Country report

1. STEM education

The share of students enrolled in science, technology, engineering and mathematics (STEM) studies at tertiary level is among the highest in the EU, but still insufficient to meet labour market needs. While the overall number of students enrolled in tertiary education decreased slightly between 2015-2023(), the share of students enrolled in STEM increased slightly (by 0.4 pp) during the same period. It stands at 29.7% in 2023, above the EU average (26.9%), but still below the proposed EU target of 32%. Engineering, manufacturing and construction (17%) remained the most frequent choice among students, followed by information and communication technologies (ICT, 6.5%), and natural sciences, mathematics and statistics (6.2%). In medium-level VET, 42.1% of pupils enrolled in STEM fields in 2023, which is significantly above the EU average of 36.3%, and close to the proposed 2030 target of 45%. While in the EU on average the proportion of STEM graduates (ISCED level 5-8) stagnated between 2015-2023, in contrast, in Slovenia it has increased (by 4.2 pps) from 25.7% in 2015 to 29.9% in 2023 and stands well above the EU average at 25% in 2023 (Figure 1). Tertiary graduates in STEM fields have excellent employment prospects, as their employment rate (96.5%) is higher than the employment rate for all graduates (88%), and among the highest in the EU (89.6%) in 2024. However, the number of STEM educated professionals is insufficient to meet labour market needs, and the shortage of digital specialists and engineers is particularly acute. Furthermore, a growing shortage of STEM teachers in basic schools also poses a risk for the STEM talent pipeline.

Increasing enrolments in doctoral studies in STEM subjects would improve the supply of advanced skills and innovation potential. The share of students enrolled in STEM at PhD level as a share of total ISCED 5-8 enrolments slightly increased (by 0.3pp) between 2017-2022 and stands at 1.5%, just above the EU average at 1.4%(). The proportion of PhD students in ICT (4.1% of all PhDs in 2023) is around the EU average (3.8% in 2023), but still below the proposed EU-level target of 5% (). This share has increased slightly (by 1.2 pp) since 2015, showing a positive trend.

A relatively large share of women is enrolled in STEM subjects, but they remain underrepresented in engineering and ICT. Around one third (31.6%) of STEM students at tertiary level were women in 2024, very close to the EU average (32.2%), but below the proposed EU-level target of 40%. Similarly to many other countries, in some study fields female students outnumber male students (for example 57.7% of students in natural sciences, mathematics and statistics were female in 2023), while women are underrepresented in other fields such as engineering, manufacturing and construction (26.7%) and ICT (only 19.5%). Out of the pupils enrolled in medium-level VET in STEM fields, fewer than one out of six were women (13.6%), well below the proposed EU-wide target of at least 25% by 2030 but close to the EU average of 15.4%. Also, among ICT doctoral students 26.6% were women in 2023, slightly above the EU average (24.3%), but still well below the EU target at 33%. According to a recent National Skills Gap and Needs Assessment, female entrepreneurs face difficulties in adapting to technological advancements since they struggle more than their male counterparts to secure the necessary funding and have more limited networking opportunities (Chamber of Commerce, Slovenia, 2024). This restricts the ability of women entrepreneurs to share knowledge, resources and support and suggests that policies should aim not only at increasing participation of women in STEM, but also at creating a more inclusive entrepreneurial ecosystem in the labour market.

Although Slovenia does not have a dedicated national strategy on STEM, it successfully implements various initiatives supporting STEM fields. A good gender balance in STEM depends i.a. on the early exposure of children to science and technology, in addition to addressing gender stereotypes. Examples of successful practices that promote engineering, with a special focus on attracting women, are projects We Will Be Engineers! and the Female Engineer of the Year. The 2021-27 Digital Education Action Plan explicitly promotes greater inclusion of girls in STEM, including in computer science. Furthermore, Digital Slovenia 2030 is a national strategy promoting digital literacy and ICT integration at all educational levels, and a number of national and transnational projects at pre-primary, primary and secondary school level are also being implemented (ME). Cohesion policy investments (EUR 4,7 million) complement these strategies by financing ICT infrastructure and equipment for higher education institutions and libraries, supporting the digitalisation of the study process and blended learning environments. The Ministry of Higher Education, Science and Innovation (MHESI) supports the modernisation of professional higher education study programmes, including STEM education through the pilot projects supported by the Recovery and Resilience Programme (RRP). For example, the University of Primorska created a science centre to present their scientific work to the public and encourage cooperation with the private sector. A large-scale annual ‘UNI.MINDS’ festival showcases latest technologies and fosters partnerships, including in STEM fields. The ERDF invests (EUR 163 million) in upgrading higher education and research infrastructure, for example the University of Maribor’s Innovum platform, as well as in cutting-edge research facilities and equipment to support STEM and interdisciplinary innovation.

