are also defined.
At the national level, only a framework curricula is set, every school has to prepare a school implementation curricula, a school can choose various organisational and didactical solutions, but learning outcomes are always set by the national curricula.
A VET provider shall prepare specific school curricula for both, apprenticeship and school-based path.
The programmes leading to an upper-secondary vocational qualification in Slovenia include both general education subjects and vocational modules. Learning outcomes in each subject and vocational module describe intended learning effects, knowledge, skills and attitudes, and guide teaching and learning. Knowledge standards derive from these objectives and translate them into criteria for assessment. The programme also specifically defines LOs that must be provided through training in companies.
Key competences are an integral part of all programmes and are embedded across subjects, vocational modules, and also work-based learning. The curriculum systematically integrates seven transversal key competences: (1) Digital competence; (2) Competences for sustainability; (3) Entrepreneurship and financial literacy; (4) Learning to learn; (5) Health and well-being; (6) Language, citizenship, culture and arts; and (7) Career management. These competences are treated as learning outcomes and are intentionally connected with vocational competences so that learners can apply them in authentic professional contexts.
General education subjects form a common core (1041 teaching hours) and include subjects such as the mother tongue, mathematics, foreign languages, art, social science, natural science and physical education.
Vocational learning outcomes are organised within vocational modules. Depending on the form of education (apprenticeship path or school-based path), learners acquire these outcomes in different learning environments, including schools, school workshops, inter-company training centres, or companies. The school defines the locations and approaches for achieving these learning outcomes for both paths in its school implementation curriculum
The school and the employer, with the support of the chambers, jointly prepare an individual training plan for each apprentice. It means that defined LOs are achieved through coordinated school- and company-based learning, specified in the individual apprenticeship plan and jointly supported by teachers and company mentors. This individual planning is particularly important when a company cannot provide all required learning outcomes on its own. In such cases, the plan must include additional arrangements to ensure full coverage of the programme outcomes, for example through an inter-company training centre or another company. In this way, regulation combines nationally defined qualification requirements with a flexible implementation approach, while ensuring that each apprentice can achieve the full set of prescribed learning outcomes.
Learning outcomes in each subject and vocational module describe intended learning effects, knowledge, skills and attitudes, and guide teaching and learning. Knowledge standards derive from these objectives and translate them into criteria for assessment.
The assessment of knowledge (by subjects and vocational modules) and final examination are the same for all learners, regardless of the form of education. The final examination is composed by the mother tongue exam and vocational exam.
A standard of practical training with expected learning outcomes is specified for every educational programme.
(Apprenticeship Act, §4)
A training company and a VET school together with the authorised chamber prepare an individual training plan for every apprentice, taking into consideration the requirements set in the corresponding VET programme. This plan defines how the apprenticeship will be implemented in company practice.
The individual training plan comprises:
- expected learning outcomes divided and agreed between company and school,
- the type of alternation between company and school with an exact time plan,
- methods of communication between company and school on the apprentices’ progress, fulfilment of obligations, nonattendance, infringements, educational measures and other relevant circumstances,
- the way of cooperation in assessment and final examination.
(Apprenticeship Act, §11)
The apprenticeship pathway is open to any company with a training placement accredited by an authorised chamber. As part of the accreditation process, companies must demonstrate that they meet the required standards for facilities, equipment (material conditions), and qualified staff.
The material conditions are composed of two parts:
- fulfilment of legal conditions: a company must be registered to carry out the activities in which an apprentice is to be trained, a company has to carry out health and work safety regulations (Health and Safety at Work Act, Rules on Protection of Health at Work of Children, Adolescents and Young Persons), a company has to demonstrate that in the period of the last year didn’t violate labour regulations, that is not in the procedure of termination or compulsory settlement and that it regularly pays salaries and social security contributions to employees,
- appropriate working conditions and equipment: in order to carry out apprentices’ training the appropriate working conditions and equipment must be provided in accordance with the expected learning outcomes defined by the standard of practical training.
The appropriate working conditions and equipment shall be specified by the competent chamber.
