Evaluation of legislation, policy and practice on child participation in the EU : country report : Slovenia.
Date: 2015-05-22
Institutions: Directorate-General for Justice and Consumers
Subjects: Slovenia, adopted child, child, child of migrant, child protection, children's rights, criminal procedure, judicial proceedings, legal hearing, legislation, report

Evaluation of legislation, 
policy and practice on child 
participation in the European 
Union (EU)  

Country Report: Slovenia 

Written by Ecorys UK Ltd 
March 2015 

 
 
 
 
 
 
 
 
 
 
 
 
EUROPEAN COMMISSION 

Directorate-General for Justice and Consumers (JUST) 
Unit - Unit C1 Fundamental rights and rights of the child 
European Commission 
B-1049 Brussels 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
EUROPEAN COMMISSION 

Evaluation of legislation, 
policy and practice on child 
participation in the European 
Union (EU)  

Country Report: Slovenia 

Directorate-General for Directorate-General for Justice and Consumers (JUST) 
Evaluation of legislation, policy and practice on child participation in the European Union (EU)   

2015 

EUR 240  

EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

Country Fiche:  

SLOVENIA  

Name of country expert:  
Position / title:  
Organisation:  

 Sonja Rutar, PhD, Slovenia 
 Assistant Professor 
 University of Primorska, Faculty of Education 

Part 1: Overall arrangements within the country  

A. National Legislative/ Policy Framework (including definitions and budget/financing) 

a.  Background context to child 
participation agenda within the 
country:  

  Historical development  
  Cultural attitudes and their 

influence (+ / -)  

1.  “The  Slovenian  Constitution,  adopted  on  23  December  1991,  contains  provisions  on  human  rights 
and  fundamental  freedoms,  including  the  rights  of  children.  Article  56  on  the  Rights  of  Children 
stipulates  that  children  shall  enjoy  special  protection  and  care.  It  also  recognises  the  right  to 
“special protection from economic, social, physical, mental or other exploitation and abuse” and the 
right  of  children  who  have  no  parents  or  who  are  without  proper  parental  care  to  “the  special 
protection of the state.” The Constitution of the Republic of Slovenia 

Yugoslavia  signed  the  Convention  on  the  Rights  of  the  Child  in  1990  and  ratified  it  in  1991.The 
Optional Protocol on the sale of children, child prostitution and child pornography  Optional Protocol 
on the Sale of Children, Child Prostitution and Child Pornography and the Optional Protocol on the 
involvement  of  children  in  armed  conflict  were  ratified  in  2004.  Optional  Protocol  on  the  sale  of 
Children, child Prostitution and Child Pornography  

The  UN  Convention  on  the  Rights  of  the  Child,  adopted  by  the  United  Nations  on  20  November 
1989,  was  adopted  by  Slovenia  on  1  July  1992,  the  date  when  the  National  Assembly  passed  the 
act  on  notifying  the  succession  from  Yugoslavia.  The  Convention  was  transposed  into  Slovenian 
legislation. Programme for Children and Youth 2006-2016 

2.  Pre-school  education  was  part  of  social  and  medical  care  after  the  Second  World  War.  In  1993 
preschool  education  (then  for  children  aged  1-  7,  though  now  up  to  6  years  of  age)  became  a 
responsibility of the Ministry of Education and Sport. This allowed the society to regard the child as 
a subject, not just as a part of a family, exclusively requiring just care and protection.   

3.  The  first  White  Paper  on  Education  in  the  Republic  of  Slovenia  gave  children  the  opportunity  to 
develop  their  abilities  for  participation in  democratic  processes.  The  White  Paper  outlined  that  the 
general  framework  for  education  in  kindergartens  (1-  7  year  olds)  and  in  schools  (elementary, 
secondary) are both human and children's rights. 

March 2015   1 

 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

A. National Legislative/ Policy Framework (including definitions and budget/financing) 

b.  How is Article 12 UNCRC 
reflected in legislation? 

Note: please include details of:  
  Relevant national legislative 

documents  

  Obligations imposed on 

authorities, bodies, and / or 
appropriate adults 

  Remedies for violations of 

these obligations  

“The Republic of Slovenia incorporated the protection of children's rights into its  Constitution, passed 
on  23  December  1991.  Article  56  of  the  Constitution  guarantees  special  protection  and  care  for 
children.  Children  enjoy  human  rights  and  fundamental  freedoms  consistent  with  their  age  and 
maturity.  The  country  is  moreover  bound  to  pass  separate  law(s)  that  guarantee  special  protection 
from  economic,  social,  physical,  mental  or  other  exploitation  and  abuse  of  children.  The  state  is 
moreover  obliged  to  give  special  protection  to  children  and  minors  who  are  not  cared  for  by  their 
parents,  who  have  no  parents  or  who  are  without  proper  family  care.”  Programme  for  Children  and 
Youth 2006-2016 

In  2006,  Slovenia  adopted  national  strategic  programme  for  children  and  youth.  Drafting  the 
programme  goes  back  several  years,  when  the  Ministry  of  Labour,  Family  and  Social  Affairs 
commissioned  thematic  research  papers  in  order  to  gain  suitable  expert  positions  for  specific  areas. 
The document was first included into the ministry’s programme of activities in 2003 and 2004, when 
the government of the Republic of Slovenia tasked the Ministry of  
Labour,  Family  and  Social  Affairs,  the  Council  for  Children  and  the  Slovenian  UNICEF  Committee  to 
coordinate the project. Programme for Children and Youth 2006-2016, p. 4 

The schools also have an important role to form democratic bodies and to develop children’s abilities 
for  participation  in  democratic  processes  since  the  first  White  paper  on  Education  in  the  Republic  of 
Slovenia  was  adopted  in  1995.  Since  1995,  democratic  values  and  principles  became  important 
curriculum topics, integrated in educational processes.  

The  law  on  Placement  of  Children  with  Special  Needs  Act  (2011),  Zakon  o  usmerjanju  otrok  s 
posebnimi potrebami,  (Article 36) was explicitly stated that the child with special needs is involved in 
the  preparation  and  monitoring  of  an  individualised  programme,  taking  into  account  the  child's  age 
and maturity. At a formal level it ensures participation of children with special needs and their active 
participation in the educational process. 

March 2015   2 

 
 
 
 
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

A. National Legislative/ Policy Framework (including definitions and budget/financing) 

c.  How are responsibilities for 

implementation organised? Is 
there one entity or body 
with oversight on 
implementation of UNCRC 
Article 12 at national level? 

d.  How is children’s participation 

defined in national legislation? 

-  Please include a full definition, 

as set out in legalisation. 

The  Slovenian  Ombudsman  has  a  deputy  responsible  for  children’s  rights;  the  Department  of 
Children’s  Rights  is  part  of  the  Slovenian  Ombudsman.  They  work  in  CRONSEE,  Children’s 
Ombudsperson’s Network and ENOC, European Network of Ombudspersons for Children Letno poročilo 
Varuha človekovih pravic Republike Slovenije za leto 2011Doc. 

A  special  department  for  the  rights  of  children  and  young  people  was  established  in  2002,  under  a 
Deputy Ombudsman. Their role is monitoring child participation, coordinating and suggesting solutions 
where problems appear and when initiatives are introduced. They encourage the public to discuss and 
find  better  solutions  to  problems  related  to  the  rights  of  the  child  and  suggests  positiv  changes  in 
legislation,  policy  and  practice;  encourage  children  and  youth  to  express  their  opinions,  views  and 
suggestions  and  to  strive  that  decision  makers  take  their  opinions  into  account  .  The  Ombudsman 
therefore  strengthens  the  voice  of  the  individual  child  and  groups  of  children,  and  develops  child 
advocacy. 

UNICEF  and  the  Slovenian  Association  of  Friends  of  Youth  (NGOs)  take  responsibility  for  organising 
child participation actions and projects, which involve public schools, local and state governments.   

The  Ministry  of  Labour,  the  Family  and  Social  Affairs  is  responsible  for  the  reporting  on  the 
implementation of the Convention on the Rights of the Child. 
Children’s  participation  is  defined  as  one  of  the  basic  principles  of  the  Programme  for 
Children and Youth 2006-2016: “Children must be listened to and allowed to participate. Therefore 
we must respect the right to their own opinion and taking part in all issues that impact them, allowing 
for their age and level of maturity. Programme for Children and Youth 2006-2016, p.7 

The  law  of  public  interest  in  the  youth  sector  (Zakon  o  javnem  interesu  v  mladinskem 
sektorju, 2010) defines 
the youth sector (those aged 15- 29), public interest in the youth sector and the means of achieving 
public interest in the youth sector and defines: 

 

"Youth  work"  as  an  organised  and  targeted  form  of  operation  for  young  people,  where  young 
people  by  their  own  efforts  contribute  to  their  own  social  inclusion,  strengthen  their  skills  and 
contribute to community development. Implementation of various forms of youth work is based on 
the  voluntary  participation  of  young  people,  regardless  of  their  interest,  cultural,  ideological  or 
political orientation; 

March 2015   3 

 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

A. National Legislative/ Policy Framework (including definitions and budget/financing) 

 

"Youth  organisation"  as  an  autonomous  democratic  independent  voluntary  association  of  young 
people  who  are  engaged  in  activities  in  order  to  acquire  learning  experiences  and  to  form  and 
express their views, to carry out activities in accordance with their interest, cultural, ideological or 
political  orientation.  It  is  organised  as  a  separate  legal  entity,  as  an  association  or  federation  of 
associations  or  as  part  of  another  legal  person,  association,  federation,  a  trade  union  or  political 
party. 

Youth  Councils  Act  (Zakon  o  mladinskih  svetih,  2010)  regulates  the  status,  operation  and 
financing activities of the Youth Council of Slovenia and youth councils from the local community. 

The  Youth  Council  of  Slovenia  is  a  voluntary  association  of  national  youth  organisations,  which  have 
the  status  of  organisations  of  public  interest  in  the  youth  sector,  in  accordance  with  the  law  of  the 
public interest in the youth sector. Mladinski svet Slovenije. The council: 

 

carries  out  or  takes  part  in  youth  work  and  other  activities  in  the  fields  of  youth  sector  in 
accordance with the public interest in the youth sector;  

  provides  working  conditions  for  development  and  work  of  young  people’s  organizations  according 

to their interests, 

  enables  participation  of  young  people  in  statutory  and  other  regulations  which  affect  the  life  and 

work of young people; 

  other work to recognize interests of young people. 

Child  participation  in  national  legislation  is  covered  as  participation  of  individual  child,  and  it  is 
mentioned especially in combination with protection: 
 
 

in  the Law for Children with Special Needs, 2011 (Article 36) 
in  other  educational  documents  and  acts  concerning  educational  process  (planning,  choosing 
optional  subjects,  active  participation in  evaluation,  assessment  of  knowledge), Zakon  o  osnovni 
šoli, Uradni list RS, št. 81/2006 and Pravilnik o preverjanju in ocenjevanju znanja ter napredovanju 
učencev v osnovni šoli, Uradni list RS, Gimnazije Act and in Vocational Education Act. 

  at  adoption  procedures,  taking  into  account  the  opinion  of  a  child  in  their  parents'  divorce 
proceedings and in vulnerable living situations (domestic violence), Zakon o preprečevanju nasilja 
v družini and Zakon o zakonski zvezi in družinskih razmerjih]; 

March 2015   4 

e.  Which children are covered 

by the provisions for Article 12 
UNCRC in national legislation?  

Pease identify how / whether it 
addresses  

 
 
 

the individual child,  
children as a group or  
specific groups/ages of 
children  

Please note any exemptions. 

 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

A. National Legislative/ Policy Framework (including definitions and budget/financing) 

f.  What other drivers of 

participation exist in the 
country beyond obligations to 
implement article 12 of the 
UNCRC to promote the 
participation of children? 

 

in the process of children-of-court procedure and treatment of children in court proceedings.      

Child participation, children and youth are also mentioned in:        
  general  documents  and  acts  concerning  associations  and  organizations  for  children  and  youth, 

aged 15- 29   

In  Slovenia  child  participation  is  promoted  via  government  and  nongovernment  institutions, 
organizations and associations, and also research and academic institutions. 

Public kindergartens 

Children  in  kindergartens  have  influence  on  the  daily  routine,  and  planning.  Often  children  have  the 
opportunity  to  influence  daily  plans  in  kindergartens  (Turnšek  2007,  Rutar  2012),  but  less  on 
evaluation  and  long  term  planning  (see  Rutar,  2012).  Child  participation  is  in  close  relation  with  the 
quality  of  educational  process.  Teachers  mostly  appreciate  children’s  interests,  children’s  initiatives, 
but  they  also  have  to  have  the  chance  to  reflect  their  understanding  of  the  child  participation,  the 
concept of the child participation. 

Public elementary and secondary schools 

  Children's parliaments exist in elementary schools and student parliaments in secondary schools 
  Classroom and class community - once a week schools organise a time to meet pupils’ needs and 
listen to their comments and suggestions (elementary, 6- 15 year olds; secondary schools; 15- 18 
year olds) 

  Monitoring  the  satisfaction  of  children  (different  methods  depending  on  age,  such  as 

questionnaires, consultations) 
  Suggestions and complaints boxes 
  Discussions between school principals and class presidents  
 
  Meetings  for  the  evaluation  of  individual  programme  (for  children  with  special  needs)  in  which 

Indirectly through parents' working groups of the Slovenian Parent Association 

children themselves also participate 
Individual meetings with teachers  

 
  At  the  secondary  level  there  are  a  number  of  formal  opportunities  (personal  education  plan, 

individualised education plan, and the portfolio of learning outcomes) 

March 2015   5 

 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

A. National Legislative/ Policy Framework (including definitions and budget/financing) 

The  most  influential  government  body  to  promote  youth  participation  is  Office  for  Youth  at  the 
Ministry of Education and Sport, Urad za mladino RS. Their tasks and objectives are:  

development youth policy and youth work to enable young people to develop their potential to become 
responsible members of various private, local, national and international communities. 

The main purposes of youth policy are to: 

increase youth participation; 
integrate young people at the local level;  

 
 
  encourage participation in the development and preservation of local strengths and perspectives;  
 
  establish and integrate social networks important to young people in the local community;  
  motivate  young  people  to  improve  the  experience  of  growing  up  –  autonomy,  self-efficiency, 

integrate various local initiatives;  

gaining important  competencies;  
involve and motivate passive groups of youth (apathetic, school dropouts ...) 
integrate socially excluded youth, 

 
 
  develop preventive and alternative forms of work with young people, Naloge in cilji URSM.  

Social Protection Institute 

In 2004 the Ministry of Labour, Family and Social Affairs established a Child Observatory at the Social 
Protection Institute. The main task of the Observatory is to systematically study and monitor the 
situation and welfare of children and also child participation. The Social Protection Institute (Inštitut 
RS za socialno varstvo) is financed by the Slovenian government.  

The most successful organizations to promote child and youth participations are: 

  Association of Friends of Youth, Zveza prijateljev mladine Slovenije  
  Human rights ombudsman, Varuh človekovih pravic 
  Youth organisations, which are part of Youth Council Association (Mladinski svet Slovenije) and 
other youth organizations. In Slovenia is in 2014 registered 88 youth organizations, Evidenca 

March 2015   6 

 
 
  
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

A. National Legislative/ Policy Framework (including definitions and budget/financing) 

g.  What are the budgetary 
resources and relevant 
financial programmes aimed at 
the promotion and 
implementation of child 
participation in each Member 
State?  

