Pupils and students - enrolments (educ_uoe

Pupils and students - enrolments (educ_uoe_enr)

National Reference Metadata in ESS Standard for Quality Reports Structure (ESQRS)

Compiling agency: Statistical Office of the Republic of Slovenia (SURS)

Eurostat metadata

Reference metadata

1. Contact
2. Statistical presentation
3. Statistical processing
4. Quality management
5. Relevance
6. Accuracy and reliability
7. Timeliness and punctuality
8. Coherence and comparability
9. Accessibility and clarity
10. Cost and Burden
11. Confidentiality
12. Comment
Related Metadata
Annexes (including footnotes)

For any question on data and metadata, please contact: Eurostat user support

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1. Contact

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1.1. Contact organisation

Statistical Office of the Republic of Slovenia (SURS)

1.2. Contact organisation unit

Social Services Statistics Section

1.5. Contact mail address

Statistical Office of the Republic of Slovenia
Litostrojska cesta 54
1000 Ljubljana
Slovenia

2. Statistical presentation

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2.1. Data description

A general description of the statistical process and its outputs, and their evolution over time.

NATIONAL EDUCATION SYSTEM
The following documents provide general information on the educational system; please add the relevant links for your country.

General link to Eurydice:

https://eacea.ec.europa.eu/national-policies/eurydice/home_en

National system broad overview:

https://eacea.ec.europa.eu/national-policies/eurydice/content/slovenia_en

National Education System Description:

Annex I

National Education System - Provisions regarding language learning:

Annex III

Structure of Education and Training Systems:

Please, use the box below if you wish to complement or amend the information provided by Eurydice:

Link to the ISCMAP programme and qualification:

Annex II

National link to programmes and qualifications:

https://studyinslovenia.si/study/programmes-in-english/

Further information on data flagged ‘d’ in the database is available to download from the Annex of the Metadata page for Education administrative data from 2013 onwards (ISCED 2011):

https://ec.europa.eu/eurostat/cache/metadata/en/educ_uoe_enr_esms.htm

Annexes:
Annex 1 : Description of the education system in the Republic of Slovenia
Annex 2 - ISCED Mapping for schoolyear 2020/2021 (UOE2022) – Slovenia
Annex 3 - Provisions for language learning 2021 – Slovenia

2.2. Classification system

According to the UOE Methodology, the units are classified by ISCED 2011 classification (levels and fields) and type of institution. The educational personnel is classified by function as well.

2.3. Coverage - sector

Not applicable.

2.4. Statistical concepts and definitions

Statistical concepts and definitions are available in the OECD Handbook for Internationally Comparative Educational Statistics (http://www.oecd.org/publications/oecd-handbook-for-internationally-comparative-education-statistics-9789264279889-en.htm).

2.5. Statistical unit

Statistical units are students (enrolled, new entrants), graduates, personnel and expenditure on formal education.

2.6. Statistical population

The UOE data collection collects the data on all students in formal education (ISCED 0-8) as well as graduates from ISCED 2-8 levels, personnel in all ISCED levels and expenditure on formal education by source and type of expendituire and by the purpose of spending, by ISCED levels.

2.7. Reference area

The data is being collected from all EU-27 and OECD countries.

2.8. Coverage - Time

The UOE data collection has been carried out since 1993. Slovenia has been reporting the data since 1999.

2.9. Base period

Not applicable.

3. Statistical processing

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3.1. Source data

For each UOE table, please list the source(s) used to compile information: UOE table, name, type, date of availability and responsibility.

Sources used for data on enrolments
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0;	Administrative database for enrolled in formal education (CEUVIZ)	Administrative database	Ministry of education, science and sport (MIZŠ), UOE data provider
ISCED 1 and 2 youth	Administrative database for enrolled in formal education (CEUVIZ)	Administrative database	Ministry of education, science and sport (MIZŠ), UOE data provider
ISCED 1 and 2 adults	Administrative database for enrolled in formal education (CEUVIZ)	Administrative database	Ministry of education, science and sport (MIZŠ), UOE data provider
ISCED 3	Administrative database for enrolled in formal education (CEUVIZ)	Administrative database	Ministry of education, science and sport, UOE data provider
ISCED 5 to 8	Administrative database for higher education (eVŠ); Administrative database for enrolled in formal education (CEUVIZ); Administrative databases of educational institutions	Administrative database	Ministry of education, science and sport, UOE data provider

Sources used for data on entrants

Detailed variables concerned

Name of the source

Type (Survey / Register / Estimation / Other)

Responsible of the source (UOE data provider / Other: which-one?)

ISCED 1 and 2

Administrative database for enrolled in formal education (CEUVIZ)

Administrative database

Ministry of education, science and sport (MIZŠ), UOE data provider

ISCED 3

Administrative database for enrolled in formal education (CEUVIZ)

Administrative database

Ministry of education, science and sport (MIZŠ), UOE data provider

ISCED 5 to 8

Administrative database for higher education (eVŠ); Administrative database for enrolled in formal education (CEUVIZ); Administrative databases of educational institutions

Administrative database

Ministry of education, science and sport (MIZŠ), UOE data provider

Sources used for data on personnel
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0	Information System for the Transmission and Analysis of Data on Earnings, Other Payments and the Number of Employees in the Public Sector (ISPAP), Statistical Register of Employment (SRDAP)	Administrative database	UOE data provider, Ministry of Public Administration (MJU)
ISCED 1 and 2 youth	Information System for the Transmission and Analysis of Data on Earnings, Other Payments and the Number of Employees in the Public Sector (ISPAP), Statistical Register of Employment (SRDAP)	Administrative database	UOE data provider, Ministry of Public Administration (MJU)
ISCED 1 and 2 adults	Information System for the Transmission and Analysis of Data on Earnings, Other Payments and the Number of Employees in the Public Sector (ISPAP), Statistical Register of Employment (SRDAP)	Administrative database	UOE data provider, Ministry of Public Administration
ISCED 3	Information System for the Transmission and Analysis of Data on Earnings, Other Payments and the Number of Employees in the Public Sector (ISPAP), Statistical Register of Employment (SRDAP)	Administrative database	UOE data provider, Ministry of Public Administration
ISCED 5 to 8	Information System for the Transmission and Analysis of Data on Earnings, Other Payments and the Number of Employees in the Public Sector (ISPAP), Statistical Register of Employment (SRDAP)Statistical survey on teaching staff in tertiary education institutions	Administrative database	UOE data provider, Ministry of Public Administration