2. Early childhood education and care

ECEC capacities are broadly in line with demand. Slovenia guarantees a place for each child in ECEC from a very early age (11 months), often immediately after the end of the parents’ childcare leave. This makes Slovenia one of the few EU countries with no ECEC gap (EURYDICE, 2025). Information on places is updated monthly on the Ministry of Education website. Slovenia’s participation rate in ECEC for children aged three to compulsory primary school age was 93.2% in 2023, close to the EU average at 94.6%. Among children under the age of 3, participation in formal childcare reached 57.8% in 2024, well above the EU average at 39.2% and the national Barcelona target of 46%. Slovenia also performs best in the EU on child poverty risk, with 9.2% of children under age 6 at risk of poverty or social exclusion (vs 23.5% in the EU-27). Furthermore, Slovenia stands out from EU trends by offering equivalent salaries for pre-primary and primary teachers while requiring a higher degree for primary teachers (ISCED 7) than for pre-primary teachers (ISCED 6). The pre-primary teachers have the same statutory starting salary as teachers in basic education to compensate for the longer contact time in kindergartens (30 hours compared with 16.5-18.75 hours).

An updated kindergarten curriculum is implemented from the school year 2025/2026. The curriculum for an adapted kindergarten programme for children with special education needs will be introduced in the school year 2026/2027. Both were a part of the recent comprehensive reform that started in 2022 to enhance early learning and skills, ensure greater parental involvement and pay greater attention to diversity of children’s needs (ME, 2025). Furthermore, in 2025 the government proposed an amendment to the Kindergartens Act (Zvrt), which aims to increase the inclusiveness of pre-primary education, including for Roma children. The amendment will also introduce an obligation for children who are not enrolled in ECEC one year before entering school, to participate in free shorter programmes based on the opinion of the Centre for Social Work.

3. School education and basic skills

Declining basic skills may pose a risk for future human capital development. Between 2018 and 2022, reading and maths competence among 15-year-olds deteriorated. Socio-economic status influences educational outcomes in Slovenia, although to a lesser extent than the EU average (PISA, 2022). Whereas 41% of students from the poorest income quartile underperformed in mathematics (EU average at 48%), only 9.9% from the richest quartile did. Underachievement was higher among students with a migrant background, as more than half (51.2%) of students born abroad underperformed in mathematics. The share of 15-year-old students from disadvantaged socio-economic background performing well in any domain was exactly at the EU average (16.3%) in 2022, although it substantially dropped from 23.7% in 2015. Furthermore, students demonstrated weaker creative thinking, with a top performance rate in creative thinking at 16.3%, while the EU-23 average was 25.1% in 2022 (PISA, 2022). The 2025 Council specific recommendation (CSR) calls for stepping up the provision and acquisition of basic skills and those relevant for the green and digital transition among pupils. Positively, the share of early leavers from education and training remained stable (at 5% in 2024), well below the EU average (9.3%).

Civic knowledge among students deteriorated. According to the survey on international civic and citizenship education (ICCS, 2022), Slovenia’s civic knowledge score was 504 points, below the participating EU countries’ average (511 points). After a noticeable drop in performance (by 14.5 pps) from 2016, about 60.5% of eighth-grade students reached an adequate level of civic knowledge in 2023, slightly below the EU average (63.1%). Only around one third of eighth-graders reported being quite or very interested in political and social issues (ICCS, 2023), while among people aged 18-29 less than 20% have high or moderately high trust in the national government (OECD, 2024). At the same time, teachers feel better prepared than the average to teach civic education in some areas. For example, 62% of surveyed teachers reported that they were well prepared to teach civic education on equal opportunities (well above the European ICCS average at 49% in 2022).

Student outcomes in digital literacy have deteriorated. The results of the ICILS 2023 survey showed a decline in digital literacy among eighth graders in 2023, compared to a decade ago. Around half of the students are low achieving in digital literacy (51% in 2023 vs EU average at 43%), Slovenia is therefore very far from achieving the 15% target by 2030. Similarly to most EU countries, girls tend to outperform boys in computer and information literacy, with the gender gap favouring girls by more than 10 score points . The RRP allocates EUR 71 million for investments in digital infrastructure and skills and with a view to strengthen digital skills among pupils, a new obligatory subject on informatics and digital technology will be introduced in the seventh grade of basic school from 2028/2029 onwards. The national financial literacy programme adopted in 2025 also envisages comprehensive digital training for teachers.