How visible are they?  

organizacij s statusom v javnem interesu, 

  Students unions, Študentska organizacija Slovenije, Dijaška organizacija Slovenije 
  UNICEF National Committee, UNICEF Slovenija   
  Slovenian Philanthropy, Slovenska filantropija 

In  Slovenia  budgetary  resources  aimed  to  promote  and  implement  child  participation  exist.  National 
and  local  governments  support  child  and  youth  organizations  which  promote,  support  and  work  on 
child participation.  

National Youth Council and youth organizations are funded by the National Office for Youth (Ministry of 
Education,  Science  and  Sport),  Erasmus+  Youth  in  Action  Programme  and  the  European  Youth 
Foundation. 

The  Student  Organisation  of  Slovenia  (higher  education)  and  School  Councils  (in  secondary  schools, 
children aged 15- 18) are financed by themselves. There is a defined percentage of taxes, paid by the 
employer, who organizes the youth work, students and school councils use for their organizations and 
actions.  

The Ministry of  Labour, Family and Social Affairs  supports the  Ombudsman’s project, Advocacy-Voice 
of Child (each year 40.000 EUR) 

Tom  Telephone  was  last  three  years  financed  by  the  European  Commission  (20.000),  it  was  also 
financed by the National company Telecom (12.000).   

Each year the Children’s Parliament initiative is organized, supported and financed by the 
nongovernment association, Association of Friends of Youth. Money is collected with different kind of 
donations. Each year the children’s Parliament costs more than 8.000 EUR. 

March 2015   7 

 
 
 
 
 
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

1.  National 

Government 
&  overall 
policy-
making 

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Parliament, 
Government 
Departments  

Yes 

In  2006,  Slovenia  adopted  national  strategic 
programme for children and youth (for children up 
to 18 and “young people” (more than 18)  

Through  the  Programme  for  Children  and  Youth 
the  government  of  the  Republic  of  Slovenia 
wanted  to  improve  the  quality  of  life  for  children 
and youth in Slovenia and foremost: 

  as  high  as  possible  level  of  health  care  and 

health.  

  quality family life and human relations.  
 

raise  the  level  of  education  and  improve 
employability.  

  protect  children  and  youth  from  the  pitfalls  of 
forms  of  violence  and  risk 

poverty,  all 
behaviour.  

  guarantee suitable housing and a safe place to 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Youth 

Strengths: 
for 
The  program  Programme 
Children 
the 
and 
government  of  the  Republic  of 
Slovenia 
include 
recommendations  for  all  domains 
of  children’s  life,  including  child 
participation. 

Weaknesses: 
The  Programme  for  Children  and 
Youth  is  not  an  operative,  but 
rather  a  strategic  document. 
There  is  not  a  clearly  defined 
responsibility  for  implementation 
of the programme.  

March 2015   8 

 
 
 
  
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

play  and  socialise  alongside  quality  cultural 
and free-time 

  activities.  Programme  for  Children  and  Youth 

206=2016, p. 31 

Chapters  include  recommendations  for  health 
policy,  family  policy,  education  policy,  social 
policy,  special  social  care  policy,  policy  of 
protection  from  neglect,  violence  and  abuse, 
illegal  drugs  protection  policy,  free  time  activities 
policy, spatial policy, culture policy.  

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

of 

of 

monitoring 

The 
the 
implementation  of  the  objectives 
is  carried  out  by  the  Social 
Protection 
the 
Institute 
Republic  of  Slovenia  –  the  Child 
Observatory unit See Programme 
for  Children  and  Youth  2006-
2016, but in 
 Slovenia  indicators  to  measure 
progress  of  the  child’s  rights 
implementation  progress  are  not 
defined yet.      

March 2015   9 

 
 
 
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

The  National  Programme  for  Children  and  Youth 
2006-2016  was  updated  and  approved  in  the 
Slovenian  Parliament  10.  10.  2013.  Reasons  for 
the improvement: 

  The government would like to improve political 
influence  of  the  programme  on  all  national 
decisions concerning children 

show 

  The  government  would  like  to  put  more 
attention  to  children’s  everyday  life  (research 
findings 
issues  around  nutrition, 
consuming drugs, alcohol, dislike of schools) 
  The  government  find  that  in  previous  version 
of  the  programme  there  was  not  enough 
emphasis  on  child  participation.  The  revised 
version 
of 
representatives  of  children  and  young  people 
in all decision-making processes that affect the 

involvement 

envisages 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

March 2015   10 

 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

2.  Local and 
regional 
government 
& services 

Planning, housing, 
the environment 
and sustainable 
development  

No 

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

quality of their lives, by the principle: “nothing 
for  children  without  children.”  Zagovornik-
Glas Otroka 

Local  governments  can  exercise  children  and 
youth  policy  at  the  local  level.  They  are  expected 
to: 
  adopt a proposed local program for youth,  
  establish a working or advisory body for youth 

issues; 

  ensure  financial  support  for  programs  in  the 
youth  sector  (also  children  from  15  and  up  to 
18); and  
implement other measures in the children and 
youth  sector  in  accordance  with  the  public 
interest in the sector. 

 

The  research,  Evaluation  of  Youth  Participation  in 
the  Local  Communities  was  done  in  2012,  by  the 
Institute for Youth Policy. 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Strengths: 

child/ 

Local  government  is  supported  to 
youth 
implement 
participation  (children  from  15 
and  up  to  18  an  youth  up  to  27) 
by  the  Institute  for  the  Youth 
Policy. They organize trainings for 
local  governments  and  introduce 
youth  policy  and  youth  interests 
to the local governments and also 
instruments  to  listen  children’s 
and youth voices.  

March 2015   11 

 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Children’s parliament 
As  early  as  1990,  children  in  Slovenia  proposed 
discussion about their problems. Adults responded 
positively  and  thus  children’s  parliaments  became 
a  part  of  the  Slovenian  educational  and  social 
practice.  

from  44 

In  October  1990,  following  discussions  at  various 
levels  (involving  schools  and  local  governments) 
children from  elementary schools around Slovenia 
(105  children 
local  communities) 
addressed  the  Slovenian  Parliament  with  their 
opinions,  suggestions  and  criticisms.  That  first 
year they focused on issues relating to health and 
a  safe  environment.  Their  suggestions  influenced 
various  actions  (for  example  the  Tom  telefon  –  a 
telephone  free  of  charge  for  children  in  need; 
arranging security on the street for children when 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

lives. 

proposed 
their 

Strengths: 
discussion 
Children 
about 
The 
implementation  of  the  children’s 
parliaments  was  on  the  highest 
level  of  the  child  participation 
(children  initiate,  adults  help  to 
organize  and  help 
to 
develop the initiative). 
is 
The 
organized  on  local  and  national 
level.  All  children,  included  in 
elementary 
have 
opportunity to participate 

initiative,  parliament 

schools 

them 

March 2015   12 

 
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

they  arrive  and  leave  schools,  or  appointing  safe 
havens  (places,  institutions)  in  the  cities  for 
information  or 
they  need 
children  which 
protection). 

This  was  one  of  the  first  examples  of  children's 
participation  in  Europe.  There  were  no  previous 
role  models  in  the  world  nor  recommendations 
from 
that  exist 
currently  (UN,  Council  of  Europe,  EU)  (Kalčina, 
2013). 

international  organisations 

All  elementary  schools  organise  school  Children’s' 
Parliament  which  consist  of  class  representatives. 
Children’s Parliaments are organised on a regional 
and  national level.  Each  year  a  topic is  chosen  as 
the  focus  of  the  Annual  debate  (in  2009/10  the 
topic was Stereotypes, Racism and Discrimination; 
in  2010/11,  The  effect  of  society  and  media  on 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

by 

Weaknesses: 
The  initiative  is  organized  and 
Slovenian 
financed 
national  NGO,  Association  of 
Friends of Youth, Zveza prijateljev 
mladine Slovenije. The initiative is 
not financed by the government.  

the 

March 2015   13 

 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

3.  Care 

Child protection, 
alternative care, 
adoption  

Yes 

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

youth).  Pupils/students  present  the  chosen  topic 
at  the  national  meeting  which  takes  place  in  the 
Big  Hall  of  the  National  Assembly,  and  in  the 
presence  of  representatives  of  the  Ombudsman, 
Ministry  of  Education  and  Sport,  National 
Education Institute and others (Kaličina 2013). 
Law  on  Prevention  Violence  in  Families  (Zakon  o 
preprečevanju nasilja v družini, 2008), 

Article  7:  Victims  of  violence  can  select  a  person 
who can represent them in all proceedings related 
to violence. 

Where  children  reveal  in  school  domestic  abuse 
from  parents  or  other  family  members,  the 
school’s  duty  is  to  inform  the  police  and  social 
work  centre.  The  Police  and  the  Centre  for  Social 
Work undertake interviews with children at school 
without prior knowledge of their parents. 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Strengths:  
The  act  is  the  result  of  children’s 
participation.  Their 
initiatives, 
problems,  expressed  at  the  local 
and  national  parliaments  were 
listened  and  their  initiatives  are 
included 
Law  on 
the 
Prevention Violence in Families 

in 

March 2015   14 

 
 
 
 
  
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

This article enables child’s views to be heard.  

Law  on  Marriage  and  Family  Relations  (Zakon  o 
zakonski zvezi in družinskih razmerjih, 2012), 

Article  105:  If  parents  cannot  agree  on  care  and 
education  of  their  children,  the  court  shall  decide 
on  the  request  of  one  or  both  parents  that  all 
children  live  with  them  or  some  children  live  with 
one  parent  and  the  others  with  the  other  parent. 
Courts  may  decide  that  all  or  some  children  will 
live  with  the  other  parent.  Before  the  court 
decides  on  the  best  interests  of  the  child,  they 
must  seek  the  opinion  of  the  Centre  for  Social 
Work. The Court also takes into account the child's 
opinion,  if  the  child  expresses  their  own  opinions 
themselves or to a third party that they trust, and 
the 
whether 

they  are  able 

to  understand 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Strengths: 
According to the Article 12 UNCRC 
when courts are making decisions 
that 
(their 
education  and  care),  children 
have  the  right  to  say  what  they 
think  should  happen  and  have 
their opinions taken into account.  

children 

affect 

have 

problems 

Weaknesses: 
Children 
to 
express  their  opinions  if  they 
don’t feel safe and protected. It is 
very 
for  adults  (in 
court,  social  workers,  teachers…) 
to  develop  better 
to 
facilitate  children’s  participation. 
This  is  particularly  the  case  for 

important 

skills 

March 2015   15 

 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

significance and consequences. 

Article  106:  Before  the  court  decides  about 
contact  with  parents  at  parents'  divorce  or 
parental rights hearings, a view of the child's best 
interest  should  be  obtained  from  the  Centre  for 
Social Work. The Court also takes into account the 
child's  opinion,  if  the  child  expresses  their  own 
opinions  themselves  or  to  a  third  party  that  they 
trust,  and  whether  they  are  able  to  understand 
the significance and consequences. 

is 

the 

result  of  child 
It 
Tom  Telephone 
participation  at 
level:  children 
the  highest 
expressed  their  need  for  a  service  to  hear  their 
problems  and  obtain  information.  This  initiative 
originated 
children’s  parliament, 
organised  by  Slovenian  Association  of  Friends  of 
Youth in 1990.  

from 

the 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

children  from  very  complex  and 
difficult situations,  

March 2015   16 

 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

(TOM 

”Since the beginning of its operation since 1990, a 
telephone 
comprehensive  programme, 
counselling,  information  and  guidance  of  children 
and adolescents) faces the various challenges and 
traps of growing up … 
TOM  phone  decided  to  open  online  chat  rooms  to 
provide  young  people  faster  answers  to  their 
questions. Tom phone remains in its essence, with 
the added service." (NGS), Tom Telephone. 
The Aliens Act (Zakon o tujcih, 2011) 

In  Article  60  are  defined  procedures  for  minor 
aliens. They receive a representative for children if 
they are alone in the country. 

International  Protection  Act,  Zakon  o  mednarodni 
zaščiti (ZMZ)  

4.  Asylum and 

immigration  

All asylum and 
immigration 
procedures  

No 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Weaknesses:  
The  act  doesn’t  mention  explicitly 
that  the  child’s  voice  has  to  be 
heard.  The  act  is  oriented  mainly 
their 
on  children’s  rights 
protection.    

for 

March 2015   17 

 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

In  Article  16  is  defined  that  in  proceedings  in 
which  the  applicant  is  an  unaccompanied  minor, 
should  be  taken  into  account  the  principle  of  the 
best interests of the child; it has to be as soon as 
possible  determined  the  child's  identity  and  start 
the  process  of  finding  his  parents  or  other 
relatives;  preferential  treatment  of  applications, 
before  proceeding  it  has  to  be  appointed  a  legal 
guardian or legal representative for the minor.  An 
unaccompanied  minor  accompanied  by  his  legal 
representative shall participate in all stages of the 
procedure. 
in 
proceedings,  defined  in  International  Protection 
Act  shall  cooperate  in  a  way  that  is  appropriate 
and  adapted  to  their  age  and  stage  of  mental 
development. 

Unaccompanied  minors 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

March 2015   18 

 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

5.  Education 

Yes 

Schools and 
education services; 
complementary 
education and 
youth work settings  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

The first White Paper on Education in the Republic 
of Slovenia (1995) gave children the opportunity 
to develop their abilities for participation in 
democratic processes. Implementation of this 
general principle is reflected in all general 
documents and educational acts, especially in 
Elementary School Act, Gimnazije Act and in 
Vocational Education Act. 

Elementary  School  Act  (Zakon  o  osnovni  šoli, 
1996),  

The  law  regulates  elementary  education  including 
public  and  private  elementary  schools  or  those 
categorised as home-schooling. 

Article  17:  Elementary  schools  have  to  organise 
optional  courses  including  social  sciences  and 
humanities,  natural  science  and  a  ‘technical-set’, 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Strengths: 
first  White  Paper  on 
In 
the 
Republic 
Education 
Slovenia  (1995)  participation  in 
democratic  processes  is  explicitly 
mentioned.  

the 

in 

In  kindergartens  it  is  expected  to 
listen and respect children’s voice 
according  to  the  Code  of  Ethics. 
Early  Childhood  Curriculum  also 
include democratic principles.  

secondary 

It is a great  success that children 
with  special  needs  (in  primary 
are 
and 
involved  in  the  preparation  and 
monitoring  of  an  individualised 
programme,  taking  into  account 

schools) 

March 2015   19 

 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

in  addition to  compulsory  subjects  for  students  of 
7th,  8th  and  9th  grade.  Pupils  select  three  optional 
subjects  by  themselves  and  their  voices  have  to 
be  taken  into  account  in  deciding  which  subjects 
to take.  

teachers  address 

issues  around 
Article  19: 
students’  work  and  life  during  communal  classes. 
Pupils  have  the  opportunity  to  express  their 
opinion  about  their  living  conditions  and  learning 
at schools.  

In 8th and 9th grade of elementary school, schools 
organise  different  kinds  of  differentiation  for 
mathematics,  Slovene 
foreign 
language. Children have the opportunity to choose 
and  change  the  level  of  expectations.  Children, 
parents,  teachers,  and  school  consultants  (for 
example  psychologists,  or  sociologists)  are 

language,  and 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

the child's age and maturity. 