Sources used for data on enrolments at regional level
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0;	Administrative database for enrolled in formal education (CEUVIZ)	Administrative database	Ministry of education, science and sport (MIZŠ), UOE data provider
ISCED 1 and 2 youth	Administrative database for enrolled in formal education (CEUVIZ)	Administrative database	Ministry of education, science and sport (MIZŠ), UOE data provider
ISCED 1 and 2 adults	Administrative database for enrolled in formal education (CEUVIZ)	Administrative database	Ministry of education, science and sport (MIZŠ), UOE data provider
ISCED 3	Statistical survey on upper secondary education of youth and adults, Administrative database for enrolled in formal education (CEUVIZ)	Survey, Administrative database	Ministry of education, science and sport (MIZŠ), UOE data provider
ISCED 5 to 8	Administrative database for higher education (eVŠ); Administrative database for enrolled in formal education (CEUVIZ); Administrative databases of educational institutions;	Administrative database	Ministry of education, science and sport (MIZŠ), UOE data provider

Sources used for data on foreign languages learning
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 1 and 2 youth	Organisational reports of basic schools to the Ministry of education, science and sports, Administrative database for enrolled in formal education (CEUVIZ)	Administrative database, Estimation	Ministry of education, science and sport (MIZŠ), UOE data provider
ISCED 1 and 2 adults	Organisational reports of basic schools to the Ministry of education, science and sports, Administrative database for enrolled in formal education (CEUVIZ)	Administrative database, Estimation	Ministry of education, science and sport (MIZŠ), UOE data provider
ISCED 3	Organisational reports of basic schools to the Ministry of education, science and sports, Administrative database for enrolled in formal education (CEUVIZ)	Administrative database, Estimation	Ministry of education, science and sport (MIZŠ), UOE data provider

Sources used for data on graduates
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 1 and 2 youth	Administrative database for enrolled in formal education (CEUVIZ)	Administrative database	UOE data provider, Ministry of education, science and sport (MIZŠ)
ISCED 1 and 2 adults	Administrative database for enrolled in formal education (CEUVIZ)	Administrative database	UUOE data provider, Ministry of education, science and sport (MIZŠ)
ISCED 3	Administrative database for enrolled in formal education (CEUVIZ), Administrative database on general and vocational matura	Administrative database	UOE data provider; Ministry of education, science and sport (MIZŠ), National examination centre (DIC)
ISCED 5 to 8	Administrative database for higher education (eVŠ); Statistical survey on students enrolment in higher vocational education; Application form for students	Survey, Administrative database	Ministry of education, science and sport (MIZŠ), UOE data provider

Sources used for data on education expenditure
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)

Expenditure for/of educational institutions	Main data source: final accounts of educational institutions; additional data source: budgetary records	Administrative source	Agency of the Republic of Slovenia for Public Legal Records and Related Services (AJPES); Ministry of finance (MF); Ministry of Education, Science and Sport (MIZŠ)
Intergovernmental transfers for education; transfers and payments for education to private entities	Budgetary records	Administrative source	Ministry of Finance (MF), Ministry of Education, Science and Sport (MIZŠ), Ministry of Labour, Family and Social Affairs (MDDSZ), Ministry of Infrastructure (MZI)
Private expenditure of households - Expenditure for educational goods and services outside educational institutions	The Household Budget Survey (HBS)	Survey	UOE data provider
Expenditure of other private entities for financial support to students/households	administrative records (Information system on scholarships)	Administrative source	Ministry of Labour, Family and Social Affairs (MDDSZ)
Expenditure for R&D activity in tertiary level	The survey on R&D activity in the higher education sector	Survey	UOE data provider

3.2. Frequency of data collection

Annually.

3.3. Data collection

The data on enrolments in ISCED 0-3 levels and graduates from ISCED 1-3 levels are obtained from the administrative data source (Administrative database for enrolled in formal education (CEUVIZ), individual records).

The data on graduates from ISCED 5 is collected via field surveys - paper questionnaires are filled out by graduates as they graduate (individual level).

The data on students and graduates in tertiary education (except aforementioned graduates from ISCED 5) is obtained from the administrative source (Administrative database for higher education (eVŠ), individual records).

The data on languages are obtained from the Ministry of education, science and sports (MIZŠ) (results of their annual surveys and organizational reports).

The data on personnel are obtained from the administrative data source (Information System for the Transmission and Analysis of Data on Earnings, Other Payments and the Number of Employees in the Public Sector (ISPAP) and Statistical Register of Employment (SRDAP), individual records both).

The data on education expenditure are obtained from administrative data sources and from existing statistical surveys of the Statistical Office of the Republic of Slovenia (SURS) or are estimated on the basis of these sources.

All the data is collected on an annual basis and processed by the SURS (data editing).

3.4. Data validation

The data are thoroughly checked and edited. The administrative databases used have been analysed and their quality has been confirmed.

Final data is being compared to the available reference data and observed within a timeline series.

3.5. Data compilation

Operations performed on data to derive new information according to a given set of rules.

Weighting methods
Weighted figures for differing reference periods	Weighted figures for differing theoretical ages	Conversion factors from part-time to full-time equivalent (FTE) data
		Enrolment: for ISCED 1, 2, 5, 6, 7 and 8 the conversion factor from part-time to full-time is 3.3 (0.33 part-time student equals to one full-time student), for ISCED 3 the conversion factor is 2.0 (0.5 part-time students equals to one full-time) .
		Personnel: for ISCED 0 the conversion factor from part-time to full-time is 2.0 (0.5 part-time teachers equals one full-time).

