School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The Organisation and Financing of Education Act (ZOFVI) (2023) employs the term "head teacher" (sl. ravnatelj) in Article 49 to delineate the duties of the school's leader, who serves as both the pedagogical guide and administrative authority for a public kindergarten or school.
It states, in Article 50, that in a public kindergarten or school, an assistant head teacher (sl. pomočnik ravnatelja) may also be designated to support the head teacher in managing both administrative and pedagogical responsibilities. The assistant head teacher is required to perform duties authorized in writing by the head teacher and assume the role of the head teacher in their absence. Article 51 also states that in a public educational institution with an established unit for implementing programmes for preschool children or separate educational programmes, the management role may be fulfilled by the “institution's director” (sl. direktor), while the pedagogical leadership within the unit shall be carried out by the head teacher of that particular unit.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Organisation and Financing of Education Act (2023) outlines the governance and management framework for kindergartens, basic and upper secondary schools, and higher vocational colleges. This legislation details the educational requirements, as well as the duties and responsibilities, for management and education staff within these institutions.
Within kindergartens and schools, the leadership role is held by head teachers, who undertake both educational and managerial responsibilities. They are tasked with implementing activities mandated by law and the institution's governing council. In cases where public institutions have internal divisions, directors may oversee overall management, while unit-specific pedagogical leadership is typically entrusted to unit head teachers.
The Higher Education Act (2023) focuses on the governance and management of universities and other higher education establishments.
Roles
Setting expectations/objectives: According to Article 49 of the Organisation and Financing of Education Act (2023), the head teacher is responsible for drafting the developmental programme and overseeing the implementation of the annual work plan for the kindergarten or school. According to Article 60.d (Educational plan of the school) of the Primary School Act (2024), the head teacher reports on the implementation of the educational plan at least once a year to the parents' council and the school council. The report is an integral part of the school's annual self-evaluation.
Developing teaching and learning: As per Article 49 of the Organisation and Financing of Education Act (2021), the head teacher manages the work of the assembly of pre-school or school teachers and lecturers. In addition, they are involved in developing proposals for programmes that go beyond standard curriculum requirements. Attending to the educational work of preschool or school teachers, monitoring their performance, and offering advice are explicitly defined as some of the responsibilities of the head teacher. Moreover, the head teacher must supervise the work of counselling services.
Promoting collaboration: According to Article 49 of the Organisation and Financing of Education Act (2023), the head teacher is responsible for attending to managing collaboration between the institution and parents through various forms, including meetings and other collaborative activities. Additionally, they are tasked with encouraging and supervising the work of communities of pupils, apprentices, upper-secondary students, or HVC students. Furthermore, the head teacher must ensure cooperation between the school and school healthcare services.
Article 49 also suggests that head teacher's responsibilities support fostering cooperation among teachers for developing new teaching practices. Tasks like managing teacher work, promoting professional education, and organizing mentorship imply a role in facilitating collaborative learning experiences to enhance teaching effectiveness and student outcomes. Concerning mentorship, as outlined in Article 110 (Traineeship) of the Organisation and Financing of Education Act (2023) and Article 18 (mentoring) of the Rulebook on Norms and Standards for the Implementation of Educational Programmes and Educational Programmes in the Field of Secondary Education (2023), there is a clear emphasis on providing mentorship and support for the professional development of education staff. These regulations primarily focus on offering mentorship to trainees and professional workers preparing for professional examination.
Supporting staff development: As stipulated in Article 49 of the Organisation and Financing of Education Act (2023), the head teacher is tasked with organizing mentorship for trainees, attending to the educational work of pre-school or school teachers, monitoring their work, and offering advice. Furthermore, the head teacher plays a key role in drafting the programme of development of a kindergarten or school and promoting the professional education and training of education staff.
Acting in accordance with the ethical principles of the profession: According to Article 49 of the Organisation and Financing of Education Act (2021), the head teacher must represent the kindergarten or school and be responsible for the legality of its work.
They are also tasked with deciding on corrective measures and ensuring the execution of decisions adopted by State authorities.