In  elementary  and  secondary 
schools,  child  participation  is  by 
the  law  expected  manly  in  the 
process 
and 
children’s  voice  is  expected  to  be 
heard  in  decisions  about  optional 
courses. 

assessment 

of 

It  doesn’t  mean  that  children 
don’t  participate  in  other  parts  of 
educational process, because they 
also have their representatives on 
the  level  of  classrooms.  Their 
representatives could influence on 
everyday  daily  life  of  schools 
(food, 
equipment, 
school 
relations…)           

March 2015   20 

 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

involved  in  this  process  of  consultation.  (Articles 
40 and 41).  
Article  62:  “Teachers  enable  pupils  to  participate 
in the planning of testing and assessment.” 

Rules  of  the  assessment  and  evaluation  of 
knowledge  and  progression  in  elementary  schools 
(Pravilnik  o  preverjanju  in  ocenjevanju  znanja  ter 
napredovanju učencev v osnovni šoli, 2008)  

Article  17:  If  the  pupil  and  parents  are  unhappy 
with the assessment at the end of the school year, 
they  have  three  days  to  appeal  to  the  school 
principal  after  receiving 
final  certification  or 
notification of grades.  

Law  for  Children  with  Special  Needs,  (Zakon  o 
usmerjanju otrok s posebnimi potrebami, 2011) 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

in 
in 
the 

to 
Children  have  opportunity 
children’s 
participate 
elementary 
parliaments 
is 
schools,  but 
and 
financed, 
organized 
NGO, 
Association  of  Friends  of  Youth, 
Zveza  prijateljev  mladine.  The 
organization  has  problems  with 
financial resources. 

supported 
the 
by 

initiative 

in 
(2011) 

Weaknesses:  
In 
second  White  Paper  on 
Education 
Republic 
the 
Slovenia 
  expectation 
in 
toward 
education  didn’t  progress.  Four 
main  principles  of  the  document 
are:  respecting human rights and 

child  participation 

March 2015   21 

 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Article 36: The child with special needs is involved 
in 
the  preparation  and  monitoring  of  an 
individualised programme, taking into account the 
child's age and maturity.  

Code  of  Ethic  in  Kindergartens  (Kodeks  etičnega 
ravnanja v vrtcih, 1996) 

In  Slovenia  is  education  and  care  for  preschool 
children  organized  in  kindergartens  for  children 
aged  1-6;  from  the  time,  when  parents  have  to 
finish  maternity  leave  (if  they  stay  with  the  child 
full  time  from  the  birth  till the  11  month),  till the 
beginning  of  elementary  schools.  The  Code  of 
Ethic  in  Kindergartens  relate  to  all  children  (from 
1-6  year  old),  for  the  whole  period  of  early 
childhood education and care.  

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

duties, 
quality, 
educational 
autonomy  and      justice.  Child 
is  not  explicitly 
participation 
implicitly 
It 
mentioned. 
chapter, 
in 
mentioned 
concerned 
of 
general 
education  as:  “developing  ability 
to 
live  in  democratic  society; 
respecting  children’s  and  human 
rights and fundamental freedom”.  

is 
the 

goals 

March 2015   22 

 
 
 
 
 
 
   
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

The  Code  of  Ethic  in  Kindergartens  in  N1.2 
expects: “Respect and consider the child's view of 
the  world,  their  understanding  of  things,  events 
and situations and emotional response, and do not 
reject 
feeling  as 
inadequate or incorrect.” 

thinking  and 

the  child's 

N13.5  “We  contribute  to  the  further  development 
of  early  childhood  education  and  strengthen  our 
commitment to ensuring that the values contained 
in  this  Code,  the  Convention  on  the  Rights  of  the 
Child,  the  Declaration  on  the  Psychological  Rights 
of  the  Child,  in  the  Universal  Declaration  of 
Human  Rights  and  in  the  Constitution  of  the 
Republic of Slovenia.” 

The  Code  of  Ethic  in  ECEC  expects  at  least 
consultation  with  children  and  respect  for  the 
views of the child.  

March 2015   23 

 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

UPPER 

SECONDARY 

GENERAL 
SCHOOLS 
(GIMNAZIJA):  General  upper  secondary  schools 
include  student 
have  school  councils  which 
representatives,  who  among  other  roles  decide 
upon  complaints  concerning  obtaining  or  losing  a 
student  status.  There  are  also  associations  of 
students  which  have  the  same  function  as  in 
technical  and  vocational  schools.    In  accordance 
with the rules on the code of conduct in secondary 
schools,  schools  must  ensure  the  basic  conditions 
for  the  work  of  association  of  students  (facilities 
and the necessary information). The association of 
students  works  in  accordance  with  its  own  rules 
and  normally  meets  outside  school  hours.  Upon 
agreement  of  the  association  of  students,  head 
the 
teachers  may  nominate  a  mentor 
association. The teachers’ council, parents’ council 
and  school  council  consider  proposals,  opinions 
and initiatives communicated by the association of 

for 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

March 2015   24 

 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

students  and  inform  the  association  about  their 
own  positions  and  discussions  at  least  once  a 
year.  

TECHNICAL  AND  VOCATIONAL  SCHOOLS:  School 
councils  also  consist  of  student  representatives; 
councils  decide  upon  requests  concerning  the 
protection of rights regarding obtaining or losing a 
student status. 

On  the  basis  of  the  Vocational  Education  Act., 
student  representatives  also  participate  in  Quality 
Assurance  Commissions,  which  monitor  and 
establish the quality of educational work.  There is 
also a Ombudsman of the Students Rights, whose 
members  are  appointed  by  a  national  school 
council.   

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

March 2015   25 

 
 
  
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Students  can  organise  a  students’  association 
(hereinafter  referred  to  as  the  association).    The 
association  acts  at  the  school  level  and  in  home-
classes.  It is led by a committee which consists of 
all home-classes representatives.  The association 
organises  out-of-school  life  and  activities  and 
considers  issues  related  to  educational  work  and 
management,  and  communicates  its  proposals  to 
school bodies.  High school students can also join 
student associations. . 

Associations  of  students  at  an  individual  high 
school  appoint  students  who  become  members  of 
the parliament of the School Student Organisation 
of  Slovenia  (SSOS).  The  SSOS  aims  to:  improve 
the  students’  material  position;  enforce  and 
protect  the  students’  rights;  ensure  students 
cooperation 
activities; 
strengthen and improve students’ influence on the 

extra-curricular 

in 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

March 2015   26 

 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

school  democracy, 

curriculum,  learning  process  and  assessment:  
improve  relationships;  improve  information  and 
enhance  impact  of  students  on  civil  society; 
ensure 
sovereignty  and 
equality;  and  defend  and  strengthen  students’ 
impact on material and spiritual growth issues.  In 
addition  to  the  Presidency,  the  SSOS  also  has  a 
Council, and liaises with the Student Organisation 
of Slovenia.  

Children (from 15 and up to 18) and Youth (up to 
29) in Slovenia (in the research, completed by the 
National  Youth  Council  of  Slovenia  in  October 
2013),  informs  us  that  56,81%  of  respondents  in 
the  research  (aged  from  15  and  up  to  29)  think 
that it is important to have the right to participate 
in  decisions  about  the  content,  which  is  expected 
to learn at schools.  

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

March 2015   27 

 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

6.  Health 

Health services and 
institutions; 
universal and 
child/service 
specific  

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

No 

HEALTH  POLICY  at  the  Programme  for  Children 
and Youth 2006-2016, 

Objectives  of  the  health  policy  in  the  Programme 
for Children and Youth 2006-2016: 

The  main  objective  is  to  create  and  implement  a 
strategy for achieving the highest possible level of 
health  for  children  and  youth  in  Slovenia  with  an 
emphasis  on  reducing  inequalities  in  health.  The 
strategy will list clearly defined goals that we wish 
to  achieve  in  the  area  of  health  for  children  and 
youth.  

National  health  promotion  programmes 
for 
children  and  youth  encourage  child  participation 
which 
in  many  health  promotion 
programmes using peer to peer approaches. More 
than half of all elementary schools and secondary 

results 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

March 2015   28 

 
 
   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

schools  in  Slovenia  have  joined  the  Schools  for 
Health 
in  Europe  network  where  children 
participate  in  planning  and  implementation  of 
school health initiatives concerning nutrition, sport 
activities and mental health. Each school has their 
own  project  team  and  pupils  are  members  of 
those  teams.  Pupils  are  consulted  and  participate 
in decision-making processes.  

schools  and 

Slovenia  also  participated  in  the  initiative  Young 
Minds,  which  is  as  an  educational  approach  to 
involve 
in  national 
environment  and  health  action  plans.  Pupils  in 
secondary schools have identified the problems in 
the  schools,  they  have  chosen  priorities  and  have 
tried to change situations according to the method   
(IVAC: investigation, variation, action, change).  

students 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

initiatives,  which 

Strengths: 
In  Slovenian  network  of  school 
is 
health 
member  of  the      Schools  for 
Health in Europe are included 324 
institutions 
elementary 
(257 
schools  –  which  is  57%  of  all 
elementary  schools  in  Slovenia, 
60  secondary  schools–  which  is 
45% of all secondary schools and 
7  hostels  for  secondary  schools 
16%  of  all  hostels  for  secondary 
schools. 

National and regional coordination 
is  in  charge  of  National  institute 
for  public  health  and  it  is  free  of 
charge for the schools.  

March 2015   29 

 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

The Association for the Rights of Sick Children was 
founded  in  June  2006  in  Slovenia.  The  NGO  civil 
society – a voluntary, independent and  non-profit 
association of individuals who have come together 
in  order  to  resolve  technical,  professional  and 
socio-humanitarian  problems  in  the  field  of  child 
care  before,  during  and  after  the  treatment  at 
home  and/  or  in  the  hospital,  Združenje  za 
pravice  bolnih  otrok.  They  want  to  help  to 
improve  the  living  conditions  of  the  sick  and  /  or 
hospitalised  children  (up  to  18  years  of  age)  and 
listens  children’s  voices  in  the  process  of  medical 
treatment. 

The  Association  performs  the  following  tasks: 
monitor and evaluate the situation of sick children 
at home and in hospitals with medical and psycho-
social  aspects,  in  particular,  the  right  to  have  the 
parents  with  them;  to  stay  in  special  rooms 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Weaknesses:  
There  are  no  specific  legislative 
to 
directives 
Programme 
for  Children  and 
Youth  2006-2016,  guiding  child 
participation 
the  area  of 
healthcare.  

according 

in 

March 2015   30 

 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

from  adults; 

separate 
to  have  appropriate 
information; and have an opportunity for decision-
making about treatment options and to control the 
pain. 

The  Law  on  Patient’s  Rights  (Zakon  o  pacientovih 
pravicah   
A child has the right to have his/ her opinion taken 
into  account  if  is  capable  of  expressing  it,  and  if 
he/she  is  able  to  understand  its  meaning  and 
implications in situations relating to medical care. 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

March 2015   31 

 
 
 
 
 
 
 
  
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

7.  Justice 

Criminal justice, 
civil justice and 
administrative 
justice  

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Yes 

Non-litigious  Civil  Procedure  Act  (Zakon  o 
nepravdnem postopku, 2010)  

Article 64 stipulates that a child who is at least 15 
years  of  age,  who  is  able  to  understand  the 
importance  of  the  proposal  and  its  consequences, 
could  start  the  procedure  for  withdrawal  of 
parental  rights.  The  Court  of  Justice  initiates  the 
procedure,  if  it  has  been  on  any  possible  way 
found,  that  there  are  reasons  for  withdrawal  of 
parental rights of a particular person. 

The  Penal  Code,  (Kazenski  zakonik,  2012) 
specifies  what  sanctions  may  be  imposed  on 
children. 

When dealing with juvenile offenders, the process 
involves:  the  child,  the  legal  representative(s)  or 
parent(s),  representative  of  the  Centre  for  Social 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Weaknesses: 
Children’s  perspective  is  included 
in  the  process  on  the  courts,  but 
it  is  not  specified  if  the  children 
have  opportunity 
to  express 
his/her  opinion  and  view  by 
themselves  and  have  direct 
influence and voice in procedures.   

or 

court 

Strengths: 
Children  may  be  assigned  a 
trained Advocate to support them 
during 
custody 
proceedings,  whose  role  it  is  to 
inform  the  child  about  his/her 
rights, about the proceedings and 
the  consequences  of  decisions, 
and  especially 
the 
active participation of the child at 

to  ensure 

March 2015   32 

 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Work, plus the parent or other  who is responsible 
for  the  child.  The  chamber  in  the  courts  consists 
of: juvenile judge and two judges, who are elected 
by professors, teachers, educators and others who 
have  experience  with  educating  children.  It  is 
expected that the child has to be heard. 

Act  Amending  the  Civil  Procedure  Act,  Zakon  o 
spremembah  in  dopolnitvah  Zakona  o  pravdnem 
postopku (ZPP-D),  

When the court has to decide about the education 
and care of children and child contact with parents 
and others, Article 410 defines that the  child who 
is  capable  of  understanding  the  proceedings  and 
the  consequences  of  decisions,  the  child  has  the 
right to express his/her opinion. Depending on the 
child's  age  and  other  circumstances,  a  judge 
invites  the  child  to  have  an  informal  interview  in 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

each stage of the proceedings.  

March 2015   33 

 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

court  or  out  of the court with mediation of centre 
for social work or school counsellor. The child may 
elect  an  adult  representative  of  his/her  choice  to 
be  present,  to  assist  them  with  expressing  their 
opinion. 

Advocate  -  voice  of  the  child  is  ombudsman’s 
project,  which  started  in  2006.  In  Slovenia  there 
are  now  88  advocates,  who  are  trained  in  rights-
based participation (hearing the voice of the child) 
toListen to children’s views and  opinions and help 
them  to  verbalize  their  opinions  in  court  or 
custody  proceedings.    The  Advocate  can  be 
assigned  at  the  request  of  the  child,  or  at  the 
instruction  of  the  centres  for  social  work  or  the 
court. 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

March 2015   34 

 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

8.  Recreation 

Play, sport, cultural 
activities 

Yes 

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

The  Advocates  can  meet  with  the  children  in 
court,  or  within  the  community  if  this  is  more 
appropriate. The contact continues until the  child 
and  Advocate  meet  more  than  50  times;  or  until 
the  child  feels  completely  confident  to  express 
their opinions independently.      

By  the  Elementary  School  Act,  (Zakon  o  osnovni 
šoli,  1996),  Gimnazije  Act  and  in  Vocational 
Education  Act  children  can  choose  sports  and 
cultural  activities  also  as  an  optional  subject  in 
elementary and secondary schools. School have to 
organize  optional  and  extracurricular  after  school 
activities,  children  and  youth  decide  about  the 
subjects  that  they  would  like  to  attend.  Teachers 
to  consult  with  children  and 
are  expected 
in  decision  making 
collaborate  with  children 
processes 
and 
subjects 
extracurricular  activities  that  children  and  youth 

optional 

about 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Strengths: 
Children  and  youth  have  legal 
right  to  choose  play,  sport  and 
cultural  activities  as  part  of 
elementary  and  also  secondary 
school curriculum.  

youth 

and 
in 

could 
Children 
participate 
cultural 
activities  as  extra,  after  school 
activities,  which  are  organized  by 
the  schools,  at  schools,  or  in 

sport, 

March 2015   35 

 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

suggest  to  be    incorporated  within  the  curriculum 
(sports,  media: 
school 
schools 
newspapers, drama and other optional activities). 

radio  and 

other  cultural  or  sport  clubs, 
youth organizations.  

The  Act  of  public  interest  in  the  youth  sector 
(Zakon o javnem interesu v mladinskem sektorju, 
2010) it is also relevant for children up to 18 and 
“young people”, up to 29.  

