Primary education policy shapes every person and at the same time influences their development. The thesis discusses the indicators of primary education policy and offers an international comparison in order to gain insight into the strengths, including areas for improvement of the Slovenian education system. The thesis uses the method of literature study and the comparison identifies both differences and similarities in the education systems of Slovenia, Germany and Italy. After the analysis of Slovenian primary education policy, an international comparison followed. The aim was to explore the policies and good practices implemented in other countries. This was followed by an analysis of selected indicators influencing primary education policy. One similarity found, which is common to Slovenian, Italian and German education systems, is the fact that primary education is compulsory for all. This means that children have to attend school for a certain number of years. Another similarity identified is the fact that these countries have a similar structure of primary education, which usually lasts from 6 to 10 or 11 years of age, whereas in Slovenia it lasts until the age of 14. It should be pointed out that Slovenia is a considerably smaller country compared to Italy and Germany, and therefore its primary education is more uniform. In Italy, the system varies slightly by region, while in Germany it varies by state. The school system is evaluated in two ways: self-evaluation and external evaluation. Internal evaluation focuses on the systematic assessment and monitoring of educational processes and results in the school environment. External evaluation involves evaluation carried out by an external entity independent of the educational institution.
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