The project, 'Development of Lifelong Career Guidance and Counselling in Higher Vocational Education', aims to raise student's awareness of the importance of career planning and lifelong learning (LLL) for an effective entry and stay into the labour market. It also seeks to establish the professional foundations for developing a career counselling system in higher VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project 'Development of Lifelong Career Guidance and Counselling in Higher Vocational Education' aims to enhance career counselling and support for students and graduates of higher vocational schools in Slovenia. Key activities include:
For students:
raising awareness of lifelong career guidance through workshops to develop skills for entering the job market;
establishing an e-learning platform for career counselling;
creating an online information hub, planning my career, aiming higher,
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project aims to develop a national tool, to help forecast the VET related labour market needs. They intend to have two applications operational by the end of 2025: one for monitoring graduate employability and one for higher VET schools , containing enrolment data, grades, call deadlines, and exchanges.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The tool will support the students making career decisions, provide the VET schools for the basis to adjust the open curriculum, and enable the entire VET system to modernise vocational standards and VET programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The key objectives of the policy development include:
enhancing teachers' competencies in AI and digital education;
supporting the adoption of blended learning approaches in VET schools;
strengthening schools' strategic capacities for digital transformation;
developing and sharing innovative teaching resources;
establishing self-learning communities among educators.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Towards achieving these goals, several projects have been developed to support teachers in acquiring the necessary competencies, integrating digital technologies into teaching, and enhancing the overall quality of education.
Artificial Intelligence for Teachers (AI4T) (2021-2024)
The AI4T Erasmus+ K3 project, collaboratively developed by France (coordinator), Slovenia, Italy, Ireland, and Luxembourg, aimed to train teachers and school leaders in AI applications for education. With a focus on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The Labour Market Platform is one of the strategically significant operations within the European Cohesion Policy Programme (EKP) in the period 2021-27, which is co-financed by the Republic of Slovenia and the European Union from the European Social Fund Plus (ESF+). Its primary objective is to establish a labour market and competence forecasting platform that effectively connects employers, jobseekers, and public employment service advisers. Additionally, it aims to provide decision-makers...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the project plan, a fully functional online labour market platform is set to be developed in three phases. Initially, a prototype and the first working version will provide users with labour market needs forecast data. The next phase will introduce data on labour market trends and the alignment between supply and demand. By 2028, the platform is expected to offer comprehensive insights into occupational and skills gaps, proposals for mapping competences in education programmes,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
The Institute of the Republic of Slovenia for Vocational Education and Training (CPI), aims at supporting VET providers in QA and quality development, in further development of systematic QA process in line with EQAVET framework's QA cycle plan-do-check-act (PDCA cycle), and in integrating EQAVET/national indicators into their internal QA systems.
For QA at VET system level, CPI aims at:
engaging in EU level peer reviews of QA to increase the transparency and consistency of QA arrangements,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the Council of Experts at the Ministry for Education, Science and Sport, in line with legislative authorisation, defined 11 national indicators. The package of national indicators contains all 10 EQAVET indicators and comprises: relevance of QA systems for VET providers, investment in training of teachers and in-company trainers, participation rate in VET programmes, completion rate in VET programmes, placement rate in VET programmes, utilisation of acquired skills in the workplace,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The resilience of the education system should be increased by strengthening competences for the digital and green transitions; modernising curricula in line with the needs of the economy and society; linking education, science and economy to exchange knowledge; offering students the chance to acquire qualifications flexibly in schools, workplaces and digital environments; and strengthening the transition from education to the labour market.
With the Modernisation of technical and vocational...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Modernisation of VET project is currently being implemented for the period 2022-26 by the Institute of the Republic of Slovenia for VET (CPI) in cooperation with other public institutions and social partners. It has five components.