This Act defines the youth sector (those aged 15- 
29),  public  interest  in  the  youth  sector  and  the 
means  of  achieving  public  interest  in  the  youth 
sector and defines: 

 

"Youth  work"  as  an  organised  and  targeted 
form  of  operation  for  young  people,  where 
young people by their own efforts contribute to 
their  own  social  inclusion,  strengthen  their 
community 
skills 

contribute 

and 

to 

At  schools  those,  who  organize 
activities,  optional  subjects,  have 
to  listens  children’s  voices,  their 
interests, because children choose 
or  not  choose  the  subjects  or 
activities.    

at 

Weaknesses: 
Some  children  and  youth  take 
opportunity  to  choose  optional 
subjects 
and 
secondary  schools  according  to 
their own interests, some children 
just follow others, mainly parent’s 
expectations 
and 
choose 
recommendations  and 

elementary 

March 2015   36 

 
     
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

development  in  child  and  youth  lead  projects, 
activities.  

more  academic  subjects,  as  are: 
foreign language…  

 

"Youth  organisation"  as  an  autonomous 
democratic  independent  voluntary  association 
of  young  people  who  are  engaged  in  activities 
to  get  learning  experiences  and  to  form  and 
express  their  views,  to  carry  out  activities  in 
accordance  with 
interest,  cultural, 
their 
ideological  or  political  orientation,  and  is 
organised  as  a  separate  legal  entity,  as  an 
association  or  federation  of  associations  or  as 
part  of  another  legal  person,  association, 
federation, a trade union or political party. 

The  act  enables  children  and  youth  to  be 
organized  and  to  participate  in  play,  sport  and 
the  highest 
cultural  activities  on 
level  of 
led  projects.  Activities 
in  child 
participation, 

youth 

sport, 

and 
in 

could 
Children 
participate 
cultural 
activities  as  extra,  after  school 
activities,  which  are  organized  by 
the  schools,  at  schools,  or  in 
other  cultural  or  sport  clubs, 
organizations.  All 
sport  and 
cultural  organizations,  named 
youth organizations are non-profit 
organizations,  but  still  children/  
their  parents  (in  some  cases) 
have to pay some expenses. That 
could  be  the  barrier  for  children 
from  lower  SES  status.  Especially 
non-profit 
organization, 
Association  of  Friends  of  Youth 

March 2015   37 

 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

according  the  The  Act  of  public  interest  in  the 
youth  sector  are  all  of  them  child  and  youth  led 
projects. 

Youth  Councils  Act    (Zakon  o  Mladinskih  svetih, 
2010)  

The  law  regulates  the  status,  operation  and 
financing  activities  of  the  Youth  Council  of 
Slovenia  and  youth  councils 
local 
community.  

from  the 

The  Youth  Council  of  Slovenia  is  a  voluntary 
association  of  national  youth  organisations,  which 
have  the  status  of  organisations  of  public interest 
in the youth sector, in accordance with the law of 
the  public  interest  in  the  youth  sector.  Mladinski 
svet  Slovenije.  Youth  organizations  organize  child 
led projects.  

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

help  to  those,  and  all  other 
children  and  youth  to  get  the 
chance  to  be  involved  in  cultural, 
sport  activities  during  children’s 
free time. They organize activities 
or  help  to  the  families,  children, 
and pay some expenses for those 
activities. 

March 2015   38 

 
 
 
 
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Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Labour relations Act, (Zakon o delovnih razmerjih, 
2013),  provides  that  children  under  15  years  of 
age cannot be employed.   

9.  Child 

Child employment  

No 

employment 

Student  Services  for  temporary  and  occasional 
work  offer  jobs  for  those  who  are  secondary 
school  students  in  the  Republic  of  Slovenia  aged 
15  years  old,  or  higher  education  students. 
Especially  in  those  situations  children  and  youth 
could  actively  participate  in  the  society  and 
express  their  views.  They  are  not  depend  on  the 
employers,  they  don’t  have  long  term  contracts, 
that’s  why 
in  giving 
suggestions,  initiatives.  Employers  consult  with 
children  and  collaborate  in  decision  making  with 
children up to 18 and older young people. 

they  are  more 

free 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Weaknesses: 
Children’s  participation  as  such  is 
not  recognized  in  employment 
strategies,  documents…National 
legislation 
employment 
strategies  is  manly  oriented  on 
child’s  rights  for    protection  and 
not  on  importance  of  listening 
children’s  and  youth  expressions 
and their opinions. 

in 

March 2015   39 

 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

10.  Others - 

Media 

No 

Zakon o medijih (Law on Media, 2006), 

Although  Law  on  Media  doesn’t  mention  and 
expect child participation directly, according to the 
Article 12 UNCRC, Infodrom– is a daily informative 
TV  show  on  national  public  TV.  It  aims  to  inform 
children  about  the  issues  which  affect  their  lives. 
Children  propose,  suggest  broadcast  content, 
prepare  scenarios,  reports,  interviews,  comment 
and  express  their  views.  They  also  report  about 
results  of  child  participation  around  children’s 
initiatives.  

Pupils  and  students  have  also  an  opportunity  to 
participate  and  express  their  opinion  in  school 
media  (radio,  newspapers),  which  are  created 
with  the  help  of  teacher-mentors  in  elementary 
and secondary schools.  

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

Strengths: 
In  the  Law  on  media  children’s 
rights  are  recognized,  especially 
protection. 

Weaknesses: 
In  the  Law  on  Media  children’s 
voice 
recognized, 
not 
appreciated and expected. 

is 

Strengths: 
Infodrom  is  a  good  example  of 

March 2015   40 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

to 

chance 

child  participation  and  expressing 
children’s  view  and  influence  on 
local  community,  environment, 
and 
expressing 
children’s  opinions.  Children  are 
not 
the 
just  consulted  about 
topics,  but  they  are  included  in 
child  led  projects.  They  prepare 
scenarios, 
interviews. 
reports, 
Their  TV  show  already  influences 
the 
on 
playgrounds 
local 
in 
communities.  Local  government 
improved  and  made  them  more 
suitable  for  young  people  of  all 
ages  according  to  their  needs, 
which  were  expressed 
in  TV 
shows.  

improvement 

the 

of 

March 2015   41 

 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

B.  Tools, Measures, Processes and Scope by Sector  

Sector      

Examples 

Sector overview 

Strengths and weaknesses  

Covered 
by 
legislation 
relating to 
Article 12                
(Yes / No?)  

Please include brief details for the following:   

  Main legislation / policy directives   
  Which children (e.g. any age distinctions / 

measures for vulnerable groups)  

  If possible, also outline the main forms of 

participation. Some examples might include:  

-  Consultation via surveys, workshops 
-  Collaboration in decision making 
-  Child led projects /research  
-  Training and recruitment of professionals  
-  Producing child friendly information (e.g. 
children’s leaflets, quizzes, websites) 

Please give a brief overall 
indication of:  

-  Strengths / areas of good 

practice  

-  Weaknesses / gaps or 

insufficiencies 

the 

The  TV  show  Infodrom  is  directly 
connected  with 
child’s 
parliament.  Children’s  initiatives, 
expressed 
children’s 
in 
parliaments  are  discussed  and 
reported 
show 
Infodrom.   

the 

TV 

in 

Weaknesses:  
The TV show is not recognized on 
institution)  as 
public  TV 
essential and as important as it is 
for  activating 
their 
participation in everyday life.   

children, 

(in 

C. EU and Wider Policy Influences  

March 2015   42 

 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

C. EU and Wider Policy Influences  

a.  What influence do policy and 

recommendations at EU level 
have in developing legislation policy 
and practice for implementing 
Article 12 in your country? 

Recommendations  at  EU  level  have  influence  in  developing  legislation  policy  and  practice  for 
implementing  Article  12  in  Slovenia  especially  in  developing  legislation  policy  and  practice 
concerning  criminal  justice,  civil  justice,  administrative  justice,  education  and  the  national 
Programme for Children and Youth. 

Policy, activities and projects of Mladinski svet Slovenije (National Youth Council of Slovenia) are 
grounded in EU recommendations for youth.  

Slovenian  legislation  also  improved  by  the  UN  Committee  of  the  Rights  of  the  Child 
recommendation. Last report to the UN Committee of the Rights of the Child was 6 of June 2013 
in Geneve.  

b.  What has been done in the Member 
State pursuant to the Council of 
Europe Recommendation on child 
participation?   

The policy and recommendations at EU level gave the framework to develop indicators to assess 
child  participation.  The  aim  was  to  assess  child  participation  in  Slovenia  and  to  understand  its 
practice in different European countries. Research was done by the Social Protection Institute of 
the  Republic  of  Slovenia  in  2010.  Narat,  Tamara;  Rakar,  Tatjana;  Kovač  Nadja  (2010). 
Participacija otrok v postopkih odločanja. 

c.  What tools and measures have been 

set in place to implement the 
Council of Europe Recommendation?  

-  How widely have they been 

publicised / used?  

-  How useful are they considered to 

have been?  

Ministry  of  Labour,  Family  and  Social  Affairs  established  a  Child  Observatory  in  2004  (Social 
protection  institute  of  the  Republic  of  Slovenia)  which  is  responsible  to  collect  the  data  about 
children’s  situations  in  Slovenia  to  inform  the  process  of  making  decisions  and  improving  child 
participation.  (Recommendations  were  included  in  the  revised  and  updated  Programme  for 
Children and Youth, accepted in national parliament 10.10.2013)    

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D . Implementing Legislation and Policy  

a.  How effective is legislation in 

supporting the implementation of 
participation overall?  

-  Clarify which laws have been most 
/least effective; evidence of this 

-  Examples of good / poor practice  

Legislation and policy in supporting the implementation of participation incorporates the essence 
of Article 12 of the UNCRC, but it is not always as explicit as Article 12.  

Government  institutions  are  aware  of  children’s  need  for  provision  and  protection.  Protection 
rights  are  explicitly  mentioned  in  legislation,  but  we  are  still  missing  explicit  expectations  for 
listening children’s voices in almost all acts. Explicitly is mentioned in Law on Prevention Violence 
in  Families  (Zakon  o  preprečevanju  nasilja  v  družini,  2008),    in  the  laws,  concerning  education 
Sekcija za predšolsko  pedagogiko, pri Zvezi društev pedagoških delavcev Slovenije, Pravilnik o 
preverjanju  in  ocenjevanju  znanja  ter  napredovanju  učencev  v  osnovni  šoli,  Zakon  o  osnovni 
šoli,  Gimnazije  Act,  Vocational  Education  Act, health Zakon  o  pacientovih  pravicah, in  the  act 
concerning family relations Zakon o zakonski zvezi in družinskih razmerjih in the Act Amending 
the Civil Procedure Act, Zakon o spremembah in dopolnitvah Zakona o pravdnem postopku (ZPP-
D), The Penal Code, (Kazenski zakonik, 2012). 

The  most  effective  in  practice  is  legislation  concerning  youth  participation  (also  children  up  to 
18), Zakon o javnem interesu v mladinskem sektorju and Zakon o mladinskih svetih The main 
issue in youth participation is that not everybody is involved in the process of participation. The 
main  attribute  of  participants  is  their  willingness  for  cooperation  in  youth  associations  and  in 
society.    

All  children  (in  the  classrooms)  in  primary  and  secondary  schools  participate  only if  all  children 
are  part  of  the  participation  process  (optional  subjects  in  elementary  and  secondary  schools, 
participation at assessment, discussions on the classroom levels at schools…) 

Although  elementary  and  secondary  school  teachers  have  to  inform  children  about  their  rights, 
not  all  of  children  take  the  opportunity  to  participate  in  child,  youth  organizations  and  school 
councils. The reasons for that have not been researched yet.   

b.  What have been the main 

challenges and barriers to 
implementing this legislation and 
policy /developing participation in 
practice?  

The main challenges and barriers to implement legislation on child participation are that there is 
no  body  responsible  for  coordinating  and  monitoring  implementation  of  children’s  participation 
across all sectors in Slovenia. 

UN Committee on the Rights of the Child gave to Slovenian government recommendations (in 

March 2015   44 

 
 
 
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

D . Implementing Legislation and Policy  

How have they been addressed?  

Geneva, 6 of June 2013) to improve child participation. It results in updated Programme for 
Children and Youth to improve the quality of life of children in Slovenia.  

c.  What is the situation of child 

participation in sectors that are 
covered by relevant legislation?  

The situation of child participation has improved in communities where there is strong connection 
between  NGOs,  local  authorities,  schools,  and  youth  organisations.  Children  are  starting  to 
influence and are part of the decision making process, especially at a local level.  

d.  What is the situation of child 

participation in sectors that are not 
covered by relevant legislation? 

  What are the non-legislative 

measures and tools available for 
those sectors?  

  What participatory processes 

are in place?   

Child  Friendly  City  (UNICEF)  is  an  initiative,  which  gives  the  opportunity  to  improve  awareness 
and knowledge about what child participation really mean in local communities. 

The project Advocate - voice of the child also raised the awareness in all sectors, covered by the 
relevant  legislation.  The  voice  of  children  on  the  level  of  consultation  and  decision  making  is 
better implemented through the interpretations and introductions of children’s voices and rights, 
introduced by the advocates. This is especially the case within the courts. 

In  sectors  which  are  not  covered  by  relevant  legislation,  it  is  noticeable  that  professionals  who 
work with children understand the meaning of listening the children’s voices and including them 
in  decision  making.  We  never  experience  refusing  children’s  rights.  The  children’s  right  to 
participate are in some sectors just not recognized as important or  meaningful for children and 
society.  

In  some  sectors,  despite  the  lack  of  legislation,  children  participate  (in  consultancy  centres  of 
children and youth, in media).   

Children  are  included  in  defining  school  rules  in  kindergartens,  elementary  and  secondary 
schools. Teachers in conflict situations first discuss with children to get their point of view.    

Participation is very much connected with the culture, tradition, image of the child. Legislation is 
not  the  most  important  condition  for  child  participation.  But  legislation  gives  support  to 
professionals who work with children to recognise opportunities for child participation. 

March 2015   45 

 
 
 
 
 
 
 
 
 
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D . Implementing Legislation and Policy  

e.  Which groups of children, or types 
of settings, are experiencing low 
levels of participation /no 
participation 

According to documents, relevant literature and interviews, we could conclude that children who 
do  not  receive  extra  support  to  participate  and  express  their  views  are  generally  at  a  greater 
disadvantage in many aspects of their lives (such as education, home life, justice). In contrast, 
children,  who  express  themselves,  have  the  opportunity  to  be  listened  in  kindergartens,  at 
schools, in youth organizations.  

Some groups of children are extra supported to express themselves (children with special needs; 
children, victims of violence; children in the process of parental divorce…)  

According  to  national  documents,  it  is  obvious  that  the  government  strives  to  ensure  equal 
opportunities  for  all  children,  but  child  participation  as  mentioned  in  Article  12  UNCRC,  is  not 
explicitly  expected  by  the  legislation  in  relation  with  migrants,  with  those  children  who  don’t 
speak and understand Slovene language, including Roma children. 

Even  though  all  children  have  formal  opportunities  to  participate  in  classrooms  discussions,  in 
children’s  parliament  discussions  on  school  level  and  use  TOM  telephone  and  other  initiatives, 
not all of them take opportunity for that.  

The research results show (Rutar 2012), that children, who participate less (because of different 
kind of reasons), have to be extra supported to express their needs, opinions, ideas…  

f.  What additional legislation or 

policy might be needed to address 
the gaps or weaknesses identified at 
e. above?  

A  responsible  body  to  monitor  and  assess,  coordinate  and improve  child  participation  across  all 
sectors,  mentioned  above,  including  in  schools  and  at  local  and  national  level  is  needed.  In 
Slovenia  we  already  have  national  Office  for  Youth  Urad  za  mladino,  .  It  helps  the  youth  to  be 
more organized and their needs and interests to be more recognized.   