The training company shall have at least one in-company trainer that meets specific requirements regarding prior education/qualifications and work experience.
To be accredited, companies must submit a verification request to the authorised chamber. The authorised chamber will examine the company and all business units where apprentices will be trained. The training company can be accredited to carry out the apprentices’ training completely or partially.
The training company shall have at least one in-company trainer having
- at least upper-secondary technical education (ISCED 354) and three years of work experience in the field of apprentice’s training, and pedagogical skills,
- master/ foreman title in the field for which the apprentice is being trained.
Exceptionally, an in-company trainer can also have upper-secondary vocational education (ISCED 353) and at least five years of work experiences in the field of apprentice’s training is being trained, and pedagogical skills.
(Apprenticeship Act, §8 – 9)
Pedagogical skills are obtained with the master/ foreman exams or by a 32-hour course for mentors, which was modernised in 2020.
One in-company trainer can train maximum three apprentices.
A company is liable to a fine between EUR 200 and EUR 3.000 for the offenses:
- not carrying out an apprentices training in accordance with the individual training plan,
- not paying apprentice’s award and other remunerations,
- not complying with the limitations of the workload of the apprentice,
- not complying with the special protection measures for the underage apprentices.
For the same offense, a medium or a big company is liable to a fine between EUR 400 and EUR 6.000, and a responsible person is liable to a fine between EUR 40 to EUR 3.000.
A fine of EUR 600 shall be imposed on a company and a fine of EUR 150 on the responsible person for not informing the apprentice about the content of the collective agreement or of another act defining his rights, obligations and responsibilities.
(Apprenticeship Act, §48)
6Contract and compensation
An apprentice is a student with an apprenticeship agreement. They have all the social rights of students, i.e. they have the student status.
The apprenticeship agreement is signed by the apprentice and the training company. In the case of minors, the apprenticeship agreement must also be signed by apprentice’s legal guardian.
The apprenticeship agreement includes:
- personal data of the apprentice and data of company,
- prior education of the apprentice,
- place of practical training,
- the name of the educational programme under which the apprentice will be trained,
- the grade of enrolment after the agreement signed,
- the beginning and the duration of the agreement,
- the time plan of practical training,
- the name of the in-company trainer assigned to the apprentice,
- the conditions under which the agreement may be extended and the possible reasons for early termination of the agreement,
- the rights and obligations of the employer and apprentice,
- prohibition against burdening the apprentice with work tasks not related to his practical training,
- provision of daily or weekly time of the training,
- the amount of the apprentice’ monthly wage,
- the reimbursement of work-related expenses,
- payment period and method of payment of apprenticeship wage, reimbursements and any other payments,
- reference to the collective agreements collective agreements or legal provisions defining working conditions, which bind the employer.
(Apprenticeship Act, §16)
Apprenticeship agreement is a specific type of training agreement defined by the Apprenticeship Act. It is a training agreement (i.e. not a contract included in the labour law).
The signed apprenticeship agreement must be registered with the authorised chamber.
(Apprenticeship Act, §17)
The minimum apprenticeship allowance is exempted from the income tax base. The apprenticeship allowance is also exempted from the family incomes and cannot influence the family social benefits.
(Decree on tax treatment of reimbursement of expenses and other incomes, §12, Apprenticeship Act, §20)
The minimum apprenticeship allowance amount for a month of practical training is determined by the Apprenticeship Act:
- EUR 250 for the 1st year,
- EUR 300 for the 2nd year,
- EUR 400 for the 3rd year.
Monthly amounts of apprenticeship wage are harmonised twice a year in accordance with the act regulating adjustments of transfers to individuals and households in the Republic of Slovenia.
(Apprenticeship Act, §20)
Harmonised apprenticeship allowance, as of 1 March 2025:
- EUR 309.49 for the 1st year,
- EUR 371.39 for the 2nd year,
- EUR 495.19 for the 3rd year.
7Financing and incentives
The employer pays the apprenticeship an allowance and provides the reimbursement of costs for meal and transport and all other allowances as for other employees.
(Apprenticeship Act, §20 – 21)
The training company bears the cost of the training in company.