Estimations methods used in the UOE questionnaires
Type of data	Detailed variables concerned	ISCED level	Reference year(s)	Data source (internal to UOE or not)	Data type (sample-based or not)	Data source name in English	Reason	Description of the estimation method
Foreign students	Number of mobile and foreign students by level of education, programme destination, EU/NON-EU/UNKNOWN citizenship, and sex	ISCED 1	1998-2012	internal to UOE	populating-based	Statistical survey on basic education of youth; Statistical survey on basic education of adults	no breakdown by sex is available	The gender structure of foreign students is estimated with regard to the sex ratio of pupils in primary education. Not relevant for UOE 2014
Foreign students	Number of mobile and foreign students by level of education, programme destination, EU/NON-EU/UNKNOWN citizenship, and sex	ISCED 2	1998-2012	internal to UOE	population-based	Statistical survey on basic education of youth; Statistical survey on basic education of adults	no breakdown by sex is available	The gender structure of foreign students is estimated with regard to the sex ratio of pupils in lower secondary education. Not relevant for UOE 2014
Personnel	Classroom teachers	ISCED 0	2016	internal to UOE	population-based	Information System for the Transmission and Analysis of Data on Earnings, Other Payments and the Number of Employees in the Public Sector (ISPAP), Statistical Register of Employment (SRDAP)	no breakdown by ISCED 01 and ISCED 02 levels	The distribution of classroom teachers between ISCED 01 and 02 levels of education is estimated as to the number of classes between the two levels.
Personnel	Classroom teachers	ISCED 1-2	2018	internal to UOE	population-based	Information System for the Transmission and Analysis of Data on Earnings, Other Payments and the Number of Employees in the Public Sector (ISPAP), Statistical Register of Employment (SRDAP)	no breakdown by ISCED 1 and ISCED 2 levels	The data for ISCED 1 and ISCED 2 are shown as ISCED 1.
Personnel	School-level management personnel	ISCED 0, 1, 2	2016	internal to UOE	population-based	Information System for the Transmission and Analysis of Data on Earnings, Other Payments and the Number of Employees in the Public Sector (ISPAP), Statistical Register of Employment (SRDAP)	no breakdown by ISCED 1 and ISCED 2 levels	The data for ISCED 1 and ISCED 2 are shown as ISCED 1.
Foreign languages	Number of students by level of education, programme orientation, number of foreign languages studied and age	ISCED 1 2, 3	2009-2012	internal to UOE	population-based	Statistical survey on basic education of youth; Statistical survey on basic education of adults; Statistical survey on upper secondary education of youth and adults	no breakdown by age	We take into account the typical age of students at each grade. For example, students in Grade 1 of Primary level are shown as 6 years old. Not relevant for UOE 2014
Foreign languages	Number of students by level of education, programme orientation, number of foreign languages studied and age	ISCED 1, 2, 3	2016-	internal to UOE	population-based	Estimation based on last years statistical surveys on basic education of youth, on basic education of adults and on upper secondary education of youth and adults	no breakdown by ISCED 1, ISCED 2 and ISCED 3 levels, no breakdown by age	We took into account last year's data. For example, we looked last year's ratio of students learning foreign languages (by sex and class - where we took into account the typical age of students at each grade) and applied the ratio to this year's data.
Entrants	Number of new entrants by age	ISCED 3	1998 -2012 (school years 1997/98 to 2011/12)	internal to UOE	population-based	Statistical survey on upper secondary education of youth and adults	no breakdown by age of new entrants	We calculate the age distribution from the first grade participants, excluding repeaters and re-entrants proportional.
Enrolment, regio	Single ages of participants older than 20 years	ISCED 3, 4	school years 1997/98 to 2011/12)	internal to UOE	population-based	Statistical survey on upper secondary education of youth and adults	No data on single years of age of participants older than 20 years are available.	The data for the whole age group are shown in the middle year of each 5-years age group. Not more relevant for UOE 2015 The number for the whole age group is equally divided by single year inside the age group.
Enrolment	Single ages of participants older than 30 years for ISCED 1, 2 respectively 20 years for ISCED 3	ISCED 1, 2, 3	2013-2016	internal to UOE	population-based	Statistical survey on basic education of youth; Statistical survey on basic education of adults; Statistical survey on upper secondary education of youth and adults	Data for single ages of participants older than 30 years for ISCED 1, 2 respectively 20 years for ISCED 3 are not available	No estimation
Regio	Single ages of participants older than 20 years for ISCED 3	ISCED 3	2013-2016	internal to UOE	population-based	Statistical survey on upper secondary education of youth and adults	Data for single ages of participants older than 20 years for ISCED 3 are not available	The data for the whole age group are shown at the highest year of each interval age.
Finance	Educational expenditure	ISCED 0, 1+2	from 2005 until 2012	internal to UOE	not sample-based	Annual accounts of educational institutions; Statistical survey on kindergartens and on basic education	Expenditure for basic education (final accounts of elementary schools) include part of expenditure for preschool education (units of kindergartens in elementary-basic schools)	Estimation method based on average expenditure for pre-primary education per child involved in pre-primary education institutions which are not part of an elementary-basic school. An average amount (expenditure) for/of pre-primary education per child in kindergartens that are not a part of an elementary school is multiplied by the number of children who are involved in units of kindergartens (1st and 2nd age group) in elementary-basic schools. The amount of expenditure related to pre-primary education for the 1st age group was (until UOE 2013/the financial year 2011) deducted from formal education while the pre-primary education for the 2nd age group was deducted from elementary-basic education ISCED1+2 and added to pre-primary education ISCED 0.
Finance	Educational expenditure	ISCED 0	from 2001untill 2012	internal to UOE	no sample-based	Ministry of Education, Science and Sport (MIZŠ); Statistical survey on kindergartens	UOE methodology does not cover children in the 1st age group (1-3 years) in kindergartens.	The estimation method was developed to divide expenditure for/of the programme of kindergartens between expenditure for/of the programme for the 1st age period and the 2nd age period within kindergartens. The shares of expenditure were calculated - as a product of the price of a programme for each age group and the number of children enrolled in each age group. The calculated share of expenditure for/of the 1st age group was (until UOE 2013/the financial year 2011) deducted from pre-primary education expenditure.
Finance	Educational expenditure	ISCED 0	from 2012	internal to UOE	no sample-based	Annual accounts of educational institutions; Statistical survey on kindergartens and on basic education	UOE methodology cover also children in the 1st age group (1-3years) in kindergartens.	The estimation method was developed to divide expenditure for/of the programme of kindergartens between expenditure for/of the programme for the 1st age period and the 2nd age period within kindergartens. The shares of expenditure were calculated - as a product of the price of a programme for each age group and the number of children enrolled in each age group. The calculated share of expenditure for/of 1st age group is shown in the category early childhood educational development.
Finance	Educational expenditure	ISCED 1, 2	from 2010	internal to UOE	no sample-based	Ministry of Education, Science and Sport (MIZŠ)	Primary and lower secondary education according to ISCED97 are organized within elementary schools in Slovenia - financial data are directly available only for elementary schools as a whole (ISCED 1+2).	The expenditure for/of basic education was split between ISCED 1 and ISCED 2 based on estimation. Estimation between ISCED 1 and 2 is based on the proportion of teaching hours (according to curriculum) for 1st to 6th grade and for 7th to 9th grade of basic education.
Finance	Educational expenditure	ISCED 3, ISCED 5	from 2012	internal to UOE	no sample-based	Ministry of Education, Science and Sport (MIZŠ)	Upper secondary education in SI can be organized also in so-called "Upper secondary school centres" which in some cases includes also short-cycle higher vocational students programmes (ISCED 5) - financial data are directly available only for the upper secondary centre as a whole.	The expenditure for/of upper-secondary school centres was split between ISCED 3 and ISCED 5 based on estimation. Estimation between ISCED 3 and 5 is based on the proportion of pupil/student included in specific study programmes within each upper-secondary school centre and the average costs for education for this pupil/student.
Finance	Educational expenditure	ISCED 3	from 2012	internal to UOE	no sample-based	Ministry of Education, Science and Sport (MIZŠ)	Expenditure for/of upper secondary education (ISCED 3) is not divided into expenditure for general and vocational education.	The expenditure for/of upper secondary education was split between general and vocational based on estimation. Estimation between general and vocational is based on the proportion of pupils included in the specific study programme and the average costs for education for these pupils.
Finance	Educational expenditure - private expenditure of households for products purchased other than educational institutions	ISCED 0, 1, 2, 3, 5, 6, 7, 8	from 2010 until 2017	internal to UOE	no sample-based	UOE data provider	Payments of households for products purchased outside educational institutions on goods requested directly or indirectly by educational institutions are not available by level of education in the existing source (HBS).	Distribution by the level of education was made according to the structure of households payments to educational institutions by the level of education.
Finance	Expenditure for/of public institutions for adult education	ISCED 2, 3, 5	2001	internal to UOE	no sample-based	Ministry of Education, Science and Sport (MIZŠ)	Educational institutions for adults perform, by a rule, formal and non-formal educational programmes. Their annual accounts do not separate incomes/expenditures between non-formal and formal education nor by the level of formal education.	The main activity of public institutes for adult education is non-formal education and to a smaller extent formal education. The share of formal education had to be estimated. As the basis for the estimation, we used reported data from the MIZŠ. The share was calculated from the amount that the MIZŠ granted to those institutions for formal education of adults and the total expenditure of that institutions as reported in annual accounts. Another problem as regards public institutions for adult education was how to estimate expenditure between different levels of education. For this purpose also the data of the MIZŠ were used (public expenditure for adult education by level).
Finance	Direct central and local government expenditure for private educational institutions	ISCED 0, 1, 2, 3, 5, 6, 7, 8	2018	internal to UOE	no sample-based	Ministry of Education, Science and Sport (MIZŠ)	Direct government expenditure for private educational institutions is not divided between central and local government expenditure in existing data sources.	Estimation of this division based on financial flows determined by national regulation on the financing of formal education.
Credit Mobility	Credit mobile graduates in ISCED 5	ISCED 5	2017-	internal to UOE	population-based	Ministry of Education, Science and Sport (MIZŠ), CMEPIUS	There is no data source on mobile graduates (credit mobility).	We collect data on mobile students in ISCED 5 and make estimations on mobile graduates based on the ratio of ISCED 5 students: ISCED 5 mobile students.