Additional legislation  to address the child participation gaps  might be a general law or strategic 
document on child participation across all sectors to define relationships between care, provision 
and participation.  

March 2015   46 

 
 
 
 
 
 
  
 
 
 
 
 
Evaluation of legislation, policy and practice on child participation in the European Union (EU) 
Country Mapping Fiche for Slovenia 

E. Structures and Children’s Networks  

a.  What official bodies and 

institutions are involved in 
promoting and implementing child 
participation?  

-  What are their roles? 

b.  Which children’s networks exist 
nationally to support participation 
and relationships with policy and 
legislation? Provide details: 

  How these networks are managed 

/ funded  and by whom  

  At what scale they exist (e.g. 

national, regional)  

In promoting and implementing child participation in Slovenia are involved official bodies and 
institutions.They were also  interviewed in preparing this country's fiche: 

  Ministry of Labour, Family and Social Affairs which isresponsible for reporting on 

implementation of children’s rights to the UN Committee on the Rights of the Child, 

  Ministry  of  School  and Sport  develops  policy  and  delivers  services  relating  to  education  and 

child participation,  

  Ministry  of  Health  is  responsible  for  implementing  the  policy,  concerning  the  child 

participation,   
Juvenile court is responsible for implementing the policy, concerning child participation, 

 
  Ombudsman is responsible for monitoring, supporting the implementation of the human and 

children’s rights, 

  Centres  for  Social  Work  are  responsible  for  implementing  the  policy,  concerning  child 

participation,   

  Elementary  and  secondary  schools  are  responsible  for  implementing  the  policy,  concerning 

child participation and for informing, educating children about their rights, 

  Universities  and  other  academic  institutions  are  responsible  for  incorporating  topics, 
concerning human and children’s rights in all higher education curricula, especially in the field 
of education, justice and social studies. 

Government bodies manly strive to develop legislation, concerning children’s care and protection. 
Last revision of the Programme of the Children and Youth indicate, that the state recognizes the 
universal need to improve child participation in all parts of children’s lives. 

Association  of  Friends  and  Youth  (Zveza  prijateljev  mladine)  and  UNICEF  National  Committee 
(Unicef  Slovenija)  have  developed  the  most  influential  projects  in  the  local  communities  and  in 
schools.  The  Association  of  Friends  of  Youth  has  organised  Children’s  Parliaments  for  students 
aged 7 - 14 years since 1990. These are donor funded and exist on local and national level.  

The  National  Youth  Council  of  Slovenia  (National  Youth  Council)  is  a  voluntary  association  of 
national youth organisations, which has the status of organisation of public interest in the youth 
sector,  in  accordance  with  the  law  of  the  public  interest  in  the  youth  sector.  National  Youth 
Council and youth organizations are funded by the National Office for Youth, Erasmus+ Youth in 
Action Programme, and European Youth Foundation 

March 2015   47 

 
 
 
 
 
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Country Mapping Fiche for Slovenia 

F. Implementation in practice/on the ground 

a.  What tools or mechanisms are in 

place/have been used most 
frequently to support 
implementation and monitoring of 
children’s participation in practice?  

b.  What support or training exists for 

organisations in developing 
appropriate child friendly 
participation?  

- 

types of training and what this 
covers  

Slovenian national legislation, concerning children’s rights focuses mainly on children’s rights to 
be protected and to ensure equal provision for all children.  

Implementation  of  children’s  rights,  according  the  Article  12  UNCRC,  is  explicitly  mentioned  in 
educational  policy,  social  and  family  policy,  criminal  justice,  civil  justice  and  administrative 
justice. Children also participate in other parts of social life, especially in media, local initiatives, 
health care centres, (consultant services for family and children), youth organizations.  

Most  frequently, child participation in practice  supports  Association of Friends of Youth, UNICEF 
Slovenia,  National  Office  for  Youth,  National  Youth  Council,  kindergartens,  primary  and 
secondary  schools.  Their  visions  and  missions  are  the  main  tools  and  mechanisms  to  improve 
and support child participation.     

Courses on children’s rights (provision, protection and participation) have been incorporated into 
the courses following university curricula: 

  The University of Ljubljana, faculties of education, social work and law 
  The University of Nova Gorica, Faculty of Humanities 
  The Celje College for Medicine 
  The University of Maribor, Faculty of Education 
  The Maribor College for Social Work 
 

the University of Primorska, Faculty of Education   

1.  UNICEF  Slovenia  has  training  for  kindergarten  and  school  teachers  for  the  project  Junior 
Ambassador.  The  aim  of  the  project  is  to  identify  children  to  become  ambassadors  in  local 
communities.  The  intention  is  to  encourage  children  to  make  their  own  suggestions, 
initiatives and become active in participation Glasniki in zagovorniki pravic vseh otrok sveta, 
Delo, Panorama. 

2.  UNICEF project: Child Friendly Cities on a local level, involving eleven local communities. 

3.  The  Ministry  of  Education  and  Sports  in  collaboration  with  UNICEF  Slovenia  is  currently 
incorporating children’s rights into the curricula of public schools as an optional subject.  

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F. Implementation in practice/on the ground 

c.  What are the prevailing modes of 
children’s participation that can 
be found within your country, e.g. 
-  national youth participation 

organisations 
youth councils, parliaments, 
forums,  
youth conferences  
surveys or research  

- 

- 
- 

d.  What are the most common forms 

that participation takes? e.g.  

- 

- 

- 

consultation on decisions 
affecting children  

collaboration in shared decision 
making with adults 

child-led projects  

The  most  prevailing  modes  of  children’s  participation  that  can  be  found  within  Slovenia  are 
national youth organisations, youth councils and parliaments. 

Younger  children  have  opportunity  to  participate  mostly  in  child’s  parliaments,  children’s  and 
youth organizations. Pupils (at secondary schools) and youth councils (from 15 up to 29) could 
influence directly on decisions, affecting their life in forms, discussions in national parliament.        

The most common forms of child participation are consultations on decisions affecting children.  

Through  collaboration  in  shared  decisions  making  with  adults,  children  make  suggestions  and 
take  initiatives,  Sometimes  children’s  ideas  are  too  complex  and  require  help  from  adults  and 
sometimes  children  do  not  have  the  power  to  complete  these  by  themselves.  There  have  been 
great  impacts  on  policy  in  the  past.  Children’s  voices  influence  on  developing  the  Law  on 
Prevention  Violence  in  Families  (Zakon  o  preprečevanju  nasilja  v  družini,  2008)  and  to 
implement  TOM  Telephone,  mentionned  above.  Especially  in  the  context  of  the  project  Child 
Friendly  City,  children  influence  the  local  environment  improvement  (safe  points  and  places  for 
children). 

Child-led  projects  are  manly  organized  in  primary  and  secondary  schools  in  extra  curricula 
activities and initiatives, supported by the youth organizations and other NGO’s.  

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G. Cultural attitudes towards children’s participation 

a.  Please provide an overview of the 

following:  

  Predominant attitudes towards 

children’s participation  

  Drivers of positive/negative 

attitudes 

  Challenges in changing 
attitudes and additional 
legislation needed at national and 
EU level 

Slovenia has a tradition of Union of Youth stemming from the former Yugoslavia. From 1992, the 
Office  of  Youth  has  been  part  of  the  Ministry  of  Education  and  Sport,  but  we  still  need  the 
government office to systematically coordinate, monitor and assess children’s participation in all 
sectors of social life.  

Children’s  participation  is  defined  as  one  of  the  basic  principles  of  the  Programme  for  Children 
and  Youth  2006-2016:  “Children  must  be  listened  to  and  allowed  to  participate.  Therefore  we 
must  respect  the  right  to  their  own  opinion  and  taking  part  in  all  issues  that  impact  them, 
allowing for their age and level of maturity. Programme for Children and Youth 2006-2016, p.7 

Despite the lack of body, responsible for implementation, monitoring and coordination of work on 
child  participation  (across  all  sectors)  in  Slovenia,  interviews  revealed  that  organisations  which 
focus  on  child  participation  know  each  other,  cooperate  and  show  willingness  to  improve  the 
situation.  They  mainly  work  on  increasing  the  level  of  child  participation  in  government  and 
NGOs. 

In  October  2013,  the  national  conference  Social  and  civic  responsibility  was  organized  by  the 
Ministry  of  education,  science  and  sport.  One  of  the  main  purposes  of  the  conference  was  to 
share  and  to  introduce  good  examples  of  child  participation  in  education  and  to  improve  the 
understanding  and  implementation  of  child  and  youth  participation  in  education  (Taštanoska, 
2013). 

In  November,  13,  2014,  the  Association  of  Friends  and  Youth  will  organize  the  national 
conference  Participation  of  children  and  youth,  dedicated  to  the  child  participation.  It  will  take 
place  in  the  national  parliament.  Participants  at  that  national  conference  will  be  child’s 
representatives  from  children’s  parliaments,  representatives  of  school  councils,  representatives 
of  the  National  Youth  Council  of  Slovenia,  president  of  the  Republic  Slovenia,  president  of  the 
national  parliament,  ombudsman,  president  of  the  Association  of  Friends  and  Youth  and  other 
representatives  from  the  national  government.  The  discussion  will  focuse  on  child  and  youth 
participation  in  education,  in  civil  and  administrative  procedures  and  in  procedures,  concerning 
social and political rights (Child and Youth Participation).  

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G. Cultural attitudes towards children’s participation 

H. Impact 

a.  To what extent has children’s 
participation been effective in 
influencing /affecting change 
(e.g. in policy and practice)? 

What evidence is there for that? 

b.  What are the most commonly 

accepted measures of ‘effective’ 
and/or ‘meaningful’ children’s 
participation within the country?  

The Slovenian Academy of Sciences and Arts was founded in 1938 and it is the supreme national 
institution of sciences and arts. It associates scientists and artists, who have been elected as its 
members for their outstanding achievements in the field of sciences and arts. In November, 25, 
2014,  The  Slovenian  Academy  of  Sciences  and  Arts  will  organize  the  conference:  Children’s 
Rights in Slovenia, 25 years after the UN Convention on the Rights of the Child was adopted.  

The Children’s Parliament oversaw a consultation process to ensure that children’s opinions were 
taken  into  account  and  informed  of  the  law  against  violence  in  the  families.  Law  on  Prevention 
Violence in Families (Zakon o preprečevanju nasilja v družini, 2008) in Article 7 define:  Victims 
of  violence  can  select  a  person  who  can  represent  them  in  all  proceedings  related  to  violence. 
Where  children  reveal  in  school  domestic  abuse  from  parents  or  other  family  members,  the 
school’s duty is to inform the police and social work centre. The Police and the Centre for Social 
Work undertake interviews with children at school without prior knowledge of their parents. This 
article enables child’s views to be heard.  

The  result  of  children’s  initiatives,  expressed  in  children’s  parliaments,  organized  each  year  at 
local  and  national  level,  is  also  Tom  Telephone,  open  24  hours,  to  discuss  children’s  problems. 
Tom  Telephone  is  the  result  of  child  participation  at  the  highest  level:  children  expressed  their 
need for a service to hear their problems and  obtain information. This initiative originated from 
the children’s parliament, organised by Slovenian Association of Friends of Youth in 1990. 

In addition, children have been involved in improving road safety around schools, as well as safe 
places for themselves (Child Friendly City). 
The  most  commonly  accepted  measures  of  effective  and  meaningful  children’s  participation 
derive  from  Recommendation  CM/Rec(2012)2  of  the  Committee  of  Ministers  to  member  States 
on  the  participation  of  children  and  young  people  under  the  age  of  18    (Adopted  by  the 
Committee of Ministers on 28 March 2012 at the 1138th meeting of the Ministers’ Deputies) and 
from the GENERAL COMMENT No. 12 (2009), The right of the child to be heard, COMMITTEE ON 
THE RIGHTS OF THE CHILD, Fifty-first session, Geneva, 25 May-12 June 2009.  

Formal  instruments  for  measuring  effective  or  meaningful  children’s  participation  don’t  exist. 

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H. Impact 

c.  How is the effectiveness of 

participation monitored and 
evaluated, and by whom? 

d.  What nationally recognised 

examples of children’s participation 
are considered to be good 
practice? And why?  

There  are  research  on  child  participation  in  kindergartens  (Batistič  Zorec,  2010;  Rutar,  2012; 
Turnšek, 2007, 2009), and research on child participation in general (Social Protection Institute, 
2010). 
In 2004, the Ministry of Labour, Family and Social Affairs established a Child Observatory at the 
Social  Protection  Institute.  The  main  task  of  the  Observatory  is  to  systematically  study  and 
monitor the situation and welfare of children in all areas of their lives. They completed a research 
in  2010  on  child  participation  in  decision-making.  Unfortunately,  child  participation  is  still  not 
systematically monitored and evaluated in all areas of social life. 
Children’s parliament is considered to be good practice. It has very long tradition (from 1990) 
and children set the topic for discussion. This topic is discussed annually. Children aged 7-14 are 
included  in  the  processes,  with  a  representative  from  each  classroom  in  elementary  schools. 
Discussions are around schools, local communities and the state.  

Children  really  influence  decision-making  at  a  state  level;  representatives  from  the  state 
government  attend  the  parliament  and  listen  to  the  children.  The  result  of  the  influence  is  the 
national  conference,  which  will  be  organized  in  national  parliament  in  November  2014.  All 
government bodies, responsible for the implementation of the children’s rights will be present at 
the  discussion,  focused  on  children’s  and  youth  experiences  and  proposals  to  improve  their 
participation in social and political life.     

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Part 2: Specific settings and vulnerable groups within the Member State  

Setting / vulnerable group 1: [Setting: Custody decisions, for children in the process of a parental divorce]  

Overview of the country 
context  

Children  in  the  process  of  a  parental  divorce  participate  with  their  opinion,  views,  and 
explanations. 

  What is the situation / 

circumstances for this setting 
/ group of children (incl. 
services and support 
structures)  

  What are the main legislative 

/ policy drivers for child 
participation for this setting 
(incl. Article 12 & others)  

  Which children are covered 
through legislation and 
practice (age ranges, 
classifications, etc.)?  

  How effectively has the legal 

framework supported 
implementation of children’s 
participation?     

Support structures for children participation in the process of a parental divorce are schools, 
preschools,  local  social  work  centres  under  the  Ministry  of  Labour,  Family, Social  Affairs  and  Equal 
Opportunities.  In  all  elementary  schools,  children  have  opportunity  to  express  their  worries  to  the 
school  consultants  and  to  the  teachers.  School  and  preschool  consultants  have  competencies 
(knowledge, skills and attitudes), and they have a duty to help to the children, dealing with problems. 
School consultants have to report to the centres for social work in case that child expresses the need for 
help  (such  as:  neglect,  abuse,  or  violence  at  home).  The  schools  also  have  a  duty  to  report  to  the 
centres for social work if they notice signs of child abuse or violence and have reason to think that the 
child might have experienced that at home or in other environments. 

In  the  process  of  parental  divorce,  an  Advocate  may  be  assigned,  if  the  child  requests  one,  or  if  the 
centre for social work determined that an Advocate is needed to assist the child with expressing her or 
his  opinion.  As  mentioned  before,  the  Advocate-Voice  of  the  Child  is  an  Ombudsman’s  project,  which 
started in 2006. 
Legislation  and  policy  frameworks  for  children  participation  in  the  process  of  a  parental 
divorce: 

1. Programme for Children and Youth 2006–2016 

Aims to improve the quality of life for children and youth and, in particular, to ensure: 

  The highest possible level of health care and health. 
  Quality family life and human relations. 
 