Others: While the Organisation and Financing of Education Act (2021) does not explicitly assign teaching responsibilities to head teachers, they, as part of the management staff, have the option to undertake teaching duties. However, specific guidelines vary. In elementary schools with 5 or more departments, Article 6 of the Rules on Norms and Standards for Performing the Programme of Basic School states that head teachers are not mandated to teach, but may decide to do so on a voluntary basis, but no more than 5 hours of teaching per week, or up to 10 hours of advisory work in secondary schools. For secondary education, head teachers' educational obligations are outlined in Article 19 of the Rules on Norms and Standards for the Implementation of Educational Programs and Schooling Programs in Secondary Education, allowing up to 5 hours of teaching or 10 hours of counselling work per week, provided they meet the educational requirements for a counselor as prescribed by law.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to Article 53 of the Organisation and Financing of Education Act (2023), for the position of head teacher in a public school, candidates should have at least the educational qualifications equivalent to a second cycle study programme. This could also include educational qualifications corresponding to second cycle educational qualifications as defined by law. A minimum of five years of work experience in education is necessary. Head teachers must indeed be fully qualified teachers according to these legal and regulatory provisions. Candidate must hold the title of Councillor or Advisor for an unspecified period, or the title of Mentor for at least 5 years.
For the position of head teacher in a public educational institution catering to SEN children or residence halls for pupils or students, candidates should possess educational qualifications equivalent to a second cycle study programme or those corresponding to second cycle educational qualifications as defined by law. A minimum of five years of work experience in education is also required and candidates must hold the title of Councillor or Advisor, or Mentor for at least five years. A valid headship license is also mandatory.
To become the head teacher at a higher vocational college, candidates must hold a valid title of a higher vocational college lecturer. They must also possess at least five years of work experience in education.
However, despite the above requirements, a person may be appointed as a head teacher without a headship license. However, they must obtain the license within one year of commencing their term. Failure to obtain the headship license within the stipulated timeframe will result in the termination of the term by law.
Appointment decision
According to Article 53a (Procedure for Head Teacher Appointment) of the Organisation and Financing of Education Act (2023), the School Council is responsible for appointing and dismissing the head teacher. The council of the respective institution selects the head teacher. Before selecting a candidate, opinions are sought from various stakeholders including the assembly of teachers or lecturers, the local community, self-governing national community if applicable, and the council of parents. Additionally, students' opinions are taken into account for certain types of schools.
The council decides on the appointment based on the opinions received. If opinions are not received within a specified timeframe, the council may proceed with the decision without them. The Minister's opinion may also be sought, and if not provided within 30 days, the council can proceed with the appointment. If a head teacher's term ends prematurely or if no candidate is selected, an acting head teacher is appointed temporarily. If the council fails to appoint a head teacher or acting head teacher within a certain timeframe, the Minister may appoint one. Finally, the appointment process, including public calls for applications, is outlined. This includes requirements for candidates, deadlines for applications, and exceptions to the public call requirement under specific circumstances.
Employment equity measures
The Organisation and Financing of Education Act (2023), does not explicitly mention measures to address the under-representation of minority groups in school leadership positions.
Working conditions
According to Article 53 (Requirements for Head Teachers) of the Organisation and Financing of Education Act (2023), a head teacher holds a permanent teaching position and assumes the role of head teacher for a period of 5 years. Following this term, they may be considered for reappointment or continue employment within the kindergarten or school as teaching staff members.
Head teachers are expected to work 40 hours per week. The Public Sector Salary System Act (2023) ensures uniform basic salaries across the country. The flexible component of the salary is contingent on the head teacher's performance, evaluated and rewarded annually by the kindergarten or school council. Similar to other teaching staff members, head teachers are eligible for promotion based on their qualifications and performance. For instance, according to OECD Data Explorer, head teachers' actual salary in Primary education was reported as 66,598 US dollars, PPP converted in 2021.
In December 2018, Slovenia introduced a collective agreement for the public sector, which included a reform of the salary scale for pre-school teachers and teachers in primary and secondary education. This reform involved a three-stage upgrade of the salary scale, resulting in an increase in both minimum and maximum grades for teachers across different education levels. Specifically, teachers at ISCED levels 1, 2, 3, and 4 were placed in higher grades compared to the previous year, indicating an improvement in their salary scale. According to the Teachers' and school heads' salaries and allowances in Europe – 2021/2022, head teachers operate within a distinct salary range without an additional management allowance. Although all school heads at a particular education level receive salaries within the same pay range, their position on the salary scale is determined by factors such as the size of the school. Notably, the minimum statutory salary for school heads exceeds the salary of teachers with 15 years of experience at all educational levels.
According to Article 76 of the Constitution, ‘The freedom to establish, operate and join trade unions shall be guaranteed.’