3.6. Adjustment

Not applicable.

4. Quality management

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4.1. Quality assurance

In performing its tasks, the Statistical Office of the Republic of Slovenia (SURS) follows the general principles of quality management, the European Statistics Code of Practice, and the Fundamental Principles of Official Statistics. In line with this, SURS strictly adheres to the following principles: professional independence, process orientation, quality of products and services, improvement planning, stimulating working environment, official statistics friendly to data providers, and user-oriented official statistics.

4.2. Quality management - assessment

National educational indicators are produced in compliance with the UOE methodological requirements and standards.

5. Relevance

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5.1. Relevance - User Needs

Not applicable.

5.2. Relevance - User Satisfaction

Not applicable.

5.3. Completeness

The extent to which all statistics that are needed are available.

ISCED levels not covered
	Enrolments	Entrants	Personnel	Foreign languages learning	Regional enrolments	Graduates	Education expenditure
Data not covered			All data covered from 2022
Reasons for unavailable data and, planned actions to improve coverage

5.3.1. Data completeness - rate

6. Accuracy and reliability

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6.1. Accuracy - overall

Not applicable.

6.2. Sampling error

Not applicable.

6.2.1. Sampling error - indicators

Not applicable.

6.3. Non-sampling error

See below.

6.3.1. Coverage error

Divergence between the frame population and the target population.

Vocational training		Programmes shorter than one semester (or Implementation of the semester rule)
Are vocational and technical training programmes in enterprises included in the UOE data collection (YES/NO)?	If Yes, how is the 10% school-based component over the whole length of the programme assessed?	Do (formal) programmes of shorter duration than one semester, full-time equivalent duration as defined nationally, exist (YES/NO)?	If Yes, how their duration (shorter than one semester) is assessed?	Are all programmes of shorter duration than one semester, full-time equivalent duration as defined nationally excluded from the UOE data collection (YES/NO)?	If NO, how does the coverage deviate from the UOE Manual recommendation?
YES	Each programme meets the requirements.	NO		YES

Early childhood education programmes
ISCED 01 programmes		Reporting of Age in ISCED 0		Personnel in ISCED 0				What is the starting age of compulsory Primary education (ISCED 1)? This is needed for the calculation of ECE indicators such as 'Pupils aged between 4 years old and the starting age of compulsory education, by sex - as % of the population of the corresponding age group'
Do Early Childhood Educational Development programmes (ISCED 01) exist in the country (YES/NO)?	If Yes, are these programmes included in the UOE data collection (YES/NO)?	Are children under the age of 3 reported as participating in ISCED 02 Pre-primary education programmes? (YES/NO)	If YES, please explain why.	Are Classroom Teachers and Teacher Aides reported separately in the UOE data collection? (YES/NO)	If NO, why? How are they reported?	What is the minimum level of qualification required to become a Classroom Teacher at ISCED 01 and 02? Please give ISCED level.	What is the minimum level of qualification required to become a Teachers’ Aide at ISCED 01 and 02? Please give ISCED level.
YES	YES (from UOE 2014)	NO		NO	They are reported together with Classroom Teachers.	6	3	6

Special education needs (SNE) programmes
Are students in special education included in the data provided on enrolments, entrants, graduates and regional data (YES/NO)?	If NO, could you please specify for which questionnaires and explain why?
Partially included.	Data on pupils with severe mental disabilities educated by a special programme are not included in Enrolments, Entrants, Graduates and Regio questionnaires because of specifics of the programme.