Competences and qualifications for the digital and green transitions
The project, in the dialogue with social partners, defines a new development period for VET in Slovenia in the direction of greater connection with the labour market, the needs of the circular...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Government Office for Development and European Cohesion Policy (SVRK)
The Climate goals and contents in education project, implemented by CPI, aims at:
raising awareness and developing educational content on climate change as part of education on sustainable development in vocational education and training (VET);
developing and introducing a holistic programme in VET schools;
developing a system for implementing competences and contents related to sustainable development goals and achieving climate goals in vocational and technical education;
establishing...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The key activities of the project Climate goals and contents in education are:
preparation of a model for identifying occupational competences for sustainability;
work with 15 schools and guide them to become 'sustainable schools' on three levels: institutional, educational and with relevant activities within their local community (encouraged to cooperate with community-based local leaders, families, as well as non-governmental and private sector actors).
An important factor contributing to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Slovenian Institute for Adult Education (ACS)
National Education Institute (ZRSŠ)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The objective of the professional discussions is to foster dialogue among experts, who will evaluate the findings of the content analysis and their overlapping areas, define the way to address each of the identified challenges, support modernisation and strengthen public discussion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the end of 2020, the Education Development and Quality Office (URKI) with the Ministry of Education, prepared the document Overview of the challenges of the education system in Slovenia. The purpose of the activities during the preparation of the document was to identify the key challenges in the education system. These challenges were identified through content analysis, contributions from the ministry's internal organisational units, and proposals from public institutions and the school...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The purpose of the project is to provide relevant information on real time data and short-, medium- and long-term forecasts on labour market needs to mitigate skill mismatches and skill and labour shortages.
The project aims to upgrade/further develop short-term (up to 1 year) competence and profession forecasting based on current methods and tools and to develop a methodology of medium- (3-5 years) and long-term (10 years) forecasting. The project will also help to establish institutional...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project is managed by the Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ) in cooperation with the Employment Service of Slovenia. The Skills forecasting platform, a comprehensive online information system for labour matching and skills anticipation, is of key importance in tackling future challenges in the labour market and education system. It will contribute towards a well-functioning labour market and the creation of quality jobs, providing the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
enabling individuals to acquire knowledge, skills and competences they need to thrive in an evolving labour market and society, to benefit fully from a socially fair recovery and just transitions to the green and digital economy;
supporting preparedness of providers of microcredentials to enhance the transparency and flexibility of the learning offering in order to empower individuals to forge personalised learning and career pathways;
fostering inclusiveness and equal opportunities and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are continuing discussions on national level about definition, concept and approach to the microcredentials based on the Council Recommendation on a European approach to microcredentials for lifelong learning and employability.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The main objective of the Scholarship policy is to encourage young people to enrol in vocational and technical education programmes in upper secondary education.
Other objectives are:
preventing the mismatch between labour supply and demand;
improving enrolment in the fields of education that are important for economic development and employability;
encouraging enrolment in upper secondary vocational and technical programmes at risk of extinction due to insufficient enrolment interest but...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Scholarship policy 2020-24 includes an overview of the legal bases and of the scholarship allocation system, an overview and indicators of the Scholarship policy 2014-19, describes the current situation on the labour market, and defines deficit areas for the next five years. It sets up the implementation framework for awarding scholarships for professions in deficit (goals, funding, indicators) to encourage young people to study for these professions (programme 'Scholarship for deficit...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
The National Vocational Information and Counselling Centre (Euroguidance Slovenia) offers expert help for guidance practitioners in employment and education sectors and promotes learning mobility among guidance practitioners. Euroguidance Slovenia coordinates career centres of the Employment Service of Slovenia that are available around the country. Career centres provide information needed for planning further education or employment and to those who need assistance in decisions about...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Euroguidance Slovenia activities include:
collecting information on careers, labour market, education and employment possibilities (these are available free of charge in Euroguidance Slovenia library and career centres around Slovenia);