2.3. Leadership preparation and training
The School for Leadership in Education is a unit in National Educational Institute. It offers several different types of support; professional development, training and other educational programmes for headteachers and other school leaders, publishing books, journals and proceedings as well as promoting research and development in education (see picture below).
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PRE-SERVICE |
IN-SERVICE |
OTHER TYPES OF LEADERSHIP SUPPORT |
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1. Headship Licence Programme – COMPULSORY - since 1995 |
2. Mentoring for Newly Appointed Headteachers (since 1999) |
8. Middle Leadership Programme (since 2014) |
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3. Networking for Headship Programme (2009-2021) |
9. Networks of Learning Schools and Kindergartens (since 2000) |
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4. One day workshops on latest topics (since 2000-2021) and
5. On-line discussions on latest topics – once a month (since 2019) |
Training for Self-evaluation (since 2009-2021) and
10. Networking Of Schools For Quality In Education (since 2022) |
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6. Annual conferences (6) – (since 1993) |
11.Journal, Projects, Publications, International Study Visits |
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7. System leadership: experienced headteachers acting as mentors (since 1999) and counsellors (since 2022) |
The Headship Licence Programme, a component of the NSLE initiative, forms part of pre-service training aimed at equipping participants with the leadership and management competencies outlined in Slovenian education legislation. It emphasizes the development of knowledge and skills essential for personal efficiency and organizational effectiveness. Comprising six mandatory modules, the program covers topics such as Introduction to educational management (learning concepts, trends, introduction of changes, team work), Theory of organizations and management (educational institutions as organizations, management, decision-making, organizational climate and culture), Planning (planning and evaluation, aspects of quality in education, financial operations), People in the organization (motivation, communication, meeting management, conflict resolution), The principal as a pedagogical leader (newer insights into student and professional learning, leadership strategies for learning, assessment of annual work performance, monitoring and observation of lessons, professionalism and professional development), Legislation in education (systemic regulations in the field of education, sectoral laws and by-laws, labor relations, inspection). Additionaly, one day of work shadowing is also obligatory. Each candidate has to choose three optional topics among different topics, e. i. Cooperation with parents, Rhetorics, Stress management, Finances in education, International cooperation, Digital strategy in schools, Inclusion in schools, Social and emotional skills for wellbeing of students, Sustainability development plans. Altogether programme consists of 144 contact hours. Conducted in small groups, typically with around 20 participants, the program employs various interactive methods including workshops, group work, case studies, role-playing, shadowing, and presentations. Its objective is to offer practical insights into the leadership challenges encountered in education.
In parallel, the Mentoring for Newly Appointed Head Teachers programme offers one-year systematic support and assistance to head teachers in their initial term of headship. It facilitates collaboration between newly appointed head teachers and experienced mentors, providing practical guidance and fostering effective engagement in leadership processes. By involving experienced principals, the support and critical perspective of experienced practitioners is ensured. The program creates opportunities for the development of management capabilities (knowledge, skills, skills and attitudes, or motivation), the promotion of the professional development of all participating principals, and the reflection of one's own management practice. The programme includes five one-day meetings, intermediate activities, on-line discussions and ongoing individual collaboration between mentors and newly appointed head teachers. At the same time, networking with colleagues who face similar situations at the beginning of their careers is also important. In addition to the exchange of experiences between newly appointed principals and together with experts and mentors, the program strengthens regional support networks and co-shapes professional communities of principals. The program focuses on imparting knowledge and skills related to educational leadership. Head teachers with at least five years of work experience are selected as mentors. In the School for Head teachers, they are trained in mentoring as part of a 24-hour program.
Regarding the in-service training, the Networking for Headship Program , which is designed for headteachers after completing two mandates of headship, aims to deepen knowledge, develop individual skills, and address the evolving needs of the educational environment. Comprising three three-day modules, one one-day elective activity, mutual advisory work, and project work, the programme encourages critical reflection on leadership practices and explores innovative solutions for educational leadership. It was conducted from 2009 until 2021.
One day workshops on latest topics were designed for headteachers. They aims are to develop some individual skills and address some needs that appear between headteachers. After Covid-19 we develop another form known as On-line discussions.
On-line discussions on latest topics – once a month are designed to discuss about main topics that occures in the field of education.The main purpose of on-line workshops is discussion, practice exchange an answering some questions appearing during the leadership.
