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Eurydice

EACEA National Policies Platform:Eurydice

2025

An equal opportunities’ preschool of good quality with mandatory language preschool

This chapter provides a thematic and chronological overview of national reforms and policy developments since 2021.

The introduction of the chapter describes the overall education strategy and the key objectives across the whole education system. It also looks at how the education reform process is organised and who are the main actors in the decision-making process.

The section on ongoing reforms and policy developments groups reforms in the following broad thematic areas that largely correspond to education levels:

Assessment criteria (Criterios de evaluación)

These are defined as the references that indicate the level of student performance in the learning situations or activities to which the specific competences of each area, field or subject refer at a given moment in the learning process.

2025

New procedure for accrediting basic skills acquired through non-formal learning

2025

Programme for Emotional Well-being in the educational field

The Programme for Emotional Well-being in the educational field was approved by means of a Resolutioni n September 2024 for its implementation in the academic year 2024/2025. This resolution included the distribution of 5 000 000 euros to be spread out among the autonomous communities, which will manage these funds to implement the actions in the programme. 

Pupil/Students assessment

The Government, through the Ministry of Education, Vocational Training and Sports (MEFD), in consultation with the autonomous communities, is responsible for designing the basic aspects of the curriculum in relation to, among others, the assessment criteria for each stage, in order to ensure a common education throughout the national territory.

Key features of the education system

Governance

The education system of the Republic of Slovenia is organised as a public service rendered by public and private institutions that provide officially recognized or accredited programmes.

By law, public schools are secular and the school space is autonomous.

The state acts as founder of public:

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