The thesis discusses the economics of the education in Slovenia and a comparison with Estonia and Romania. The organization and structure of education systems, methods of financing, state financial assistance and selected financial indicators were examined. The purpose of the research was to determine how differences in the structure and volume of expenditures are related to the efficiency and quality of education systems and learning outcomes. A literature review, secondary data analysis, descriptive statistics and a comparative method were used. For total expenditures and the structure of resources, the period 2015−2020 was considered, and for expenditures per pupil or student, the period 2015−2022. PISA results were taken into account for the years 2015 and 2018. The data were obtained from official sources of the Organization for Economic Cooperation and Development, Eurydice, Eurostat, the European Commission and national institutions.
It was found that all three countries have publicly regulated education systems, but they differ in the scope of compulsory education, the organization of levels and the division of responsibilities. Slovenia stands out for its extensive system of scholarships and subsidies, Estonia for its assistance according to material situation and study loans, and Romania for its wider range of support for pupils, families and students. Estonia allocated the largets share of total expenditure in gross domestic product and achieved the best PISA results. In all three countries, public financing prevailed, and expenditure per pupil or student was highest at the tertiary level.
The results contribute to the understanding of differences in financing and can support the allocation of public funds. Based on the descriptive comparison of secondary data, causal relationships cannot be proven. Further research could include additional indicators of accessibility, equity and efficiency of use of funds.
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