Six Annual conferences are professional conference for the headteaches on the different levels of education. In the autumn (October and November) there are conference for headteachers of the kindergarden, primary school education and special needs education and the third one is about secondary and high school education. The main topics are chosen by Ministry of Education and emphasise leadership in education. The main aim of the SCIENTIFIC ANNUAL CONFERENCE LEADERSHIP IN EDUCATION is exploring, studying and implementing various aspects of a chosen topic in leadership in education. THE ANNUAL ADVANCED PROGRAMME OF THE NATIONAL SCHOOL OF LEADERSHIP IN EDUCATION is organised as a national conference with the international participation aimed at highlighting the most controversial issues that are most relevant to the work of principals in kindergartens, schools and other educational institutions. ASSISTANT PRINCIPALS' CONFERENCES are traditional professional meetings of assistant principals, where we discuss selected issues that are most relevant to the work of assistant principals.
System leadership - experienced headteachers acting as counsellors. It is a group form of experienced head teachers counselling to their colleges, based on coaching and supervision, where it is more about encouraging their search for individual, contextualized decisions, and not so much about giving advice or offering universal solutions for their issues. The purpose of counselling takes place in small groups with the support of lecturers from the School for Leadership in education and experienced head teachers. The main purpose is to provide systematic and structured support to other head teachers for solving leadership challenges in specific situations in a specific narrow field. Counselling takes place on an announced topic, for one day, in groups of up to 12 participants. Experienced head teachers are trained for leading the counselling process.
One-year Middle Leadership Program is intended for middle school leaders (assistant head teachers, heads of units in kindergartens etc.). The objectives are to strengthen their middle management management skills. Programme consists of 6 on-site training days for 30 participants and two meetings of pairs of participants in their school s and kindergartens.
In addition, Networks of Learning Schools and Kindergartens are based on the theory of continual improvement in learning communities. The programme includes 6 to 10 teams which meet six times during the school year. It involves professional discussions, sharing practices, and collaborative problem-solving at the level of developmental teams and overall teaching and learning. This one-year programme supports special development teams within schools to collaborate with their colleges to identify and address priority tasks and foster improvement at the school level.
Networking Of Schools For Quality In Education is meant for school development teams including head teachers, which are leading quality assurance and assessment through self-evaluation in schools and kindergartens. It lasts for three years. School for Leadership in Education organises meetings for all participating teams and offers a support, regarding content and process of leading changes in five quality areas. As part of the program, regional networking is carried out in small groups, and schools and kindergartens are provided with individual support in implementing the self-evaluation process.
Journal, Projects, International Study Visits. The publishing activity of our journal covers the field of leadership in education. Thus monographs, the journal Leadership in Education as well as seminar materials and e-proceedings are published. The materials distributed to participants in our programmes represent an important part of our publishing activity. The journal Leadership in Education (Vodenje v vzgoji in izobraževanju, ISSN 1581-8225) is aimed at leaders and other professionals in educational organizations whose work includes leadership on different levels. The journal is published in Slovene with abstracts in English. The fundamental purpose of the journal is to inform the target groups about theoretical implications of leadership in education, and to provide a forum for disseminating practical, directly applicable leadership issues and practical professional contributions.
National School for Leadership is also actively involved in numerous international projects mostly funded by the European Union (e.g. European Structural Funds, Erasmus+ programme). One of the most prominent Erasmus+ projects was LeadCareer Project (2015-2017) which was considered as one of the most relevant projects devoted to teachers and school leaders by the European Education Policy. Other projects included are e.g. HEAD, DELECA . Additionally, NSLE has organized several study visits for school leaders devoted to the exchange of good practices or development of relevant topics (e.g. Ireland, the Netherlands). Also, NSLE is a member of numerous international associations, e.f. ICSEI, ENIRDELM.
In July 2021, the National School of Leadership in Education (NSLE), originally established in 1995 as an independent public institute, underwent a significant transformation. It merged with the National Education Institute in Slovenia as part of a strategic initiative outlined in the coalition contract of the Government of the Republic of Slovenia 2020–2022. The objective was to strengthen the role of the overarching national institute in education by consolidating various national institutions, thereby creating a more efficient, high-quality, and comprehensive support system. This merger aligns with the NSLE's core mission, established in its founding act, which focuses on providing professional development, training, and educational programmes for head teachers and candidates. Over the years, a substantial portion of these programmes has been co-funded by the European Social Fund (ESF), with detailed program specifics outlined within the NSLE framework.