A legislative amendment addressing increasing school absenteeism is in preparation. Social work centres will be able to treat cases of school absenteeism as child neglect and take appropriate measures. The amendment to the Basic School Act (Slovenia, 2024) will introduce from 2025/2026 onwards a revised ‘extended programme’ which aims to provide quality educational activities, including before and after school. The amendment to the Basic School Act, effective from September 2025, permits the use of smartphones in schools only if they are necessary for lessons, or required for health reasons.

Actions are underway to address teacher shortages. The 2025 CSR calls for improving working conditions in the care and teaching sector. A new law on salaries in the public sector envisages a gradual increase in salaries by 2028 for all public sector employees, including teachers. The monthly gross salary of a teacher was previously EUR 1 669, and after the reform, it will be EUR 2 135 (STA, 2024; Government RS, 2024). Funding for scholarships is increasing in Slovenia (from EUR 180 000 in 2022/23 to EUR 1.26 million in 2024/25), allowing for a substantial increase in the number of students in teacher education programmes benefiting from scholarships in the future (from 41 in 2022/23 to 300 in 2024/25). After completing their studies, in line with the scholarship agreement, they are obliged to work as teachers for a period equal to the duration of their scholarship. The Ministry of Education provides funding for continuous professional development programmes for educational staff and school leaders (€1,250,000 for individual financial aids and €350,000 to co-finance the implementation of continuing education programmes in 2025/26). However, the number of trainees in schools recently decreased (from 235 in 2022/23 to 144 in 2024/25) and the number of vacant teaching positions is increasing, suggesting further efforts might be needed to increase the attractiveness of the profession.

4. Vocational education and training

Slovenia has a well-established vocational education and training (VET) system, with 69.9% of upper secondary students enrolled in VET programmes in 2023. It is significantly above the EU average at 52.4%. In 2024, the majority of recent VET graduates have experienced work-based learning (75.1%), well above the EU average (65.2%), and the employment rate of VET graduates was at 80.6%, around the EU average (80.0%). However, employers in the country still face difficulties in finding workers with vocational qualifications. Around 75% of VET graduates choose to pursue tertiary education, while the interest in apprenticeships is low. In the school year 2024/2025, 5 566 students enrolled in the three-year VET programmes, while only 253 opted for an apprenticeship. The reasons behind the low enrolment of students in apprenticeship programmes include a lack of large companies able to take on apprentices, the student status of apprentices, and limited resources of small companies in Slovenia.

To address these challenges, Slovenia is implementing several measures to boost the attractiveness of VET and to improve its alignment with labour market needs. In 2024, key activities were focused on integrating digital and green skills into upper secondary VET programmes and renewing pilot VET programmes, such as pharmaceutical technician and nursing assistant. A national feasibility study explored expanding apprenticeships to the four-year technical upper secondary programme and higher VET levels, while digital tools will be developed to support work-based learning in sectors like preschool education, healthcare and social care. To improve the attractiveness of VET, the Craft Path project was implemented, in collaboration with the Apprenticeship Office, allowing primary school students to explore professions like carpentry and mechatronics. Slovenia promoted apprenticeships through projects such as Promoting Excellence in VET or WorldSkills.si, and prepared young talents for EuroSkills 2025. To align VET with the labour market needs, Slovenia also uses skills forecasting and skills intelligence systems. In 2024, the Labour Market Platform continued to develop a forecasting mechanism to identify occupational and competence needs, aiming to connect employers, jobseekers, and public employment service advisers. In addition, Slovenia is strengthening career guidance and monitoring of the employability of VET graduates.

Slovenia is implementing several measures to promote the inclusion of adults in VET programmes. In public adult education services, counsellors offer guidance on vocational and professional qualifications. This includes pre-enrolment advice, assistance during training, and post-programme career planning. Upper secondary VET programmes and short-cycle higher vocational programmes are also available for adults and are provided by public and private schools. In addition, Slovenia plans to integrate micro-credentials into the Slovenian Qualifications Framework to further promote lifelong learning.

