The Amendments to the rules on education staff promotion

Timeline

2020Approved/Agreed

ID number

39925

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The amendments support the agreement signed by the Government of the Republic of Slovenia and the Slovenian Syndicate for Upbringing, Education and Science (SVIZ) in December 2018. The Government cooperated with representatives of the union in modernising the career development of education staff.

Objectives

Goals and objectives of the policy development.

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 responsible for education. Acquired titles are permanent.

The amendments provide for smoother promotion of education staff into titles.

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.

2020

Approved/Agreed

The Amendments were adopted in August 2020.

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)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Education professionals

Teachers
School leaders

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Teachers, trainers and school leaders competences

Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.

This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.

The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.

Attractiveness of the teaching and training profession/career

This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.

IVET

CVET

Country

Slovenia

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.

Regulation/Legislation

Cite as

Cedefop, & ReferNet. (2026). The Amendments to the rules on education staff promotion: Slovenia. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/39925

Timeline of VET policies in Europe