3. Teachers, parents and students
3.1. School management committees and boards
According to Article 46 (Composition of the Council) of the Organisation and Financing of Education Act (2023), school councils are structured to include representatives from various stakeholders. In public kindergartens or schools, the council typically consists of three representatives of the founder, five staff representatives, and three parent representatives. Additional student representation is included in certain institutions, such as vocational or technical schools, gimnazija, or student residence halls. Composition in higher vocational colleges and public adult education organizations is regulated by special laws.
To ensure equality, institutions with multiple units maintain a balanced representation of staff and parents of all organisational units. Where higher vocational college is an organisational unit of an educational institution the council may include the president of the strategic council and at least three student representatives. Inter-company educational and training centres involve participating partners as council members as per the founding act.
Notably, individuals holding positions like director, head teacher, or assistant head teacher within a public educational institution are ineligible to vote or be elected to the council. Council members serve a four-year term, with the possibility of reappointment or re-election for a maximum of two consecutive terms. The duration of representatives' terms is determined by the status of the child, pupil, upper secondary school student, HVC student, or adult.
Notably, individuals holding positions like director, head teacher, or assistant head teacher within a public educational institution are ineligible to vote or be elected to the council. Council members serve a four-year term, with the possibility of reappointment or re-election for a maximum of two consecutive terms. The duration of parents’ representatives' terms is determined by the status of their child (whether they are still enrolled in the school). The duration of students’ representatives’ terms are determined by their student status.
The school council, outlined in Article 48 (Responsibilities of the Council) of the Organisation and Financing of Education Act (2023) holds diverse and pivotal responsibilities crucial for the effective functioning of educational institutions. It oversees the appointment and dismissal of head teachers, adopts development plans and annual work plans, and reviews implementation reports. Additionally, the council decides on introducing above-standard and other programmes, examines reports on educational matters, and serves as a second-instance body for appeals related to the status of apprentice, upper secondary school student or HVC student or adult and on appeals regarding the rights, obligations and responsibilities of employees that derive from employment.
Engaging with various stakeholders, including pre-school teachers, teachers, adult education instructors, and school inspectors, the council addresses issues raised by the workers' union and the parents' council, among others. Notably, representatives of the upper secondary school student community participate in council deliberations concerning students, reflecting a commitment to inclusivity and student involvement.
3.2. Middle leaders
According to National School of Leadership in Education (NSLE), schools have had for many years official positions of middle leaders termed subject or group leaders in Slovenia; however, their role, status, position and training have largely been ignored. The programme Training for Middle Leadership 1 is a pioneering programme in Slovenia intended for subject and group leaders in kindergartens, primary and secondary schools. It focuses on enhancing the knowledge and skills of subject or group leaders. Training for Middle Leadership 2 actively involves decision-makers in shaping the competency profile for subject/group leaders at the system level. They cover core themes: middle leadership challenges (role, tasks, responsibilities, status, influence), leading meetings and problem solving, change management and improvement process, distributed leadership, professional learning and personal career.
3.3. Parents
According to Article 66 (Council of Parents) of the Organisation and Financing of Education Act (2023) national laws set out rules for the composition of parent associations. A council of parents shall be established in a public kindergarten or school, and it shall consist of one representative per class elected by parents at the class parent-teacher conference.
Article 66 describes the roles of parent associations. The council of parents is responsible for recommending above-standard programmes and consenting to the head teacher's proposals. They actively participate in drafting development programmes, education plans, and school rules, providing input on the annual work plan. Additionally, the council conveys opinions on head teacher candidates, discusses educational reports, handles parent complaints, and elects representatives to various school bodies. They may adopt programmes for cooperation with the school (especially in the field of integration in the local environment), form working groups, and perform other activities in alignment with legal regulations.
3.4. Students
According to Article 48 of the Organisation and Financing of Education Act (2023), the representatives of the community of upper secondary school students have the right to participate in the work of the council in deliberations on matters concerning students, or discussions on matters submitted by the upper secondary student community.
4. Governance
4.1. Autonomy of school leaders
According to Article 49 (Responsibilities of Head Teacher) of the Organisation and Financing of Education Act (2023), the head teacher has decision-making authority on various matters, including promotions, wage grades, establishment of employment relationships, and disciplinary accountability of employees.