establishing and maintaining careers database, video clips about careers and information on education possibilities and financial aid;
providing guidance tools such as the Where and How online guidance programme;
organising training of guidance practitioners,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the programme implemented by the Academic and Research Network of Slovenia (Arnes) is to provide ICT infrastructure as a basis for distance education. This should enable those pupils and students who do not have the appropriate equipment for distance education to have equal access to education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Office of the Government of the Republic of Slovenia for Development and European Cohesion Policy issued a decision on financial support for the programme COVID-19 - Additional ICT support for the implementation of the education process. The programme, which falls under the auspices of the Ministry of Education, Science and Sport, receives EUR 4 million funding from the European Regional Development Fund and is implemented by the Academic and Research Network of Slovenia (Arnes). The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The aim is to educate students as active young citizens responsible for society, the country and the environment, in which they live.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The subject is implemented in vocational (30 hours) and technical (35 hours) upper secondary programmes. It is designed as interdisciplinary, as it intertwines and connects various disciplines, such as sociology, philosophy, political science, history, geography, and upgrades the goals and content of the subject of social sciences. It contains four thematic units, from micro (citizen) to macro (EU and world) level:
citizen individual position;
participation in a community;
citizen of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Professionals and head teachers or directors employed in education are promoted to the titles of mentor (mentor), advisor (svetovalec) and councillor (svetnik). The promotion to a title is proposed by the head teacher or director in agreement with the teacher in question. The promotion of the head teacher or director to a title is proposed by the school council, kindergarten or institution in agreement with the head teacher/director. Advancement to titles is decided by the minister...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Among other things, the rules made it easier to be promoted into the title of the councillor: for example, all public artistic performances are now evaluated and count towards promotion.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The vision of the master plan is to provide adults in Slovenia with equal opportunities and incentives for quality learning and education in order to support their holistic development and sustainable living at all stages of life.
The goals of the ReNPIO 2022-2030 are:
increasing the participation of adults in LLL;
raising the level of basic skills and improving general education of adults;
raising the educational attainment of adults;
increasing the capacity of adults to respond successfully...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
ReNPIO 2022-30 directs the policy of adult learning and education at the state level and contributes to the systemic regulation of the field. It provides stable financing, defines and integrates measures of various policies. The Plan also emphasises the importance of green transition and digital transformation, as well as a culture of learning by increasing participation in LLL and providing equal opportunities for different target groups. Significant added value of the new document is the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
To enable the students to complete the school year 2020/21, despite the COVID-19 outbreak, and provide support to distance learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From 16 March 2020, all education institutions in Slovenia were temporarily closed until further notice, by government order for the purpose of the COVID-19 infection control. All students, including VET, had to stop attending classes at schools and stop living in dormitories. VET students, including apprentices, also had to interrupt their training in companies. Additionally, from 30 March 2020, government prohibition of movement outside the municipality of permanent or temporary residence...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The call for proposals Strengthening the competences of young people through active citizenship to increase employability was published in October 2019. Its objective was strengthening the competences of young people through training, contributing to increasing the proportion of young people employed after leaving the operation and to the reduction of youth unemployment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The purpose of the call is permanent inclusion of young people in the labour market through innovative projects that enhance their general and specific competences for greater employability as well as active citizenship. It encourages innovative forms of youth work in tackling youth unemployment. The target group are unemployed young people 15 to 29 years of age.
Projects implementing activities were supported in one of the following:
work with young people within organisations in the youth...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The aim of the competence centres is the improvement of human resource development and management in various economic sectors with special emphasis on areas identified in the Slovenian Smart specialisation strategy. The Strategy is implemented through two complementary activities: trainings to strengthen employee competences and supporting competence centres for human resources development through public tenders.
The aim of the tender is to strengthen human resources development in Slovenia,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Public Scholarship, Development Disability and Maintenance Fund of Slovenia published a tender for competence centres for human resource development for 2019-22.