5. Tertiary education

Further increasing tertiary educational attainment could help strengthening the supply of professionals. Around 14% fewer students enrolled in tertiary education between 2014-2023, which is linked to demographic trends. The share of tertiary-educated people aged 25-34 is increasing (from 31.3% in 2015 to 43.1% in 2024), and is getting closer to the EU average of 44.2% and to the EU-level target at 45%. However, only 19.6% of non-EU-born young adults (aged 25-34) in Slovenia had attained tertiary education in 2024, significantly below the EU-27 average of 38.2% (Figure 2). Also, the gender gap in tertiary educational attainment in favour of women remains among the highest in the EU (23.7 pps vs EU: 11.2 pps). Strong representation of women in tertiary education may positively affect Slovenia’s progress in gender equality, as since 2021 its score on the gender equality index has increased (by 0.7 pps) to 70.1 in 2024 and has nearly reached the EU average of 71(). The share of outward (degree) mobile graduates is around the EU level (4.7% in Slovenia and 4.5% in the EU), while the EU-level target is to have at least 23% of tertiary graduates with a learning mobility experience abroad by 2030. At least a tenth of all tertiary education students in Slovenia at bachelor’s level or equivalent were from abroad, while inward degree mobility was at 7.7%, below the EU average (at 9.2% in 2023).

A new Higher Education Act, adopted by the Slovenian Parliament in July 2025, aims to strengthen the quality and flexibility of higher education, as well as the wellbeing of students. Its goals include i.a.: (i) increasing funding for higher education and introducing a legal definition of microcredentials (ii) enhancing the transparency and quality of the Slovenian Quality Assurance Agency for Higher Education; (iii) improving the provision of study programmes in foreign languages; (iv) facilitating regular physical activity during studies. Based on this act, MHE plans further actions such as (i) removing barriers that limit flexibility in introducing new study programmes and curriculum reforms; (ii) strengthening cooperation with industry; (iii) improving data collection on graduate competencies; and (iv) increasing investment in the training of academic staff. Moreover, a new programme will strengthen project-based learning at universities and improve cooperation between higher education institutions and private companies or non-governmental sector organisations in the country (see in more detail in the Box). Cohesion policy funding (EUR 15 million) helps universities provide more flexible study options, such as short courses and micro-credentials, developed together with employers. These programmes facilitate graduates’ entry into employment and ensure the skills they learn meet labour market needs.

The universities strive for higher quality and adapt to the digital and green transitions. For example, the University of Ljubljana (UL) developed guidelines for implementing the excellence programme (UL, 2024) and published a study on student learning approaches (Brudar et al., 2024). To strengthen its commitment to a sustainable transformation, it adopted a sustainability strategy in 2025 (Vision to 2040). The University of Primorska (UP) adopted a development strategy 2025-2030 that will enhance the provision of skills for the digital and green transition and regulate the micro-credential system, while the University of Maribor contributed to the Guide for developing the micro-credential system (Gergorić, 2024).

6. Adult skills and learning

Policy efforts to address adults’ declining knowledge and skills continue. The participation in adult learning (during last 12 months) substantially dropped between 2016-2022. The participation rate dropped from 40.3% in 2016 to 26.5% in 2022, below the EU average of 39.5% and the decline was the highest among more educated individuals. The latest wave of the Labour Force Survey, considering training participation in last 4 weeks, indicates a more promising trend for adult learning (SI 23.1%, EU 13.3%, 2024). Further efforts are needed to achieve the EU 2030 national target of at least 60% adults participating in learning every year.

Slovenian population is lagging in digital skills despite a large number of programmes offered. Slovenia’s share of the general population (aged 16-74) with at least basic digital skills (46.7% in 2024) decreased from 2023 (49.7%) and is considerably lower than the EU average (56% in 2024). Looking at different age groups, only those aged 16-24 scored slightly above the EU average (73% vs 70% in 2023). Digital skills remain a challenge, in particular for older, less educated and socially disadvantaged people, who lack access to digital tools. The gap is especially large in the case of unemployed people, although it is not as pronounced as the EU average (27.5% in Slovenia vs 46.5% at EU level).

Significant efforts to improve participation in training among adults and foster lifelong learning are underway. In January 2025, the government adopted a new national financial literacy programme tailored to the specific needs of all age groups, which also includes a focus on the small and medium-sized enterprises. In 2024, a national wide campaign to increase lifelong learning has been launched. Approximately EUR 423 million (67% of the ESF+ allocation) have been allocated to implement initiatives under the theme ‘Skills and Responsive Labour Market’, including for the integration of green skills within all levels of the education system. Furthermore, the ESF+ is investing in strengthening key competences and skills (EUR 37 million) and supports opportunities for upskilling and reskilling, including in digital skills. Complementary support from the ERDF (EUR 13.2 million) and the JTF (EUR 7 million) expands lifelong learning opportunities, focusing on green skills and flexible study options. These initiatives aim to help people adapt to labour-market changes and to retain more graduates and skilled workers in Slovenia.