  Protection from poverty, all forms of violence and risky behaviour. 
  Suitable housing and a safe place to play and socialise, along with also providing quality cultural and 

Increased level of education and employability. 

free-time activities 

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Setting / vulnerable group 1: [Setting: Custody decisions, for children in the process of a parental divorce]  

The Programme for Children and Youth 2006-2016 was influenced by the Child’s Parliaments, organized 
each  year.  Coordinators  from  the  schools,  representatives  from  national  parliament,  Ministry  of 
Education and Sport, Ministry of Labour, Family, Social Affairs and Equal Opportunities and Ombudsman 
are  presented  each  year  at  the  National  Children’s  Parliament.  Children’s  comments  and  suggestions 
influenced the Programme for Children and Youth 2006-2016.    

2. Law on Marriage and Family Relations, (Zakon o zakonski zvezi in družinskih razmerjih)  

The legal framework, Law on Mariage and Family Relations supports child participation very effectively 
in  the  process  of  a  parental  divorce.  Where  children  are  experiencing  their  parents’  divorce  often  in  a 
situation  of  conflict,  they  require  protection  in  order  to  participate.  If  they  have  the  opportunity  to 
express  their  opinion,  they  may  not  feel  safe  due  to  the  expectation  that  they  have  to  decide  on 
something  they  aren’t  happy  with,  such  as  siding  with  their  mother  or  father.  Despite  the  legislation 
providing  an  opportunity  for  them  to  contribute,  children  would  sometimes  prefer  not  to  and  expect 
adults  to  decide  what is  best  for  them  on  their  behalf.  However  the  situation is  completely  different  if 
they don’t feel safe due to a parent. 
Local social work centres are involved in the implementation of children’s participation in the process of 
a  parental  divorce.  There  are  62  local  social  work  centres  funded  by  the  national  government  budget. 
These implement national policy on child participation in the process of parental divorce. The Ministry of 
Labour, Family, Social Affairs and Equal Opportunities  is also responsible  for ensuring social protection 
services, which are accessible to individuals, families and inhabitants to prevent and eliminate personal 
distress in the provision for care, education and training. 

Trainings to support are organised by the: 

Ministry of Labour, Family, Social Affairs and Equal Opportunities; Association of centres for social work 
(Skupnost centrov za socialno delo); and NGOs 

Supporting infrastructure  
  What specific institutions 

are involved in 
implementing children’s 
participation in this setting / 
context, and how are they 
funded?  

  What networks exist and how 
do they interact with policy?  

How is participation supported 
by standards and training?  

Local Social worker centres (as employers) choose the required content and training paid through their 
national budget. Trainings are focused on children’s rights for protection and participation in the process 
of foster care, adoption, custody, treatment of children-of-court procedure, and treatment of children in 
court proceedings.      

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Setting / vulnerable group 1: [Setting: Custody decisions, for children in the process of a parental divorce]  

Developing participation in 
practice  
  In what contexts and for 

what purpose does 
participation typically / less 
typically occur?  

  At what stages in the 

decision-making cycle, and 
what are the predominant 
forms of participation? How 
do they work in practice?  

  What structures or forums 
and feedback mechanisms 
exist to support 
participation? 

  To what extent has the 

agenda for participation been 
shaped by children on their 
own terms?  

Standards: There are no strict standards for child participation. Local Social work centres have to work 
in  accordance  with  the  law.  The  criteria  for  success  are  children’s  well-  being,  the  benefit  of  the  child 
and where families are motivated to cooperate and to listen to the child.   
Participation of children in the process of a parental divorce is implemented by the act Law on Marriage 
and  Family  Relations,    Zakon  o  zakonski  zvezi  in  družinskih  razmerjih.  There  is  no  evidence  that  the 
Law itself or the practices that support it have been shaped by children on their own terms. The main 
structure  for  obtaining  feedback  from  the  child  is  through  the  Court  process,  as  is  further  explained 
below.  

Article 64: Before the court dissolves the marriage, they must determine whether there is an agreement 
between  parents  on    the  care  and  maintenance  of  their  children,  as  well  as  contact  between  children 
and parent in accordance with the best interests of children. In addition, they need to gain the opinion 
of  the  Centre  for  Social  Work.  The  Court  takes  into  account  the  views  of  the  child,  expressed  by 
his/herself  or  by  a  person  they  trust  and  have  chosen,  and  whether  they  are  able  to  understand  the 
importance of its meaning and implications. As such, this constitutes a form of consultative participation 
with children, where their views are sought and taken into account.  

Article 105: If the parents cannot agree on the care and education of the children, even with the help of 
social  workers,  the  court  shall  decide  on  the  request  of  one  or  both  parents  that  all  children  live  with 
one  of them  or  that  some children live at one parent and  the rest at  the other. The court may decide 
that all or some of the children will live with the other person. The Court must obtain the opinion of the 
Centre for Social Work  before they  decide the  child's best interests. The Court also takes into account 
the  child's  opinion  and  whether  they  understand  the  significance  and  consequences,  whether  they 
express this themselves or through a trusted third party that they have appointed. 

Article  106:  The  court  should  obtain  the  opinion  of  the  Centre  for  Social  Work  before  they  make  a 
decision about the child's best interest around parental contact parents' divorce or parental rights. The 
Court  also  takes  into  account  the  child's  opinion  and  whether  they  understand  the  significance  and 
consequences,  whether  they  express  this  themselves  or  through  a  trusted  third  party  that  they  have 
appointed. 

Article 108: Minors aged 15 can conclude legal transactions, unless the law provides otherwise. Parental 
consent is required to validate these transactions if they would have a significant impact on the child’s 
life or if they would affect their life into adulthood. 

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Setting / vulnerable group 1: [Setting: Custody decisions, for children in the process of a parental divorce]  

Article 113: When the parents do not live together and don’t have custody, they decide on issues that 
significantly  affect  the  child's  development  in  accordance  with  the  child's  best  interest.  If  they  cannot 
agree on this, the centre for social work helps them to  reach an agreement. If the parents still cannot 
agree, then the court decides on custody and where the child will live in future. The court should obtain 
the  opinion  of  the  Centre  for  Social  Work  before  they  make  a  decision  about  the  child's  best  interest. 
The Court also takes into account the child's opinion and whether they understand the significance and 
consequences,  whether  they  express  this  themselves  or  through  a  trusted  third  party  that  they  have 
appointed. The parent with custody makes decisions on daily life. 

Article 137: For the adoption of a child older than ten, his/her approval is necessary. 

Effectiveness  
  How are ‘quality’ and 

‘effectiveness’ defined, and 
what influences inform these 
definitions?  

  What forms of participation 
have proven more / les 
effective and why?  

  Where does good / bad 

practice exist, and what does 
it look like?  

The  quality  and  effectiveness  of  child  participation  is  defined  by  children’s  wellbeing  being  held  as  a 
priority,  and  all  children  having  a  right  to  be  heard.  The  attitudes  of  parents  and  their  willingness  to 
listen  to  their  child  are  also  important.  Social  workers  express  that  is  the  main  problem  when  the 
parents are not able to look beyond their own fears or problems. Success is when the parents are able 
to hear and recognise their child’s needs and wishes.  

Consultation  with  children  is  effective.  Social  work  centres  and  courts  take  children's  opinion  into 
account in decision-making. Children’s views have strong influence on this decision-making process. 

Social workers recognize as bad practice situations where the child is exposed to too much pressure and 
manipulation by the parents, or constant questions by different institutions and parents, when parents 
are not able to find solutions and consensus by themselves. 

Impact 
  How successful has children’s 

Children  have  a  strong  influence  on  decisions  about  where  and  how  they  will  live  after  their  parent’s 
divorce. 

participation been in 
influencing decisions within 
this setting / for this group?  

  What is the evidence for the 
benefits of participation for 
children and adults? Where is 
this strongest / weakest?  

The  benefits  of  participation  in  this  process  are:  allowing  the  child  to  voice  their  opinions;  come  into 
contact with their feelings; to feel that they are not alone. Social workers pointed out that participation 
helps children to deal with feeling of guilt, which is common in divorce proceedings. Children feel guilty 
for parent’s divorce. 

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Setting / vulnerable group 1: [Setting: Custody decisions, for children in the process of a parental divorce]  

  What are the main barriers 
and challenges, and what 
additional legislation, policy 
or culture change is needed 
to achieve full participation? 
(identify national and EU 
actions as appropriate) 

The  existence  of  centres  for  social  work  implies  that  there  is  no  need  for  more  legislation.  It  is 
important that social workers in social work centres are educated enough to implement legislation, not 
just  to  have  knowledge  of  the  legislation,  but  most  importantly  empathy,  supportive  interaction  with 
children,  and  the  ability  to  listen  and  understand  children’s  situations.  There  are  many  different 
programmes  for  social  workers  to  acquire  knowledge  about  implementing  legislation  in  practice  in 
Slovenia.  

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Setting / vulnerable group 2: [Preschool children in education]  

Overview of the country 
context  
  What is the situation / 

circumstances for this setting 
/ group of children (incl. 
services and support 
structures)  

Preschool education in Slovenia is under the Ministry for Education, Science and Sport since 
1993. 

Percentage of children included in early childhood education and care in Slovenia in school year 2013/14 
according their ages.  

Age 

Total  1 year   2 year  3 year  4 year   5 year   6 year 

Total  75,6  42,1  65,4  83,8  87,8  94,3  5,4 

Boys  76,3  42,5 

65,5 

83,9 

88,8 

94,9 

Girls  74,8  41,7 

65,3 

83,7 

86,8 

93,8 

7,0 

3,8 

(Statistični urad Republike Slovenije, Predšolska vzgoja in izobraževanje v vrtcih, Slovenija, šolsko leto 
2013/14 – končni podatki,  

In Slovenia, 97 % of children, who are included in early childhood education, are enrolled in public early 
childhood education institutions in school year 2013/14. 

Early childhood education institutions for children from eleven months till starting elementary school are 
paid by local governments and parents’ contribution. Parent’s contribution depends on their property 
and earnings.  
The  first  White  paper  on  Education  in  the  Republic  of  Slovenia  (Krek,  1995)  gave  the  opportunity  for 
children  to  participate  in  democratic  processes.  The  general  framework  for  education  in  kindergartens 
(1-  7  years  old)  and  schools  (elementary,  secondary…)  was  founded  on  the  principles  of  human  and 
children's rights (Krek, 1995). 

Preschool Curriculum, (Kurikulum za vrtce, 1999) 

One of the preschool curriculum goals that reflect expectations for child participation is: 
“Enabling greater individuality, diversity and choice as opposed to group routines.” 

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Legislation and policy 
frameworks  
  What are the main legislative 

/ policy drivers for child 
participation for this setting 
(incl. Article 12 & others)  

  Which children are covered 
through legislation and 
practice (age ranges, 
classifications, etc.)?  

 
 
 
 
 
 
 
 
 
 
 
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Setting / vulnerable group 2: [Preschool children in education]  

  How effectively has the legal 

framework supported 
implementation of children’s 
participation?     

Leading curricular principles that reflect expectation for child participation: 
“…curriculum for pre-school children need to be open to the enforcement of the various features of the 
environment, children and parents…” (p. 10) 

“at  the  level  of  planning  activity  and  the  level  of  the  organisation,  both  time  and  space,  which  allows 
children to choose between different activities and content ...”, (p. 12) 

“organisation  of  space  and  time,  which  allows  the  withdrawal  of  a  child  from  the  group  routines  or 
expression of individuality in the different activities” (p. 12) 
Respect  of  privacy  and  intimacy:    “In  communication  the  child  (and  his  parents)  do  not  need  to  talk, 
draw, sing about something that they want to keep for themselves…” (p. 13) 

“educators should actively promote the right to choice and diversity ...” (p. 13) 

“goal of learning at pre-school age is the process of learning, the goal is  not just to learn and produce 
correct  or  incorrect  answers,  but  also  promote  children's  own  (symbolic,  involving  fantasy  and 
imagination)  strategies  of  perception,  expression,  thinking  according  to  their  development  in  each 
16) 
period” 

(p. 

”constant  concern  for  the  ongoing  provision  of  a  comfortable  and  supportive  environment  for  learning 
that permit the teachers planned and unplanned guidance, as well as children's own initiatives” (p. 16) 

”widespread enabling and encouraging children to verbalise, and to other modes of expression, and it is 
important to take into account their individual needs and interests, and rights to privacy.” (p. 17) 

Code of Ethics in Kindergartens (Kodeks etičnega ravnanja v vrtcih, 1996) 

N1.2  “Respect  and  consider  the  child's  view  of  the  world,  their  understanding  of  things,  events  and 
situations  and  emotional  response,  and  do  not  reject  the  child's  thinking  and  feeling  as  inadequate  or 
incorrect.” 

N13.5  “We  contribute  to  the  further  development  of  the  field  of  early  childhood  education  and 
strengthen  our  commitment  to  ensuring  that  the  values  contained  in  this  [reflect]  the  Code,  the 
Convention  on  the  Rights  of  the  Child,  the  Declaration  on  the  Rights  of  the  Child  psychology,  in  the 
Universal Declaration of Human Rights and in the Constitution of the Republic of Slovenia.” 

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Setting / vulnerable group 2: [Preschool children in education]  

Preschool  curriculum  and  Code  of  Ethics  are  documents,  written  for  children  from  11  months  (when 
they  start  to  attend  the  preschool)  until  6  years  old  (when  they  start  to  attend  elementary  school). 
Preschool is not compulsory. 

Programme for Children and Youth 2006-2016 

One of the principles for the implementation of the programme:   
“We  need  to  listen  to  the  children  and  to  enable  their  participation.  Therefore,  we  must  respect  their 
right to their  own opinion and participation in  all matters that concern them, taking into account their 
age and maturity”, (Predšolska vzgoja in izobraževanje v vrtcih, Slovenija, šolsko leto 2012/13, p. 7) 

Supporting infrastructure  
  What specific institutions are 
involved in implementing 
children’s participation in this 
setting / context, and how 
are they funded?  

The  legal  framework  gives  the  teacher  and  preschool  principles  and  other  professional  staff  the 
opportunity to implement child participation in preschool.  
Kindergartens  are  included  in  the  implementation  of  child  participation.  They  are  responsible  for 
implementing  curriculum,  democratic  principles,  and  subsequently  participation.  Formal  support  for 
implementing  the  curriculum  is  Zavod  RS  za  šolstvo.  (Experts’  organisation  for  preschool,  elementary 
and secondary schools, department for preschool). 
Slovenia  has diverse professional networks that support professional development and implementation 
of the preschool curriculum. The most influential are:  

  What networks exist and how 
do they interact with policy? 

1.  Pedagoški inštitut, Razvojno.raziskovalni center pedagoških iniciativ Korak za korakom 
      Research institute (Developmental Research Centre of Pedagogical Initiatives, Step by Step) 

  How is participation 

department for preschool). 

supported by standards and 
training?  

3.  Šola za ravnatelje (National school for preschool, elementary and secondary school principles) 

2.  Zavod  RS  za  šolstvo,  (Experts’  organisation  for  schools  (preschool,  elementary,  secondary), 

Child  participation  is  supported  by  professional  development,  with  training  organised  by  the  above 
professional networks and other organisations, such as NGOs including UNICEF, and the Association of 
Child  and  Youth.  Teachers  can  decide  which  training  they  will  attend.  They  have  5  paid  days  for 
professional  training  per  academic  year.  Kindergartens  can  also  decide,  based  on  their  professional 
reflection  and  assessment,  what  training  content  they  will  arrange.  They  invite  experts  to  introduce 
those topics to their teachers.   