The companies in a particular industry or in a Smart specialisation strategy field connect to a competence centre (10 KOC were selected). The Smart specialisation is a strategy for strengthening the competitiveness of economy, innovation capacity and the diversification of the existing industry as well as the growth of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
The overarching objective is to examine professional processes in inclusive education, observe existing good practices in high-achieving countries (Ireland, Austria, Portugal as partners and associated partner, and Denmark, Estonia, Italy, Sweden and UK-Scotland as possible contributors) and develop national adaptation plans in different national (Czech Republic, Croatia, Hungary and Slovenia) and contextual circumstances. By connecting professionals - bringing actors and stakeholders...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Stairs is a 2019-22 Erasmus+ project, promoting social inclusion through educational best practices. The project focuses on the adaptation of good practices in social inclusion across Europe and on the adaptation process itself. The consortium consists of seven partners. The Tempus Public Foundation in Hungary is a coordinating institution; six others, including the Institute of the Republic of Slovenia for VET (CPI) (seven institutions from six countries in total) cooperate in the project.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The aim of the project is to facilitate successful inclusion of the newly-arrived migrants into the linguistic and economic mainstream of the host country by enabling them to access community or public services, and work independently as community interpreters and/or intercultural mediators, particularly in healthcare settings or as assistants in programmes training community interpreting and intercultural mediation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Tramig is a 2019-21 Erasmus+ project that contributes to successful inclusion of migrants by defining the practice, status and role of intercultural mediators and interpreters working in healthcare; creating a proposal for the occupational standards and vocational qualification of these two professions; creating teacher-training modules drawing on best practices of the consortium partners; training migrants for collaborative teaching in healthcare sector interpreter and intercultural mediator...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The measures aim to ease access to education for migrant students and provide equal access to students under international protection.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Rules on Slovenian language courses for secondary school students regulate the organisation and implementation of an intensive Slovenian course and additional Slovenian lessons for students whose mother tongue is not Slovenian or who have not completed primary education in the Republic of Slovenia. The rules establish that schools are in charge of organising intensive Slovenian language courses of approximately 160 hours to be held by qualified teachers for teaching Slovenian.
The Rules...
Bodies responsible
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Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The training aims at facilitating participants and especially refugees to integrate into the Slovenian labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Employment Service of Slovenia (ZRSZ) implemented a pilot project, Integration into the labour market, targeting the beneficiaries of international protection. It facilitated the integration of refugees into the labour market and into Slovenian society through workshops in which participants gained job-searching skills and information on the Slovenian labour market and employment legislation. Interpreters were involved in the project and participants were linked with employers. The...
Bodies responsible
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The preparation and implementation of formal VET programmes targeting employees in small companies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project 'Development of programmes for upskilling in continuing vocational education and training 2017-22' (the PINPIU project) aims to develop formal VET programmes for upskilling employees, helping them to respond to changing needs in the labour market. It targets mainly employees in small companies which are less likely to participate in CVET. The Institute of the Republic of Slovenia for VET (CPI) is coordinating the project, preparing 20 pilot programmes in cooperation with...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Elderly and the labour market in Slovenia (Starejši in trg dela) document was adopted by the government in December 2016 and set directions for 2016-19. It provided for measures in support to lifelong learning and validation of non-formally acquired skills for people aged 50+.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2014-20 ESF-supported programmes, such as Non-formal education and training and the On-the-job training, that targeted the long-term unemployed and low-skilled aged 50+, were also adopted under the responsibility of the Ministry of Labour. They sought to improve employability through training for competences in demand in the labour market.
A 2016-22 project, Comprehensive support to companies for active ageing of employees targeting the employed over 45 (with emphasis on those older than...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Employment Service of Slovenia (ZRSZ)
Public Scholarship, Development, Disability and Maintenance Fund
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Youth guarantee implementation plan for 2016-20 (following the 2014-15 round) was adopted in May 2016. One of its activities, the Project learning for young adults (PUM-O) targets those aged between 15 and 26 who left education and training early or dropped out to help them complete their education and/or find a job. The activity consists of project work that combines work-related content with fun experience and encouragement for active job search, continuing education and achieving...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2017, the Slovenian Government passed the Decree on the methods and conditions for ensuring the rights of persons with international protection.