Firstly, head teachers, as pedagogical leaders, have some autonomy regarding educational development and implementation. Article 29 of the Primary School Act (2024) allows schools to have a flexible course schedule, empowering head teachers to customize the number of lessons for each subject weekly. Additionally, Article 49 of the Organisation and Financing of Education Act (2023) designates head teachers as pedagogical leaders, granting them authority in organizing and managing the educational program, including the selection of courses offered. Moreover, Article 31 of the Primary School Act mandates head teachers to draft the annual work plan for the school, giving them autonomy to determine educational activities, cooperation initiatives, and professional development opportunities for staff. This autonomy is upheld through collaborative adoption by the elementary school council, ensuring compliance while fostering cooperation among stakeholders. Furthermore, head teachers are required to integrate gender equality content into the curriculum and educational programs, as stated by the resolution on the national program for equal opportunities of women and men until 2030, thereby highlighting their role in shaping the courses offered.
Secondly, although Article 49 of the Organisation and Financing of Education Act (2023), outlining the responsibilities of the head teacher, does not explicitly mention the hiring or dismissal of teachers and educational staff, it does entail supervising the collective work of preschool or school teachers and lecturers. Moreover, the head teacher is tasked with recommending educational staff for promotions. These duties indirectly pertain to overseeing and fostering the professional growth of teaching staff rather than directly engaging in their hiring or dismissal processes.
Finally, head teachers have the autonomy to draft programmes and financial plans in adherence to laws and regulations. They ensure allocated funds align with objectives and plans, applying national methodologies for cost determination. The Minister for Education regulates expenses included in costing, approved by the municipality council. In basic schools, head teachers draft financial plans per pupil based on criteria set by the Minister.
4.2. Assessment and accountability of school leaders
Educational institutions are mandated to conduct self-evaluation annually and report their findings to their respective governing bodies. The law does not prescribe a specific method for self-evaluation, and procedures may vary across different levels of education. There are, however, aspects of external evaluation that complement self-evaluation, including national knowledge assessments in grades 6 and 9 of basic education, the Matura and Vocational Matura at the end of upper secondary general or vocational education, national evaluation studies, accreditation of educational programs and institutions, and oversight of the implementation of new and updated education programs (Eurydice, 2023).
Article 20a (Quality Assessment and Assurance) of the Organisation and Financing of Education Act (2023) empowers the Minister, upon the Council for Quality and Evaluation's recommendation, to establish national criteria and procedures for quality assessment in schools and kindergartens, as well as approve national evaluation study proposals. The Minister appoints and specifies the powers of the Council for Quality and Evaluation.
As part of external evaluation, the oversight of activities in public kindergartens and schools is carried out by school inspectors. These inspectors are employed by the Inspectorate of the Republic of Slovenia for Education and Sport, an independent body within the Ministry of Education. This body is responsible for inspecting the implementation of educational regulations in various educational institutions, including kindergartens, schools, upper secondary student residence halls, higher vocational colleges, institutions for children and youth with special needs, institutions for adult education, and private institutions offering publicly valid programs. The inspection primarily involves monitoring the regularity of operations, adherence to the rights and obligations of children and teaching staff, organizational structure, documentation management, and appropriate use of funds.
The Slovenian Qualifications Framework Act (2022) introduced the Slovenian Qualifications Framework (SQF) at the end of 2015. The Framework is set out as a single system of classifying qualifications to levels according to criteria specified by law and learning outcomes. Furthermore, the framework was set out to facilitate the comparison of national qualifications with the qualifications of the European Qualifications Framework and the Qualifications Framework in the European Higher Education Area. The SQF aims to obtain transparency and identification of qualifications at the national and EU levels.
4.3. Teacher assessment by school leaders
The Organisation and Financing of Education Act (2023) does not address teacher evaluation as an explicit role of head teachers. The head teacher is responsible for quality assessment and assurance, primarily through self-evaluation and the annual self-evaluation report for the kindergarten and/or school. As part of the annual performance review, the head teacher evaluates staff performance within the institution and determines promotions to salary grades. Additionally, the head teacher submits performance assessments of educational staff and may recommend their promotion to higher titles (Regulation on the promotion of civil servants to grade, 2021; Eurydice, 2023).
This profile was drafted by Dahye Han (Université Paris 1 Panthéon-Sorbonne) and Dr. Tatjana Ažman (National Education Institute Slovenija, School for Leadership in Education). It was reviewed by Dr. Tatjana Ažman, Senior lecturer at the National Education Institute Slovenija, School for Leadership in Education, and Dr. Ana Mlekuž, Researcher at Educational Research Institute in Ljubljana, Slovenia, with the support of the Slovenian National Commission for UNESCO.