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Setting / vulnerable group 2: [Preschool children in education]  

Developing participation in 
practice   
  In what contexts and for 

what purpose does 
participation typically / less 
typically occur?  

  At what stages in the 

decision-making cycle, and 
what are the predominant 
forms of participation? How 
do they work in practice? 

  What structures or forums 
and feedback mechanisms 
exist to support 
participation? 

  To what extent has the 

agenda for participation been 
shaped by children on their 
own terms?  

Effectiveness  
  How are ‘quality’ and 

‘effectiveness’ defined, and 
what influences inform these 
definitions?  

  What forms of participation 
have proven more / les 
effective and why?  

  Where does good / bad 

practice exist, and what does 
it look like?  

Children  have  the  opportunity  to  participate  in  preschool  in  educational  process.  They  can  choose, 
express their views and suggest how they will and would like to plan the activities Participacija otrok v 
slovenskih  vrtcih  z  vidika  stališč  in  izkušenj  vzgojiteljev    and  Participacija  otrok  v  procesu  predšolske 
vzgoje  v  vrtcu.  Teachers  would  like  to  improve  children’s  involvement  in  planning  and  evaluation 
Participacija otrok v procesu predšolske vzgoje v vrtcu.    

Consultations with children are mainly on the activities that the teachers organise. Children have strong 
influence on the learning process.  

When children reflect their participation, they talk about their participation in the process of play. They 
can choose and decide what they will play, how and with whom Participacija otrok v procesu predšolske 
vzgoje  v  vrtcu.  Children  have  influence  over  how  the  kindergarten  is  equipped  and  how  they  will live 
Participacija otrok v slovenskih vrtcih z vidika stališč in izkušenj vzgojiteljev  and Participacija otrok v 
procesu predšolske vzgoje v vrtcu.   

Most teachers improve child participation by involving them in research projects, and training. 

Effectiveness  of  child  participation  is  also  seen  as  the  development  of  responsibility  in  the  decision 
making process and becoming an equal partner in preschool educational process (not only the learning 
process, but also as taking part in decisions about living together) (Rutar, 2012).   

Children  like  to  participate  in  the  consultation  process.  They  have  an  interest  in  participating  in  play, 
defining rules for common life, providing solutions for the problems.   

Bad  practice:  it  is  dangerous  to  manipulate  children  in  preschool  or  education.  Children  are  often 
actively  involved  in  an  activity,  but  not  informed  enough  about  the  project  or  its  aims,  Participacija 
otrok v procesu predšolske vzgoje v vrtcu.   

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Setting / vulnerable group 2: [Preschool children in education]  

Good practice is when the children are involved in the  planning process; the activity itself, either with 
the  teacher,  other  children  or  by  themselves;  and  the  group  evaluation  with  other  children  and 
teachers.  

Impact 
  How successful has children’s 

participation been in 
influencing decisions within 
this setting / for this group?  

Children’s participation is very effective at a group level (teacher, children). They have less influence on 
the  level  of  whole  kindergartens  (institution,  building,  organisation).  Participacija  otrok  v  procesu 
predšolske  vzgoje  v  vrtcu.  Children’s  views  are  taken  into  account  in  the  process  of    kindergarten’s 
routine and learning process.   

  What is the evidence for the 
benefits of participation for 
children and adults? Where is 
this strongest / weakest?  

In some cases children influence decisions in local environment and in the community. It happens when 
teachers  are  sensitive  and  supportive,  and  when  teachers  have  enough  knowledge  to  support  child 
participation.  Children  also  have  influence  on  preschools  partnerships  with  parents  (what,  how,  when 
they will cooperate).     

  What are the main barriers 
and challenges, and what 
additional legislation, policy 
or culture change is needed 
to achieve full participation? 
(identify national and EU 
actions as appropriate)   

The main problem is the teacher’s view of the child. Legislation is also a political reflection of that. Even 
that legislation incorporates huge expectations towards child participation; the teachers are those who 
interpret this legislation. It depends on their view of the child, tradition and culture Participacija otrok v 
procesu  predšolske  vzgoje  v  vrtcu.  Legislation  is  important  but  not  the  only  condition  for  the  child 
participation. 

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Setting / vulnerable group 3: [Children with special needs]  

Overview of the country 
context  
  What is the situation / 

circumstances for this setting 
/ group of children (incl. 
services and support 
structures)  

Children  with  special  needs  are  mainly  integrated  in  regular  schools  and  kindergartens  in  Slovenia. 
Schools  and  kindergartens  cooperate  with  parents  and  other  institutions  to  support  children’s 
development. Child participation is  crucial in the process  of integration and inclusion. Children express 
their needs, problems, interests, and their viewpoints. 

Expert  organisations  for  schools  (preschool,  elementary,  secondary)  are  responsible  for  recognising, 
identifying,  and  assessing  children  that  have  developmental  problems  (Zavod  RS  za  šolstvo)  and 
regional  commissions  are  in  charge  for  the  placement  of  children  with  special  needs  in  correct 
programmes. 
Organisations responsible for child inclusion are: 
Schools;  kindergartens;  parents;  experts;  consultants in  the  kindergartens;  school  counselling  centres 
for children; adolescents; and mental health departments in the local health centres. 

Legislation and policy 
frameworks  
  What are the main legislative 

/ policy drivers for child 
participation for this setting 
(incl. Article 12 & others)  

Law  for  Children  with  Special  Needs,  (Zakon  o  usmerjanju  otrok  s  posebnimi  potrebami, 
2011)  

Placement  of  Children  with  Special  Needs,  Zakon  o  usmerjanju  otrok  s  posebnimi  potrebami,  2011 
(Article 36, ZUOPP) See above Part B.5. 

  Which children are covered 
through legislation and 
practice (age ranges, 
classifications, etc.)? 

It is the law for the children and young people up to 26 years old. The law influenced changing attitudes 
towards  children  with  special  needs.  It  was  the  first  time  that  children  with  special  needs  were 
recognised  as  capable  persons,  before  that,  only  their  special  needs  were  taken  into  account  and  the 
need to help them.  

  How effectively has the legal 

framework supported 
implementation of children’s 
participation?     

Supporting infrastructure  
  What specific institutions are 
involved in implementing 
children’s participation in this 
setting / context, and how 
are they funded?  

The director, school principles, teachers, parents and advisory services in kindergartens and schools are 
responsible for inclusion. All of them and also children are included in the process of inclusion. How and 
what they can decide depends from kindergarten to kindergarten and from school to school. 

The  specific  institutions  involved  are  schools;  kindergartens;  advisory  service  in  the  kindergarten; 
parents; counselling centres for children, youth and families; mental health departments and centres for 
social  work  for  children  who  have  behavioural  disorders  (because  they  assume  that  those  disorders 
arise  from  the  family  environment).  In  these  latter  cases  the  social  work  centre  also  works  with  the 
family. The whole process of inclusion is paid for through the national state budget. 

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Setting / vulnerable group 3: [Children with special needs]  

  What networks exist and how 
do they interact with policy?  

  How is participation 

supported by standards and 
training?  

Each  area  of  special  needs  organises  collaboration  between  professionals  and  parents,  as  a  society 
according  to  the  type  of  special  needs.  They  defend  children's  rights  and  care  for  the  realisation  of 
written  legislation  and  plans.  Organisations  and  associations  have  a  big  impact  on  changes  in  the 
legislation and give suggestions for changes to the level of legislation.  

Counselling  Centres  for  Children,  youth  and  families  (Svetovalni  center  za  otroke,  mladostnike  in 
starše),  NGOs  (parents  and  experts  in  the  field  of  various  types  of  special  needs),  as  well  as  parents’ 
councils  at  schools  and  kindergartens  indirectly  influence  changing  and  improving  children’s 
opportunities to participate. 

Governmental and non-governmental societies  and organisation  organise training for professional staff 
in kindergartens and schools so that teachers can better understand the needs of the child. 

For  example,  if  they  understand  the  needs  of  the  child  with  diabetes,  they  will  understand  a  drop  in 
attention, and recognise that the child is not lazy. It allows teachers  to change their subjective theory 
and give to the children chance to participate in their own way.  

The  associations  and  organisations  offer:  education;  information  for  parents  and  teachers;  websites; 
newsletters  on  children's  rights;  information  about  existing  legislation  and  practical  experience  (case 
studies);  and  organise  presentations  of  individual  cases.    In  schools  and  kindergartens  are  organized 
professional trainings for practitioners. 

Developing participation in 
practice   
  In what contexts and for 

Children participate in the process of identifying their special needs, in the process of developing their 
individualised programme, implementation and evaluation, and in the process of identifying where and 
what kind of help they need. 

what purpose does 
participation typically / less 
typically occur?  

In  elementary  schools,  greater  participation  is  presented  in  the  process  of  implementing  individual 
programmes. This is less evident in kindergartens and in the evaluation process.  

  At what stages in the 

Implementation of children rights varies from school to school.  

decision-making cycle, and 
what are the predominant 
forms of participation? How 
do they work in practice? 

Often child participation is on a consultation level, as their expression of views is encouraged. The rate 
of  children's  influence  varies  from  school  to  school.  But  in  many  cases,  all  children’s  suggestions  are 
included in decisions.  

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Setting / vulnerable group 3: [Children with special needs]  

  What structures or forums 
and feedback mechanisms 
exist to support 
participation? 

  To what extent has the 

agenda for participation been 
shaped by children on their 
own terms?  
Effectiveness  
  How are ‘quality’ and 

‘effectiveness’ defined, and 
what influences inform these 
definitions?  

  What forms of participation 
have proven more / les 
effective and why?  

  Where does good / bad 

practice exist, and what does 
it look like?  

There is research on youth participation in the process of inclusion (Licardo and Schmidt, 2012)  

No evidence of whether the agenda for participation has been shaped by children on their own terms. 

Achieving  goals,  satisfaction,  quality  and  quantity  of  child  cooperation  between  all  involved  in  the 
process  of  inclusion  (teachers,  experts,  children,  parents);  children's  level  of  involvement  in  learning; 
and social inclusion in schools and kindergartens. 

All kinds of levels and forms of participation are good and needed, because children sometimes 
like  to  decide,  sometimes  they  want  just  to  express  their  opinion,  but  they  also  need  protection. 
Sometimes they require adults to organise and help them to realise their ideas. 

Some  schools  and  counselling  centres  for  children  and  families  include  children  in  the  highest  level  of 
involvement  in  decision-making  processes  (planning,  implementation,  evaluation)  and  the  realisation 
their own ideas. 

Bad practice: Where children do not participate in the process of inclusion, but there is no evidence that 
this still occurs. 

Impact 
  How successful has children’s 

Most  children  with  special  needs  affect  the  planning,  realisation  and  elevation  of  their  individualised 
plan. 

participation been in 
influencing decisions within 
this setting / for this group?  
  What is the evidence for the 
benefits of participation for 
children and adults? Where is 
this strongest / weakest?  

Good  examples  do  have  a  positive  impact  and  can  transfer  improvements  to  practice  in  other  schools 
and  kindergartens.  Good  practice  is  presented  and  introduced  at  professional  meetings  and 
conferences. Children have a school parliament (at school, local and national level) and the opportunity 
there  to  discuss  these  topics.  In  2013,  discussions  were  held  on  inclusive  attitudes  towards  diversity. 
Children have an impact on the formation of certain segments of the educational plan of the school. 

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Setting / vulnerable group 3: [Children with special needs]  

  What are the main barriers 
and challenges, and what 
additional legislation, policy 
or culture change is needed 
to achieve full participation? 
(identify national and EU 
actions as appropriate)   

Evidence of participation: A better understanding of children's needs, planning effectively in accordance 
with children’s needs, modifying the design and the realisation of individualised programmes increases 
effectiveness  because  these  focus  on  the  real  needs  of  the  child.  This  subsequently  increases  the 
academic  achievement  and  well-being  of  children.  Teachers  have  the  chance  to  change  and  improve 
learning process, learning strategies, and methods. 

In the past, children's participation was not expected, which is derived from the traditional image of a 
child  with  disabilities  needing  help.  The legislation  allows  children  to  participate,  but it is  necessary  to 
make  a  shift  in  expectations  of  the  children,  and  allow  children  to  perform  and  develop  their  greater 
autonomy and competence. 

Thanks to the expression of children’s views and needs, a significant step was taken in recognising their 
needs  and  providing  additional  assistance,  and  help  in  the  learning  process.  Children’s  independence 
and their participation receive less consideration. Therefore it is necessary to enable children, give them 
support and gradually reduce deficit discourse to become more autonomous and seen as capable.  This 
is a cultural challenge, because the law already allows and provides child participation. 

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Part 3: Nominated good practice example(s) 

Good practice examples 1 

Type of organisation and level 
of operation 

Children’s parliament (description of this practice is already written in the text above)  
The Association of Friends of Youth, which is non-profit, nongovernmental association on regional and 
national level, organises Children’s Parliaments for elementary school students. They started with this 
initiative 1990.  

Children’s  initiatives  from  children’s  parliament  were  included  in  national  laws  and  improvement  of 
children’s  lives:  Law  on  Prevention  Violence  in  Families,  implementation  of  TOM  Telephone,  project 
Advocacy- Voice of Child…     

Description of sector/setting and 
profile of children involved 

 Children from all elementary schools (aged 6- 15) in Slovenia are each year included in this initiative. 
The  initiative  each  year  starts  at  schools,  continues  at  regional  level  and  finish  at  national  level  in 
national parliament. Children’s representatives from all regions in Slovenia discuss the topic, which is 
first  discussed  at  the  school  level  and  regional  level,  and  finally,  in  national  parliament.  Topic  of 
discussion is each year chosen by the children representatives in national parliament. 

Description of example/type of 
participation 

The most important impact of Children’s Parliaments is raising awareness and understanding on what 
exactly child participation does and doesn’t mean. Children wanted their suggestions and voices to be 
included in decisions on governmental level. 

 The main objective of children’s parliaments is the education of children for democracy and the 
creation of suitable conditions for their participation in society. 

Children’s parliaments have the following goals: 
  To enable children to realise their rights guaranteed by international conventions, in particular the 

UN Convention on the Rights of the Child; 

  Education of the young for active and democratic citizenship and multiculturalism, which is of vital 
importance for the “promotion” of values such as human dignity, freedom, equality and solidarity, 
and for the awareness of common values such as the respect for difference, tolerance and 
reasonable dialogue;  

  To offer young people opportunities for an active form of participation in society, through which 

they take part in and influence the making of decisions by adults; 

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  The acquisition of social skills, experience and knowledge, and the creation of a positive self-image 

among the young; 
“To strengthen children’s voice” (let the voice of children be heard!); 

 
  To develop the communication skills of the young; 
  To develop non-violent, tolerant communication and a cooperative culture; 
  To develop decision making abilities and the accepting of responsibility; 
  To steer children towards independent communication and the evaluation of, search for and linking 

of information; 

  To encourage those forms of learning that lead to the development of  independent, critical and 

creative thinking; 

  To develop a responsible attitude among children to people around them and to the natural and 

social environment (Majda Struc, Liana Kalčina and Petra Zega (2007), Examples of innovative 
educational practices, text, prepared for the Standing Conference of European Ministers of 
Education, “Building a more humane and inclusive Europe: role of education policies”, 22nd 
session, Istanbul, Turkey, 4 - 5 May 2007). 