To help with the integration into the local environment, the Government Office for the Support and Integration of Migrants, in cooperation with a person with international protection, prepares a personal integration plan. The plan is based on the needs, knowledge, skills and abilities of the person. It includes various activities related...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Government Office for the Support and Integration of Migrants
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2016, the Slovenian Qualifications Framework (SQF) Act came into force, serving as the legal basis for SQF implementation and full operationalisation. The SQF register describes qualifications in accordance with SQF and EQF levels and contains 1684 qualifications (1 358 educational qualifications, 312 national vocational qualifications and 13 supplementary qualifications). The adoption of the SQF Act in 2016 opened up the system to supplementary qualifications awarded on the labour...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2014-17 Erasmus+ project, Cross-sectoral cooperation-focused solutions for preventing early school leaving (CroCooS), addressed the prevention of early leaving of education and training (ELET). Since 2017, the Institute of the Republic of Slovenia for VET (CPI), a partner in the project, disseminated the project results through the in-service training of VET teachers. CPI also, in cooperation with the National Education Institute, proposed in its 2019 publication, 'Methodology for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
ESF projects coordinated by the National School for Leadership in Education also contribute to developing guidance: the 2016-18 project Leadership support programme for school staff, produced for staff in schools and kindergartens in order to develop knowledge and skills in lifelong career guidance; and the 2016-19 project Managing and leading innovative learning environments aiming to design a model of comprehensive support to head teachers in pedagogical leadership and management, including...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Slovenia also participated in Erasmus+ projects that refer to guidance:
the 2015-17 Erasmus+ project Guidance and orientation for adult learners (GOAL) to improve guidance and orientation for adult learners. The project focused on those aged 50+, immigrants, and low-qualified job seekers and employees producing recommendations for guidance practitioners and policy-makers. Project partners included the ministry for education, SIAE and CPI;
the 2015-17 Erasmus+ project LeadCareer in the scope...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Despite the lack of systemic approach, developments in guidance and counselling are continuing through ESF projects coordinated by the national coordination point for lifelong career guidance within the Public Employment Service of Slovenia (ZRSZ) and its branches:
the 2015-22 project 'Strengthening counselling work with young people' at the employment service of Slovenia (Krepitev svetovalnega dela z mladimi na Zavodu RS za zaposlovanje) aims at finding new ways to increase accessibility of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Labour, Family, Social Affairs and Equal Opportunities is implementing the programme 'Career centres for youth', jointly financed by the ESF. The main goal of the programme is to support young people's integration into the labour market by better connecting the education process with the local environment and economy. The purpose of the programme is to provide better access to career guidance services for the young (6 to 19 years of age).
Two career centres are to:
provide...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the new rules on the selection and joint funding of further education and training programmes for education professionals (2017), there are two types of CPD programmes for teachers: additional training required for the teaching profession for those not having followed specific training during their initial studies or special tasks (e.g. for teachers that need to work with SEN students); and shorter (8-24 hours) courses on various topics that teachers can choose from a catalogue...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016-18 ESF project 'Strengthening the competences of professionals' in the field of managing an innovative educational institute, targeted teachers and other professionals in upper-secondary vocational schools and higher vocational schools. The project strengthened their competences in promoting entrepreneurship, introducing innovative methods of teaching, working with special needs learners, acquiring pedagogical/andragogical skills of higher-education lecturers and supporting quality...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A programme improving the professional competences of teachers (2016-22) was launched in 2016, as part of an initiative of the Ministry of Education, jointly funded by ESF. It aims to improve teaching/learning quality by giving teachers and trainers in companies the opportunity to update and complement their knowledge, skills and competences through a form of job rotation: teachers of vocational modules and organisers of work-based learning spend two to four months in a company. During this...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 24-hour initial training programme for trainers in companies was revised in 2016 to update the knowledge and competences required to plan, provide and assess workplace learning. This includes understanding the characteristics of adolescence, pedagogy and psychological aspects of learning and teaching, organisational issues/methods to include learners in team and project work, communication and conflict-resolution skills, education and occupational safety legislation, preparing learning and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016-22 ESF project Professional support for development of key competences of adults focuses on encouraging participation in lifelong learning and raising the level of key competences for vulnerable groups through effective outreach, innovative instructional approaches and learning materials (including videos and other multimedia).