Adult education programmes and "continuing education"
Are adult education programmes included in the data? (YES/NO)	If NO, why?	If YES, does the national definition of “adult” or “continuing” education fully comply with the category as defined by the UOE manual?	If the national definition of “adult” or “continuing” education programmes does not fully comply with the category as defined by the UOE manual, how it is assessed that the national “adult” or “continuing” programmes are similar or equivalent to the corresponding initial education?
YES		YES

Students enrolled in educational institutions organised by ministries other than the ministry of education
Do educational programmes organised by Ministries other than the Ministry of education exist in the country (YES/NO)?	If Yes, what is the coverage of these programmes in the UOE data collection?	If Yes, and if relevant, which of those programmes are excluded from the UOE data collection?
NO

Domestic educational activities		Distance learning/e-learning programmes
Are all country’s domestic educational activities reported in the UOE data collection (YES/NO)?	If NO, which domestic educational activity (e.g. for example Distance learning/e-learning involving two countries, commuting students, foreign campus, European administration schools, etc.) are not reported and why?	Are distance learning programmes data reported in the UOE questionnaires? (YES / NO / Partially / Not relevant)	If NO, please explain why.	If Partially, which ones are excluded and for what reasons?	If distance students are included in the data, are national distance learners in programmes organised by institutions outside your country excluded?
NO	Children with severe mental disabilities, educated by the special programme are not reported in the UOE questionnaires because of the specifics of the program and partial data availability.	YES			YES

Students participating in exchange programmes (credit mobile students)			Foreign languages learning
Are students in short term postings (i.e. exchange programmes (credit mobility)) excluded from the population of students in the data collection (YES/NO)?	If Yes, how the length of their stay abroad is assessed?	If NO, why they are not excluded?	Are students with SNE (Special Needs Education) enrolled in special schools excluded from the data on foreign languages? (YES/NO)	Apart from SNE pupils, is the scope of the population the same as the total of students enrolled? (YES/NO)	If NO, which pupils are not included?
Credit mobile students coming to Slovenia (enrolled abroad) are excluded, while students enrolled in Slovenia and leaving for short term postings abroad are partially included.		The students enrolled in Slovenia and spending some time in exchange programmes abroad are included unless they are abroad for the whole academic year. On the other hand, credit mobile students coming for the exchange to Slovenia (while being enrolled in a study programme abroad) are excluded.	YES	NO	Dropouts during the school year in ISCED 1, 2 and 3, as the data on foreign language learning are collected for the end of the school year.

National programmes not covered by the UOE data collection, by ISCED level - Reasons why they are not covered
Programmes not covered at ISCED 0-Early childhood education	Programmes not covered at ISCED 1-primary level of education	Programmes not covered at ISCED 2-lower secondary level of education	Programmes not covered at ISCED 3-upper secondary level of education	Programmes not covered at ISCED 4-post-secondary non-tertiary education	Programmes not covered at ISCED 5-short-cycle tertiary education	Programmes not covered at ISCED 6– Bachelor's or equivalent level	Programmes not covered at at ISCED 7 – Master's or equivalent level	Programmes not covered at ISCED 8 – Doctoral or equivalent level
	Basic music and dance programmes. These programmes are carried out in parallel with the regular basic school program. In order to avoid duplication of the number of students, we do not report it.	Basic music and dance programmes. These programmes are carried out in parallel with the regular basic school program. In order to avoid duplication of the number of students, we do not report it.

Graduates: unduplicated count
Is the method of unduplicated count used for calculation of Graduates in the UOE data collection (YES/NO)?	If YES, please explain the method.
NO - it is not requested to do so in the 2014 UOE manual anymore (before the revision of the UOE questionnaire a lot of attention was focused on these topics while in the manual for 2014 the focus is gone).

Tertiary education programmes (ISCED Levels (5-8)
Orientation of programme in tertiary education		Personnel in tertiary education, Academic staff
Does the orientation (general/academic, vocational/professional) in tertiary education (ISCED levels 5 to 7) exist in the country (YES/NO)?	If YES, what is the national definition of the programme orientation?	Are PhD candidates who are employed and hold titles such as teaching assistant, teaching associate, teaching fellow, research assistant reported as academic staff in the UOE data collection (YES/NO)?
YES - in levels 5 and 6 and partially in 7.	Division by orientation is derived from the actual Higher Education (HE) Act which stipulates that higher education programmes are classified into three cycles; within the first cycle, the HE Act stipulates higher education professional study programmes and academic study programmes. Professional higher education study programmes (first cycle) provide students with the skills and expertise to apply scientific methods to the resolution of complex professional problems develop the capacity to communicate within a profession and between professions, and develop professional critical faculties and responsibility, initiative and autonomy in decision-making and leadership. An obligatory component of such study programmes is practical training in the working environment. Academic higher education study programmes (first cycle) provides students with expertise through the study of theoretical and methodological concepts, and the ability to transfer and apply theoretical knowledge in practice and resolve complex professional problems, in particular by seeking new sources of knowledge and using scientific methods, develop the capacity to communicate within a profession and between professions, and develop professional critical faculties and responsibility, initiative and autonomy in decision-making and leadership of demanding work. Practical training in the working environment or participation in research work may also be an integral part of these programmes. (The description from the actual HE Act).	YES

6.3.1.1. Over-coverage - rate

Not applicable.

6.3.1.2. Common units - proportion

Not applicable.

6.3.2. Measurement error

Not applicable.

6.3.3. Non response error

Not applicable.

6.3.3.1. Unit non-response - rate

Not applicable.

6.3.3.2. Item non-response - rate

Not applicable.

6.3.4. Processing error

Not applicable.

6.3.4.1. Imputation - rate

Not applicable.

6.3.5. Model assumption error

Not applicable.

6.4. Seasonal adjustment

Not applicable.

6.5. Data revision - policy

Not applicable.

6.6. Data revision - practice

Any change in a value of a statistic released to the public.

Type of data reviewed	Detailed variables concerned	Reference time period	Year when the revision was made	Reason having led to the revision	Consequences on accuracy
Foreign language learning	Number of students learning foreign languages at primary (ISCED 1) and lower secondary (ISCED 2) levels of education	1998 (1997/98 school year) - 2006 (2005/06 school year)	2007	Mistake. Originally students from ISCED 1 and ISCED 2 studying a foreign language as an optional (not obligatory) subject were also included.	Improvement on accuracy and international comparability of data.
Finance	Expenditure for/of pre-primary (ISCED 0) and basic primary plus lower secondary (ISCED 1 + ISCED 2) educational level	2005-2007	2011	Expenditure for basic education included part of expenditure for preschool education (units of kindergartens in elementary-basic schools). The estimation method was developed to distribute expenditure between ISCED levels (1+ 2) and ISCED 0 for the above-mentioned units.	Improvement on accuracy and international comparability of data.
Finance	Expenditure for/of upper secondary - general/vocational (ISCED 3) educational level	2012	2014	Expenditure for/of upper secondary (ISCED 3) educational level was in previous years reported together (not divided between general and vocational). An estimation method to distribute expenditure between general and vocational education programmes was implemented.	Improvement on accuracy of data.
Finance	Expenditure for/of upper secondary (ISCED 3) educational level	2012	2014	Expenditure for/of upper secondary (ISCED 3) educational level included part of expenditure which fits tertiary educational level (ISCED 5 short-cycle higher vocational study programmes). To distribute the relevant expenditure between upper secondary (ISCED 3) and tertiary (ISCED 5) educational levels the estimation method has been developed.	Improvement in accuracy and international comparability of data.
Graduates	Graduates from ISCED 6 and 7 levels (public institutions) - revision affects all tables and data figures for ISCED 6 and 7 levels (GRAD tables)	2012-2014	2016	Our data source (administrative database) has revised the data on students and graduates for reference years 2012-2014 due to an undercoverage error.	Improvement of the data coverage.
Students	Students in ISCED 6 and ISCED 7 levels (public institutions) - revision affects all tables and data figures for ISCED 6 and 7 (ENRL, ENTR and REGIO tables and PERS1_STUD table)	academic years 2012/13 and 2013/14	2016	Our data source (administrative database) has revised the data on students and graduates for reference years 2012-2014 due to an undercoverage error.	Improvement of the data coverage.