Since 1990, the following themes have been discussed: 
1990 – Give children a healthy and safe environment 
1991 – Leisure time of the young 
1992 – Give children a friendly school 
1993 – For friendship without violence 
1994 – The power of a kind word 
1995 – To be able to say NO – to alcohol, cigarettes, drugs and to all forms of intolerance 
1996 – I have the right – you have the right 
1997 – Relations between peers 
1998 – The young and the media 
1999 – Sex and Aids 
2000 – Problems of children and adolescents – How are they resolved? 
2001 – My spare time 
2002 – Childhood without violence and abuse 
2003 – Humane relationships and healthy sexuality 
2004 – Young people and Europe 
2005 – Taboos – forbidden things 

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2006 – Our opinion about the nine-year school system 
2007- Entertainment and Leisure of young 
2008- Love and sexuality 
2009- Stereotypes, racism and discrimination 
2010- Influence of society and media on youth development 
2011- Heroes of our time- who they are and why   
2012- Growing up 
2013- Conditions in society 

Outcomes 

The  reason  for  that  is  that  Children’s  Parliaments  are  organised  each  school  year  in  all  Slovenian 
elementary  schools  (children  from  6-  15  years  old).  Children’s  Parliaments  start  at  (1)  local  level, 
continue on (2) regional level and finishes at (3) national level in Slovenian national Parliament. At the 
end of the process, in national parliament, the president of Slovenia,  the president of the parliament 
and  people  from  the  Ministry  of  Education,  Social  Affairs  and  other  members  of  national  parliament 
listen  children’s  voices,  suggestions,  comments,  and  they  are  obliged  to  include  children’s  voices  in 
decisions. The children themselves select the theme for the next children’s parliament. 

The  main  outcomes  include  the  development  of  civic  and  social  skjlls  and  confidence  by  the  children 
and  young  people  who  participate,  and  the  opportunity  to  gain  first-hand  experience  of  democratic 
processes in action, which is something that all children would otherwise have the opportunity to do. 
In some instances, children’s suggestions have exerted an influence over decision making at a national 
level.  

Contact details/resource for 
more information 

Karin Elena Sanchez, 00386 1 12396 720, http://www.zpms.si/ZPMS/ 

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Good practice examples 2 

[Name of good practice] 
Type of organisation and level 
of operation 
Description of sector/setting and 
profile of children involved 

Description of example/type of 
participation 

Outcomes 

UNICEF Child Friendly City 
UNICEF’s project, Child Friendly City is a project, organized in local communities.  

The  municipality  take  the  responsibility  to  provide  an  analysis  of  the  situation  of  children  in  the  city 
and  listen  children’s  suggestions  for  its  improvement  and  to  develop  action  plan,  according  the 
children’s needs. In Slovenia is until now 11 child friendly cities.  
Definition of a Child Friendly City (CFC): 

“A Child Friendly City is a local system of good governance committed to fulfilling children's rights” 

A Child Friendly City is actively engaged in fulfilling the right of every young citizen to:  

Influence decisions about their city  

 
  Express their opinion on the city they want  
  Participate in family, community and social life  
  Receive basic services such as health care and education   
  Drink safe water and have access to proper sanitation  
  Be protected from exploitation, violence and abuse  
  Walk safely in the streets on their own  
  Meet friends and play  
  Have green spaces for plants and animals  
  Live in an unpolluted environment  
  Participate in cultural and social events  
  Be an  equal citizen of their city with access to every  service,  regardless  of  ethnic origin, religion, 

income, gender or disability  

Child friendly cites in Slovenia have organized more than 500 safe points, improved road traffic safety 
and  undertaken  modifications  or  improvements  to  playgrounds.  In  a  Child-  Friendly  City,  the  local 
government  really  listens  to  children’s  concerns  and  needs,  and  ensures  that  their  suggestions  are 
incorporated in decision making process in strategic and action plans on local levels.     

Contact details/resource for 
more information 

Alja  Otavnik,  00386  1  583  80  80,  http://www.unicef.si/projekti-v-sloveniji/otrokom-prijazna-unicef-
ova-mesta 

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Good practice examples 3 

Type of organisation and level 
of operation 
Description of sector/setting and 
profile of children involved 
Description of example/type of 
participation 

Outcomes 

Structured dialogue as a method of consultation with young people 
National Youth Council of Slovenia 

In Structured dialogue are included children aged from 15- 18 and young people from 18- 27 in youth 
organizations, in local communities.    

The National Youth Council of Slovenia (MSS) is an association of national youth organisations that are 
committed to achieving the autonomy of young people. MSS is (through the Office for Youth) in charge 
of the implementation of the structured dialogue in Slovenia.  Structured dialogue as a method of work 
which  the  Youth  Council  of  Slovenia  has  used  for  more  than  five  years  in  the  field  of  young  people 
(from 15- 27), actively seeking the views of young people on subjects that are important for them and 
at the same time seeking to improve the situation of young people in Slovenia. 

The aim of the structured dialogue is to identify the needs of young people in local communities due to 
lack  of  communication  between  young  people  and  decision-makers,  and  the  desire  for  greater 
involvement of young people in the decision-making process. 

Structured dialogue in the field of youth is an instrument by which young people, youth organisations 
and youth councils and researchers in the field of youth are actively involved in the political dialogue, 
with those responsible for youth policy. The essence of structured dialogue in the area of youth is its 
emphasis  on  the  vertical  dimension.  Its  purpose  is  to  enable  young  people  to  express  their  opinions 
and  to  formulate  measures  to  support  policy  decisions,  which  are  then  easier  for  young  people  to 
identify with them and take them for legitimate. 

The structured dialogue is an instrument, which aims to improve active involvement of young people 
(also  children  up  to  18)  in  political  debate  and  dialogue  in  the  context  of  European  issues  in  the 
European  Union.  It  is  a  process  of  participation  of  young  people  in  developing  measures  of  youth 
policy  at  European  level,  which  was  established  at  the  initiative  of  the  European  Commission  in  the 
last two years. 

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Good practice examples 3 

Contact details/resource for 
more information 

Good practice examples 4 

Type of organisation and level 
of operation 
Description of sector/setting and 
profile of children involved 
Description of example/type of 
participation 

In  the  process  of  structured  dialogue  children  and  young  people  introduce  their  initiatives  to  the 
representatives of the ministries,  the president of the national parliament and  members of European 
parliament. Through this mechanism, children and young people in Slovenia have already exerted an 
influence  over  employment  policy,  and  the  well-  being  of  young  people.  After  structured  dialogues, 
young  people  follow  the  progress  of  the  implementation  of  their  comments,  and  they  have  contact 
with decision making bodies. 
MSS - Urša Holozan [mss@mss.si], http://www.mss.si/sl/index.html 

OMBUDSMAN PROJECT: ZAGOVORNIK- GLAS OTROKA (Advocate-voice of the child) 

Ombudsman, Government and non-governmental organisations and children. 

Project Advocate-voice of the child is initiative, which includes children of all ages, up to 18 years.   

In order to strengthen children and adolescents in matters that concern them (in cases where parents 
can’t participate - a conflict of interest), since September 2005, a working group has been devised of 
three  and  later  several  experts  including  representatives  of  the  Ombudsman,  Government  and  non-
governmental organisations and children. 

The  aim  of  the  pilot  project  Zagovornik-glas  otroka  (Advocate  -  voice  of  child)  is  to  develop  a 
children's rights advocate. Its design should be in accordance with the Convention on the Rights of the 
Child  to  enable  children  to  actively  participate  in  decision-making  processes.  It’s  aim  is  to  support 
children in ensuring that their opinions are heard, in situations where children need the help of adults 
to define and verbalize their opinions about their life. 

The  pilot  project  "Advocate  -  Voice  of  the  Child"  was  delivered  in  2007  and  2008  in  four  areas:  the 
Centre for Speech and Hearing Portoroz and in Centres for Social Work in Ljubljana Moste- Polje, Nova 
Gorica  and  Sežana.  The  project  manager  and  chief  coordinator  was  the  Ombudsman.  Work  at  the 
participating locations  was  led  by  the  regional  coordinators.  There  were  88  advocates  in  Slovenia  up 
until 2011. The advocates are equipped with the knowledge, skills, and attitudes to listen the children, 

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Good practice examples 4 

Outcomes 

and to help children to express themselves in informal and in formal  procedures (on the court, in the 
families).  The  initiative  was  introduced  in  the  report,  named  Special  report  about  the  project- 
Advocate-Voice  of  the  Child  and  in  the  Free  Newsletter  Ombudsman  of  the  Republic  of  Slovenia, 
Bulletin of the Ombudsman on the Rights of the Child. Children’s articles were published in the bulletin 
about the themes, concerning children’s rights and also children’s opinions about the role of advocates 
in their lives and the difference this has made for them.   
 A special report of ombudsman,  Posebno poročilo o projektu Zagovornik - glas otroka, was published 
in 2013. The project Advocate- voice of the child was introduced in the report, to be put in front of the 
national parliament to ensure that the new measure becomes part of the national law. The main idea 
of Advocate- voice of child is not to speak for the child but to help to the child to become a subject in 
procedures  and  decisions  that  affect  his/her  life  (within  custody  or  court  proceedings,  for  example), 
and  to  ensure  that  children’s  views  and  opinions  are  listened  and  included  in  decisions,  concerning 
children’s lives.    

Contact details/resource for 
more information 

Zagovornik-  glas  otroka,  http://www.varuh-rs.si/projekti-in-promocija/projekti/zagovornik-glas-
otroka-2007-do-2009/) 

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Part 4: Appendix / details of interviews completed and documents reviewed  
Interviews 
completed  

Name, title, organisation and date 

Please include details of all persons interviewed / consulted (Name, title, organisation, date interview completed)  

Int. 1 
Int. 2 
Int. 3 
Int. 4 
Int. 5 
Int. 6 
Int. 7 
Int. 8 
Int. 9 
Int. 10 
Int. 11 
Int. 12 
Int.13 
Int. 14 
Int. 15 
Int. 16 
Int. 17 

Counselling centre for children and adolescents and parents, 4. 4. 2013, http://www.scoms-lj.si/ 
Unicef Slovenia, 4.4. 2013, http://www.unicef.si/ 
University of Maribor, Faculty of Education, 22.3. 2013, http://www.pef.um.si/ 
Social Protection Institute, 22. 3. 2013, http://www.irssv.si/ 
Ministry of Health, 27. 3. 2013, http://www.mz.gov.si/ 
Educational Research Institute, 29. 3. 2013, http://www.pei.si/ 
Association of Friends of Youth, 2. 4. 2013, http://www.zpms.si/ 
Ministry of Labour, Family and Social Affairs, 5. 4. 2013, http://www.mddsz.gov.si/ 
Ombudsman office, 5. 4. 2013, http://www.varuh-rs.si/ 
Ministry of Education and Sport, 5. 4. 2013, http://www.mizs.gov.si/ 
Slovenian Philanthropy, 19. 3. 2013, http://www.filantropija.org/ 
Elementary School Idrija, 20. 6. 2013, http://www.osnovna-sola-idrija.si/ 
University of Primorska, Faculty of Education, 15. 7. 2013, http://www.pef.upr.si/ 
Social work Center, Idrija, 18. 7. 2013, http://www.scsd.si/katalog-informacij-javnega-znacaja-csd-idrija.html 
Kindergarten "Otona Župančiča" Slovenska Bistrica, 18. 7. 2013, http://www.vrtec-slobistrica.com/ 
Association for the Rights of sick children, 5. 10. 2013, http://www.pravicebolnihotrok.si/ 
Infodrom at the national public TV, 5. 10. 2013, http://www.rtvslo.si/infodrom/ 

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Documents 
reviewed  

Doc 1 

Doc 2 

Doc 3 

Doc 4 

Doc 5 

Doc 6 

Doc 7 

Doc 8 

Doc 9 
Doc 10 

Doc 11 

Doc 12 

Doc 13 

Doc 14 
Doc 15 

Source details  
Please give full details of the sources of all material provided in the fiche. Full references should be included for 
publications. Data sources / files should be identified.  
Batistič Zorec, M. (2010). Participacija otrok v slovenskih vrtcih z vidika stališč in izkušenj vzgojiteljev. V: Devjak, T; 
Batistič Zorec, M.; Vogrinc, J.; Skubic, D. and Berčnik, S. (ed).Pedagoški concept Reggio Emilia in Kurikulum za vrtce: 
podobnosti v različnosti. Ljubljana: Pedagoška fakulteta, p. 67-86. 
Batistič Zorec, M., Kalin, M., Kržan, S., Sedeljšak, K. (2012). Kako je nastala risanka v Vrtcu Globoko : participacija otrok 
v vrtcu : priročnik. Ljubljana: Pedagoška fakulteta. 
Citizenship Education in Europe. Education, Audiovisual and Culture Executive Agency, 2012, 
http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/139EN.pdf 
Čebašek Travnik, Z. (2012). Letno poročilo Varuha človekovih pravic Republike Slovenije za leto 2011. Ljubljana: 
Republika Slovenija, Varuh človekovih pravic. 
Devjak, T., Zorec Batistič, M., Vogrinc, J., Skubic, D., Berčnik S. (2010). Pedagoški koncept Reggio Emilia in kurikuum za 
vrtce: podobnosti in različnosti. Ljubljana: Pedagoška fakulteta. 
Domicelj, M.; Ferjančič, J.; Pavlovič, Z. (1996). Kodeks etičnega ravnanja v vrtcih. Sekcija za predšolsko pedagogiko, pri 
Zvezi društev pedagoških delavcev Slovenije. Retrieved April, 5, 2013, from  
http://www.vrtecng.si/Dokumenti/Dokumenti/Kodeks_eti%C4%8Dnega_ravnanja_v_vrtcih_1996.pdf 
Infodrom – RTV Slovenija, Retreived October, 29, 2014, from http://www.rtvslo.si/otroski-infodrom/ 

LIVING UP TO THEIR PROMISES? PROGRESS IN INDUSTRIALIZED COUNTRIES ON GENERAL MEASURES OF 
IMPLEMENTATION FOR THE CONVENTION ON THE RIGHTS OF THE CHILD, SLOVENIA, Unicef, Retrieved June, 5, 2014, 
from https://unicef.blob.core.windows.net/uploaded/documents/priponka%20Slovenia.pdf 
Jenkole, M., Kuzmič, N., Šemen S., Turk, J. (2008). Zagovornik  glas otroka. Ljubljana: RS Varuh človekovih pravic. 
Kalčina, L. (2013). Delovanje ZPMS na področju otrokovih pravic, V: Zveza prijateljev mladine Slovenije, 60 let za dobro 
otrok : 1953-2013 : zbornik ob jubileju Zveze prijateljev mladine Slovenije. Ljubljana: Zveza prijateljev mladine Slovenije.  

K A Z E N S K I   Z A K O N I K, uradno prečiščeno besedilo (KZ-1-UPB2), Retrieved June, 5, 2014, from 
http://www.uradni-list.si/1/content?id=109161 
Klinar Blaznik, A.  (ed.) (2007). Ministry of Labour, Family and Social Affairs. Retrieved July, 16, 2013, from 
http://www.mddsz.gov.si/fileadmin/mddsz.gov.si/pageuploads/dokumenti__pdf/mddsz_intro_www_en.pdf 
Krek, J. (ed.). (1995). Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji. Ljubljana: Ministrstvo za šolstvo in 
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Licardo, M. and Schmidt, M. (2012). Soodločanje v perspektivi inkluzije. V: Hozjan, D. and Sterle, M. (ed.). Inkluzija v 

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Doc 16 
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doi: 10.2838/978351