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To facilitate mobility of candidates and facilitate comparability of the national education system to other systems.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2014, learner performance in foreign languages (English language) at upper-secondary level, including VET, attested through matura exams, has been linked to the common European framework of reference for languages (CEFR). Other languages followed in 2017, so now certificates are issued for German, English, Spanish, French and Italian languages.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The objectives of the measure are anticipating labour-market needs and prioritising training offers for the unemployed according to labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the public employment service of Slovenia completed a pilot project, Occupational barometer, to predict future changes in the labour market and determine training of the unemployed according to labour-market needs. The qualitative research was conducted for seven (out of 12) regional offices, classifying occupations in three groups: shortage, balance, and surplus. For the shortage occupations, several main reasons were identified: lack of candidates for the occupation; lack of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Establish a common model of quality assessment and quality assurance at all levels of formal education, from kindergarten to high school.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Slovenia was running a national project on introducing and piloting model of quality in education (Vzpostavitev, dopolnitev in pilotni preizkus modela ugotavljanja in zagotavljanja kakovosti na podrocju vzgoje in izobraževanja). The goal was to develop, by August 2019, a common model of quality assessment and quality assurance at all levels of formal education, from kindergarten to high school. This includes recommended standards and indicators in five areas:
learning achievements and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
National School for Leadership in Education
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The purpose of the project was to increase the attractiveness of vocational training through promotional activities, presenting professions in school, competition, and advertising in other activities for a greater number of views in the recognition of vocational professionals in vocational education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016-20 ESF-funded project VET promotion, coordinated by the Institute of the Republic of Slovenia for VET (CPI), promoted VET as an attractive education option and supported the young and talented in moving forward in their career. The project promoted vocational and technical education through the active participation of young people between the ages of 18 and 25, teachers, employers and other social partners.
The promotion is done mainly through the national and European skills...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The main objectives are twofold: to reform school-based VET and to reintroduce apprenticeship in Slovenia.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 5-year project Reform of upper-secondary vocational education, funded by the European Social Fund (ESF), started in November 2016.
The project includes the following activities:
test and identify the tools and methods to create a sustainable system to match the needs of the labour market;
develop flexible and individualised teaching methods and learning pathways;
support companies to engage in work-based learning;
test and evaluate the apprenticeship system;
define learning outcomes for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new Act on Apprenticeship, adopted and published in 2017, is the result of joint work and consultation with all main VET stakeholders: the ministries of education, labour and economy, the Institute of the Republic of Slovenia for VET (CPI), schools and social partners (chambers and trade unions). It defines apprenticeship as a means to accomplish three-year upper secondary VET programmes, equal to school-based programmes. The act strengthens the role of chambers in monitoring the scheme,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
The overall expectation was that the review could help develop a good evidence base for policy decisions and suggest possible scenarios for developing apprenticeship in Slovenia.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A thematic country review (TCR) on apprenticeship was conducted in close cooperation with Cedefop in 2015-17. The aim was to carry out an in-depth analysis of the situation to support Slovenia on reintroducing apprenticeship. The review involved a broad range of VET stakeholders: directors of VET schools, students, recent graduates who are in employment, providers of in-company training, directors of intercompany training centres, company directors and in-company mentors. Several sectors...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-16 social pact was adopted by the Economic Social Committee (Ekonomsko socialni svet) where representatives of the government, trade unions and employers take part. This acknowledges the need for apprenticeships and considers their reintroduction, especially in sectors where skills shortages are observed.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