6.6.1. Data revision - average size

Not applicable.

7. Timeliness and punctuality

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7.1. Timeliness

Length of time between data availability and the event or phenomenon they describe. Typically includes:

Information related to the latest reference year (academic year t-t+1, or financial year t)
Data collection			Post-collection phase		Dissemination/publication in your country		Additional comments on deadlines and timeliness
Type of data	Start date	End date	Start date	End date	Start date	End date	Additional comments on deadlines and timeliness
ISCED 0;	November year t	December year t	December year t	March in the year t+1	April in the year t+1	May in the year t+1
ISCED 1 and 2 youth;	November year t	December year t	December year t	March in the year t+1	April in the year t+1	May in the year t+1
ISCED 1 and 2 adults	November year t+1	December year t+1	January in the year t+2	March in the year t+2	April in the year t+2	May in the year t+2
ISCED 3 youth	November year t	March year t+1	December year t	April in the year t+1	April in the year t+1	May in the year t+1
ISCED 3 adults	November year t+1	March year t+2	December year t+1	April in the year t+2	April in the year t+2	May in the year t+2
ISCED 5, 6, 7 8 - enrolments:	November year t	January year t+1	December year t	May in the year t +1	May in the year t+1	May in the year t+1
ISCED 5, 6, 7, 8 graduates:	December in year t-1	January in the year t+1	January in the year t+1	March in the year t+1	May in the year t+1	May in the year t+1
ISCED 0-8 personnel:	January year t+1	June year t+1	June year t+1	September year t+1	September year t+1	September year t+1
Finance	May in the year t+1	November in the year t+1	September in the year t+1	December in the year t+1	December in the year t+1	December in the year t+1

7.1.1. Time lag - first result

For ISCED 0, 1, 2, 3, 5, 6, 7, and 8 there is no time lag for final results.

7.1.2. Time lag - final result

For ISCED 0, 1, 2, 3, 5, 6, 7, and 8 levels there is no time lag for final results.

7.2. Punctuality

Information (content) will be available for the next collection.

7.2.1. Punctuality - delivery and publication

The number of days between the delivery/release date of data and the target date on which they were scheduled for delivery/ release.

Submission dates for the latest reference year (academic year t-t+1, or financial year t)
Deadline for transmission of data: 30 September t+2					Deadline for transmission of data: 30 November of t+2
Enrolments	Entrants	Personnel	Foreign languages learning	Regional data	Graduates	Education expenditure
28 September year t +2	28 September year t +2	28 October year t +2	28 September year t +2	28 September year t +2	25 November year t +2	27 November year t+2

If relevant,reasons for late delivery and action taken or planned for improving punctuality
Enrolments	Entrants	Personnel	Foreign languages learning	Regional data	Graduates	Education expenditure

8. Coherence and comparability

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8.1. Comparability - geographical

The extent to which statistics are comparable between countries.

A. Deviations between the national methodology and the UOE Manual: non financial data

Reference period	Data collection period	Reference date for student and personnel ages

Enrolment: data collection period	Enrolment in multiple fields of education	Count of students: if relevant, detailed list of variables for which double counting are significant and why.	Regional enrolment	Foreign languages learning

Entrants	New entrants by field of education	Graduates from specific programmes	Graduates by field of education
		The number of students who in the same reference period graduated several times in the same ISCED level is almost negligibile so for the time being we don't segregate them.

Educational personnel in work- and school-based combined programmes	Educational personnel taxonomy: classroom teachers (ISCED 0-4) and academic staff (ISCED 5-8)	Educational staff at ISCED level 0	Educational personnel at ISCED levels 5-8	Educational personnel and temporary replacements

B. Deviations between the national methodology and the UOE Manual: financial data

Cost of a dual-system programme to the employer.	Adjustment of enrolments in case there is no data on expenditure at the workplace	Expenditure for contributions on pension schemes	Households' payments for private tutering	Student living costs	Ancillary services coverage
Only public subsidies to private companies for mentoring practical education and training of students as part of their formal education programmes included (from 2018).	NO	partially funded; employers contribute 8,85% on gross salaries of employees to the pension fund while employees themselves contribute 15.5% from their gross salaries to the pension fund (for the time being in Expenditure for retirement (pensions) only employers' expenditure for retirement is shown).			public subsidies for students meals, transportations to and from school, when provided by schools,

8.1.1. Asymmetry for mirror flow statistics - coefficient

Information (content) will be available for the next collection.

8.2. Comparability - over time

The extent to which statistics are comparable or reconcilable over time.

	Main changes compared to data transmitted for the previous reference period
	Enrolments	Entrants	Personnel	Foreign languages learning	Regional data	Graduates	Education expenditure
Changes in the educational system
Changes in the coverage	Since 2017 (reference year 2015/16) "self-taught" adults in ISCED 3 are included. Before 2017 they were excluded from the data.	Since 2017 (reference year 2015/16) "self-taught" adults in ISCED 3 are included. Before 2017 they were excluded from the data.			Since 2017 (reference year 2015/16) "self-taught" adults in ISCED 3 are included. Before 2017 they were excluded from the data.	Since 2017 (reference year 2015/16) "self-taught" adults in ISCED 3 are included. Before 2017 they were excluded from the data.	X
Changes in the methodology			number of contract workers ISCED 5-8 provided from the administrative source, not estimated any more				X
Other changes							X