Apprentices can combine apprenticeship allowance with mainstream student support instruments, including scholarships.
Companies that provide apprenticeship training receive an annual subsidy from the Ministry of the Economy.
Slovenia does not use a separate stand-alone apprenticeship training fund.
Companies that provide apprenticeship training receive an annual subsidy from the Ministry of the Economy. The support is granted per apprentice per year and is usually in the range of EUR 900 to EUR 1 200. The level of support may vary from one year to another according to the funding allocation
Companies may also claim a reduction in the taxable base in the amount of the wage paid, but not exceeding 20% of the average monthly salary in Slovenia for each month of performing training for each apprentice.
(Corporate Income Tax Act, §57)
Both instruments, subsidies and tax deduction, are applied also for companies performing practical training of students from the school-based pathway.
Companies that offer apprenticeship places can benefit from several non-financial support measures, mainly through chambers, schools and CPI.
Chambers run advisory and support services for apprenticeship implementation (co-financed by the ministries for education and for economy), which help companies enter apprenticeship path, understand procedures and prepare apprenticeship implementation plans. They also carry out regular promotion and outreach activities, especially during the enrolment period, to increase visibility and attract candidates. In addition, chambers, together with schools, provide training for in-company mentors, which strengthens companies’ capacity to deliver quality workplace learning.
Candidates can find training companies offering apprenticeship places through the Central register of training companies (https://crum.cpi.si//.
A particularly important role is played by the coordinator of practical training in VET schools. This person acts as the key link between the school and companies, coordinates placements and communication, manages administrative tasks related to workplace training, and monitors apprentices during their in-company training periods.
CPI supports coordinators of practical training (e.g. through guidance materials and seminars), which improves communication and coordination between schools and companies.
Additional training programmes for mentors are implemented occasionaly by chambers or through various projects financed by the education ministry, the ESF, Erasmus+ and other sources
The apprentice receives an apprenticeship wage for the days spent in the company, but not for those spent in the school.
(Apprenticeship Act, §20)
On top of paying the allowance, the employer must also reimburse the cost for meal and transport and all allowances as for other employees.
(Apprenticeship Act, §21)
Apprentices can combine apprenticeship allowance with mainstream student support instruments, including scholarships. Slovenia does not use a separate stand-alone apprenticeship training fund.
The main scholarship schemes, administered by the Public Scholarship, Development, Disability and Maintenance Fund of the Republic of Slovenia, include:
- state scholarship (državna štipendija) – social-support scholarship for eligible students,
- Zois scholarship (Zoisova štipendija) – merit-based scholarship for high-achieving students,
- scholarships for shortage occupations (štipendije za deficitarne poklice) – for learners in occupations identified as shortage professions,
- company scholarships (kadrovske štipendije) – employer-sponsored scholarships linked to workforce needs and often future employment.
Apprentices are supported mainly through organisational and pedagogical support measures. A key support role is played by the coordinator of practical training who helps the apprentice enter the company, coordinates communication, and monitors the apprentice during in-company training. If difficulties arise (e.g. adaptation, learning progress, workplace issues), support is provided through cooperation between the company, the chamber and the school.
An important element of flexibility is that, if the apprentice wishes or if it is established that they are not making sufficient progress, they may transfer from the apprenticeship pathway to the school-based form of education.
The Chamber of Commerce and Industry of Slovenia (GZS), Chamber of Craft and Small Business (OZS) provide information and offer guidance in search of an apprenticeship placement
Since 2020, apprenticeship has been actively promoted through awareness-raising campaigns, career fairs, school presentations, and direct engagement with learners, parents and employers. Actions included dedicated videos, online and in-person information sessions, participation in career fairs, and the establishment of apprenticeship offices at events. In addition, initiatives such as company visits, workshops, and the Craft Path project enabled learners to experience apprenticeship-related professions in real working environments, while media outreach and social media further strengthened the visibility and attractiveness of apprenticeship pathways
For more information on guidance and validation arrangements in the country, you may visit Cedefop’ inventory of lifelong guidance systems and practices and Cedefop’s information hub on validation of non-formal and informal learning