Statistical Office of the Slovak Republic (Štatistický úrad Slovenskej republiky), 2019. In addition to Slovak majority population, the territory of the Slovak Republic is inhabited by more national minorities. The population of Slovak republic is over 5,4 million people. Statistical Office of the Slovak Republic (Štatistický úrad Slovenskej republiky), 2019. The majority of Slovaks are Roman Catholics (69%), the next are the atheists (13%). Pohyb obyvateľstva 2018). Workers according to the Labor Force Sample Survey in 2018 (Pracujúci podľa Výberového zisťovania pracovných síl v roku 2018). The Slovak republic is situated in the heart of Europe and its neighboring countries are Hungary, Czech Republic, Austria, Ukraine and Poland. By visiting and using the website, you agree with cookies. According to the latest statistics, Slovaks form 85, 7% of the population, Hungarians makes 10, 6% and Romans 1, 6% of the population. Islam, Judaism and Hinduism are small minorities in Slovenia.About 18% of the population are either agnostic or atheist. Simultaneously, the churches have an income from their own property revenues (both movable and immovable), and from funds offered to the church by their believers, as well as gifts, eventually, voluntary contributions; the believers also help to the church without any claim of rewards (e.g., at building sites of new or reconstruction of old church premises). o štátnom jazyku Slovenskej republiky, Political, Social and Economic Background and Trends, Population: Demographic Situation, Languages and Religions, Fundamental Principles and National Policies, Organisation of the Education System and of its Structure, Administration and Governance at Central and Regional Level, Administration and Governance at Local and/or Institutional Level, Early Childhood and School Education Funding, Organisational Variations and Alternative Structures in ECEC, Integrated Primary and Lower Secondary Education, Organisational Variations and Alternative Structures, Upper Secondary Education and Post-Secondary Non-Tertiary Education, Programmes outside the Bachelor and Master Structure, Developments and Current Policy Priorities, Validation of Non-formal and Informal Learning, Initial Education for Teachers Working in Early Childhood and School Education, Conditions of Service for Teachers Working in Early Childhood and School Education, Continuing Professional Development for Teachers Working in Early Childhood and School Education, Initial Education for Academic Staff in Higher Education, Conditions of Service for Academic Staff Working in Higher Education, Continuing Professional Development for Academic Staff Working in Higher Education, Initial Education for Teachers and Trainers Working in Adult Education and Training, Conditions of Service for Teachers and Trainers Working in Adult Education and Training, Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training, Management Staff for Early Childhood and School Education, Staff Involved in Monitoring Educational Quality for Early Childhood and School Education, Education Staff Responsible for Guidance in Early Childhood and School Education, Other Education Staff or Staff Working with Schools, Other Education Staff or Staff Working in Higher Education, Management Staff Working in Adult Education and Training, Other Education Staff or Staff Working in Adult Education and Training, Quality Assurance in Early Childhood and School Education, Quality Assurance in Adult Education and Training, Special Education Needs Provision within Mainstream Education, Separate Special Education Needs Provision in Early Childhood and School Education, Support Measures for Learners in Early Childhood and School Education, Guidance and Counselling in Early Childhood and School Education, Support Measures for Learners in Higher Education, Guidance and Counselling in Higher Education, Support Measures for Learners in Adult Education and Training, Guidance and Counselling in a Lifelong-Learning Approach, Mobility in Early Childhood and School Education, Other Dimensions of Internationalisation in Early Childhood and School Education, Other Dimensions of Internationalisation in Higher Education, Other Dimensions of Internationalisation in Adult Education and Training, Bilateral Agreements and Worldwide Cooperation, National Reforms in Early Childhood Education and Care, National Reforms in Vocational Education and Training and Adult Learning, National Reforms related to Transversal Skills and Employability, Legislation and Official Policy Documents, Economically active persons (in thousand persons), Of the total number of employeed in education sector, Of the total number unemployed the persons aged 15-24 years, Average gross nominal monthly wage of employees in the economy of the SR converted to persons in total (in Eur), Difference compared to average gross nominal monthly wage of employee in the economy of the SR (in %).
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