Main changes over time
Type of data	Detailed variables concerned	Reference year(s)	Changes in the educational system	Changes in the coverage	Changes in the methodology	Other changes
Enrolment	Students (ISCED 1 and ISCED 2) by age.	2000 -2008 (school years 1999/00 to 2007/08 )	Break in series due to changes in legislation (gradual introduction of the 9-year basic school).
	Students by ISCED level - for ISCED 5 and 6 (distribution of students between ISCED 5A and ISCED 5B and partially to ISCED 6)	2006 (2005/06 school year)→ not yet completed	Break in series due changes in legislation( gradual introduction of Bologna structure in tertiary education). Before changes in legislation (gradual introduction of Bologna structure in tertiary education) students in higher professional programmes were classified as ISCED 5B. After 2005 students in the 1^st Bologna cycle higher professional programmes (programmes replacing old higher professional study programmes) were classified as ISCED 5A.
	Students (ISCED 5 and 8) by types of institutions	2004 (2003/04 school year)			As to the high level of autonomy in internal organization, assets management, appointment of staff, Universities were till 2003 classified as private government dependant institutions. In 2004 in accordance with the Higher education Act (Articles 9 and 15) we reassigned universities of that time to public institutions.
Personnel	Classroom teachers and teacher aids in pre-primary education	2005 (2004/05 school year)			As the workload of teacher assistant in pre-school education comprise the cooperation with the educator in the planning, preparation and implementation of the educational programme, teacher assistants were moved from teacher aids to teaching staff.
Personnel	Classroom teachers and teacher aids in pre-primary education	2019			The decision was made, that we show teacher assistants separate as teacher aids. The data will be corrected for UOE 2013-2018.
Graduates	Graduates of 3C programmes	2008 (school year 2007/08)			Until 2008 all 3C programmes were reported as programmes of shorter duration as typical 3A and 3B programmes. From 2009 onward only a minority of programmes are shown as programmes with shorter duration, the majority are shown as programmes of similar duration as 3A and 3B programmes.
	Graduates by ISCED levels (orientation) - for ISCED 6 (ISCED 2011), i.e. ISCED 5A and ISCED 5B (ISCED 97)	2006 (calendar year)→ not yet completed	Break in series due changes in legislation: Introduction of Bologna structure in tertiary education. Before changes in legislation (gradual introduction of Bologna structure in tertiary education) students in higher professional programmes were classified as ISCED 5B. After 2005 students in the 1^st Bologna cycle higher professional programmes (programmes replacing old higher professional study programmes) were classified as ISCED 5A.		According to ISCED 2011, these programmes are classified as 655 - ISCED 6, professional.
	Graduates in ISCED 3 to ISCED 8 by age	2008 (calendar year)			In accordance with the UOE methodology, we standardized the reference date for ages of graduates across ISCED levels.
Educational expenditure	Category of expenditure by sources and nature for Pre-primary (ISCED 0) and basic Primary plus Lower secondary (ISCED 1 + ISCED 2) educational level. This refers to expenditure for all levels of government, funds from international agencies and other foreign sources and private expenditure as well as current and capital expenditure in public institutions.	from 2005 financial data				Development of estimation method to (re)distribute expenditure between basic (ISCED1+2) and pre-primary education (ISCED 0)For data from 2005 on we subtracted part of expenditure for units of kindergartens in elementary schools and added it to expenditure for pre-school education. The estimated share of expenditure related to the program of the first age period of children (in a unit of kindergartens in elementary schools) was subtracted from the total expenditure for formal education.
	Expenditure by Level of Education, Source and Type of Transaction and by Nature and Resource Category for Pre-primary and basic-Primary plus Lower secondary education for all variables	from 2010 financial data				Estimation method developed for the distribution of expenditure for/of basic education between ISCED 1 and 2: In previous years (until the reference year 2010) we reported total expenditure for/of our basic education (ISCED 1 + ISCED 2). under ISCED 2 with the note that it include also expenditure for/of ISCED 1. Estimation for distribution between ISCED 1 and 2 is based on the proportion of teaching hours (according to curriculum ) for 1st to 6th grade of basic education and for 7th to 9th grade of basic education - ISCED 2.
	Category of expenditure by sources and nature for Upper secondary (ISCED 3) included part of expenditure for tertiary educational level. This refers to expenditure for all levels of government, funds from international agencies and other foreign sources and private expenditure as well as current and capital expenditure in public institutions.	2012				Estimation method developed for the distribution of expenditure for/of upper secondary educational level between ISCED 3 and ISCED 5: In previous years (until the reference year 2012) we reported total expenditure for/of our upper secondary education (ISCED 3). under ISCED 3 with the note that it include also part of expenditure for/of ISCED 5. Estimation for distribution between ISCED 3 and 5 is based on the proportion of pupil/student in the certain study programme and average costs on pupil/student in the study programme was made.
	Category of expenditure by sources and nature for Upper secondary (ISCED 3). This refers to expenditure for all levels of government, funds from international agencies and other foreign sources and private expenditure as well as current and capital expenditure in public institutions.	2012				Development of estimation method to (re)distribute expenditure (ISCED 3) between general and vocational education. For data from 2012 on we devide the expenditure for general and vocational education according to the pupil included in certain study programme and their average costs for those programmes.
	Category of expenditure by sources and nature for Early childhood education (ISCED 0). This refers to expenditure for all levels of government, funds from international agencies and other foreign sources and private expenditure as well as current and capital expenditure in public institutions.	2012			In early childhood education (ISCED 0) besides expenditure for/of pre-primary educational level (second age period from 3 to 6 years) we add also the expenditure for/of the data for the first age period (1 to 3years)
	Central and local government expenditure for scholarships and other grants to households and students	from 2018		Central and local government subsidies for students transport and tertiary students meals outside educational institutions (where the final recipient is a student/their household) were added to the government expenditure for scholarships and other grants to households and students. In previous years, these subsidies were reported as part of public expenditure designed for ancillary services and not also added to the total government expenditure for education/educational institutions. The consequence of the change from the reference year 2018 is the increase in central and local government expenditure for scholarships and other grants to households and students and so, also increase of total, local and central government expenditure for education and decrease of government expenditure for ancillary services at ISCED levels 1, 2, 3, 5, 6-8.
	Central and local government transfers and payments to other non-educational private entities; and expenditure of other non-educational private entities for educational institutions	2018			In 2018, public subsidies to private organisations for mentoring practical education and training of students as part of their formal education programmes were reported under Transfers and payments to other non-educational private entities. In previous years, these subsidies were included under direct public expenditure for educational institutions. The change in 2018 affects the allocation rather than the extent of public expenditure on formal education and increase the expenditure of other non-educational private entities for educational institutions.
	Household expenditure outside educational institutions -payments for goods and services required directly or indirectly by educational institutions	2018		Based on national HBS 2018, actual expenditure for these goods and services for household members participating in individual levels of formal education were included. In previous years expenditure of households for such goods and services were included if at least one member of the household was a participant in formal education.	Distribution by levels of education was made in accordance with the distribution of these expenses in national HBS. In previous years, distribution by levels of education was made according to the structure of households? payments to educational institutions by levels of education.
	Household expenditure outside educational institutions -payments for goods and services not required for participation	2018		Beside households expenditure for IT equipment (as in previous years) also household expenditure for household members included in individual levels of formal education for transportation and tertiary students meals are included here (household expenses and public subsidies "in-kind" for these expenses are included)		Distribution by levels of education was made in accordance with the distribution of these expenses in national HBS. In previous years, this expenditure was not distributed by levels of education.
	Household expenditure outside educational institutions - payments for private tutoring	2018				Distribution by levels of education was made in accordance with the distribution of these expenses in national HBS. In previous years, this expenditure was not distributed by levels of education.
	Transfers from international sources to the central government	2019		EU part of funds (transferred to government) for scholarships and for subsidies to private organisations for mentoring practical education and training of students at the workplace, as part of their formal education are included for 2019. For previous years these EU funds were not considered in F6; (As in previous years, these EU funds are also included within government transfers to households and other private entities).
	Payments to public institutions by other non-educational private entities	2019				Funds to public educational institutions from private sources from 2019 also include rental revenues; From 2019 these revenues are included in annual accounts of educational institutions (our main data source) as a part of the funds for formal education as a public service while in previous years such funds were considered as part of market revenues and were excluded from UOE reporting.
	Expenditure by Level of Education, Source and Type of Transaction and by Nature and Resource Category; all ISCED levels	2020		Break in series due to improvement of coverage. 1. The coverage of public and private formal education institutions has been supplemented. Some public educational institutions were added that perform formal education programs and/or perform professional services in the field of formal education, but have registered activities that, according to the Standard Classification of Activities, do not belong to the field of education. Also some private educational institutions were added that perform formal education programs and operate as private companies.
	Private (households) expenditure on educational institutions; ISCED levels 3, 5, 6-8	2020		2. As part of revenues from private sources, additional revenues from market activities in educational institutions that implement formal, continuing adult education programs are taken into account (e.g. tuition fees for these programmes). Revenues that were not related to the provision of formal education as a public service had been completely excluded in previous years.

8.2.1. Length of comparable time series

Information (content) will be available for the next collection.

8.3. Coherence - cross domain

The extent to which statistics are reconcilable with those obtained through other data sources or statistical domains.

Name of the national publication	Coherence issues

8.4. Coherence - sub annual and annual statistics

The data are collected only on the annual basis.

8.5. Coherence - National Accounts

The extent to which statistics are reconcilable with National Accounts.

Calculation method	Scope of education
The financial data for UOE educational expenditure are mostly compiled on a cash accounting and not on an accrual accounting basis as recommended by the national accounts framework.	In the financial data for the UOE data reporting, ministries and administrative bodies are also regarded as "education" and their expenditures counted, whereas in the national account such bodies are part of government administration.
In the financial data for UOE data reporting also child allowances are reported under the transfer and payments -the part where the additional condition for the receipt is inclusion in education; in the national account, the child allowances are reported under the social protection.
Financial data for UOE data reporting include expenditure for/of only formal education while the national accounts also cover formal and non-formal education.

8.6. Coherence - internal

Information (content) will be available for the next collection.

9. Accessibility and clarity

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9.1. Dissemination format - News release

The data is released in various Press releases on the website of the Statistical Office of the Republic of Slovenia (SURS): http://www.stat.si/StatWeb/en.

9.2. Dissemination format - Publications

Information (content) will be available for the next collection.

9.3. Dissemination format - online database

The data is available in the online SiStat Database: https://pxweb.stat.si/SiStat/en.

9.3.1. Data tables - consultations

Not measured.

9.4. Dissemination format - microdata access

Microdata are not disseminated. However, they can be accessed under strict conditions by researchers.

9.5. Dissemination format - other

No other dissemination.

9.6. Documentation on methodology

Methodological explanations are available on the website of the Statistical Office of the Republic of Slovenia (SURS): http://www.stat.si/StatWeb/en/Methods/QuestionnairesMethodologicalExplanationsQualityReports).

9.7. Quality management - documentation

Not applicable.

9.7.1. Metadata completeness - rate

Not applicable.

9.7.2. Metadata - consultations

Not applicable.

10. Cost and Burden

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Indication of the cost associated with the collection and production of a statistical product and burden on respondents.

Time spent (in working days)	Comments
ISCED 0, 1, 2 20 working days (full time equivalents)	As data reported in UOE questionnaires are collected for national purposes as well, only the time spent for preparation and compilation of data from different sources solely for the purpose of reporting in the UOE questionnaires is taken into account.
ISCED 3 20 working days (full-time equivalents)	As data reported in UOE questionnaires are collected for national purposes as well, only the time spent for preparation and compilation of data from different sources solely for the purpose of reporting in the UOE questionnaires is taken into account.
ISCED 5 and 8 25 working days (full-time equivalents)	As data reported in UOE questionnaires are collected for national purposes as well, only the time spent for preparation and compilation of data from different sources solely for the purpose of reporting in the UOE questionnaires is taken into account.
Finance 20 working days (full-time equivalents)	As data reported in UOE questionnaires are collected for national purposes as well, only the time spent for preparation and compilation of data from different sources solely for the purpose of reporting in the UOE questionnaires is taken into account.

11. Confidentiality

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11.1. Confidentiality - policy

The National Statistics Act (NSA) has clear provisions regarding the observance of statistical confidentiality. Article 34, paragraph 6 explicitly defines that dissemination of collected data by the Statistical Office of the Republic of Slovenia (SURS) to the users shall be carried out in such a way that the reporting unit involved cannot be identified. Commitment for the observance of statistical confidentiality, signed by all employees has a legal basis in Article 43 of the NSA. It stipulates that in compliance with the law persons employed by the SURS who know the content of personal and individual data and data on reporting units must maintain and protect such data as confidential. This obligation shall continue also after the termination of employment. SURS also adopted an overall security policy in 2011, a range of technical and organizational measures based on the recommendations of ISO 27001. The primary goal is to protect and ensure the integrity, availability, usability, accessibility, and confidentiality of information and data. The sectorial policy defining the protection of statistical data is the Rules on the Protection of Data Collected through the Programme of Statistical Surveys at SURS.

11.2. Confidentiality - data treatment

Statistical disclosure rules are followed to minimize the risk of disclosure of information given by respondents and to protect the confidentiality of statistical units. There were safety rules used while preparing the data for the national publication and the same rules were sent together with the data within the UOE data collection. SURS expects that Eurostat, OECD, and UNESCO will use the same safety rules as SURS when data from the UOE collection for Slovenia will be published.

12. Comment

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No comment.

Related metadata

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Annexes

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Annex 1 : Description of the national education system - Slovenia
Annex 2 - ISCED Mapping for schoolyear 2020/2021 (UOE2022) – Slovenia
Annex 3 - Provisions for language learning 2021 – Slovenia