To eliminate the problems identified and improve adult education quality, the project plans to develop a quality assurance system through the development of models of self-evaluation and external evaluation of adult education institutions in order to improve adult education based on relevant research data.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project Development of a quality assurance system in adult education is financed under ESF Operational programme Effective human resources 2014-20. The implementation period of the project is 40 months beginning from January 2019. The project has a total value of EUR 2 368 780 (HRK 17 838 099). The body responsible for the implementation is the Agency for VET and Adult Education (ASOO). The project is aimed at improving the quality of the adult education system through the development of...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The amendment of the Law on Adult Education aims at the alignment of the regulations with the development of the national qualifications framework and to improve the quality assurance system, to ensure quality and effective education focused on the needs of the individual and the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2021 Law on Adult Education provided guidelines for the development of a comprehensive quality assurance system and allowed for the validation of non-formal and informal learning. With the 2021 law, the adult education system has been completely aligned to the national qualification framework and based on occupation and qualification standards. The law allowed for formal recognition of non-formal and informal learning validation, as well as systematic quality control of the institutions...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to provide the curriculum for the attainment of basic functional digital, numeric and reading skills within adult learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The curriculum was published in 2019 within the Ministry of Science and Education (MZO) initiative. The competences proposed by the curriculum are based on the competence levels as defined by the Programme for the international assessment of adult competencies (PIAAC). The curriculum may be delivered as stand-alone training or to complement short training courses or other programmes in CVET. The modular structure of the curriculum allows for adaptation to learner needs. If VET learners lack...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The PIAAC survey aims to assess the level of basic skills - literacy, numeracy and adaptive problem solving - of the adult population aged 16 to 65 years. This will offer Croatian policymakers, key stakeholders in education and experts better insight in the skills acquired through formal education and adult learning. The survey results would serve as a valuable tool for evidence-based policy-making and comparison of adult skills in the international perspective. The results would also be...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, Croatia committed to participate in the OECD Programme for the International Assessment of Adult Competencies (PIAAC) for the first time. In 2018, ASOO implemented preparatory activities for participation in PIAAC, including a proposal for financing the implementation in Croatia from the European Social Fund.
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve the regulatory framework in relation to planning and implementation of apprenticeship in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The amendments to the Crafts Act from December 2019, which entered into force as of January 2020, introduced a shift in governance that transferred more responsibility to the Croatian Chamber of Trades and Crafts (HOK), in particular, and the Ministry of Economy and Sustainable Development (MINGOR). Accordingly, MINGOR and HOK now have a more prominent role in drafting curricula, while the Ministry of Science and Education keeps its role in adopting curricula, which are proposed by the...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Economy and Sustainable Development (MINGOR)
The priorities of the VET system development programme 2016-20 are directed at increasing relevance, quality, excellence, attractiveness and inclusion, as well as the international dimension of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET system development programme 2016-20 provides the strategic framework for VET development and reform. The programme was adopted by the Croatian Government in September 2016 and a related action plan was adopted two months later by the Ministry of Science and Education. It is planned according to the following principles:
quality assurance, which will increase the transparency of VET, strengthen confidence in the system and lifelong learning;
partnerships, which will ensure and...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The mapping system supports policy design for early intervention and activation within the Youth guarantee in Croatia, such as innovative interventions for the activation of NEETs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Ministry of Labour, Pension System, Family and Social Policy (MROSP) launched an initiative to develop a mapping system for young people neither in employment nor in education and training (NEETs). The mapping system involves compiling a database, which cross-references information on student enrolment in secondary and higher education with databases of the Croatian Pension Insurance Institute (HZMO) and the Croatian Employment Service (HZZ) to establish whether, upon graduation...
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Ministry of Labour, Pension System, Family and Social Policy (MROSP)
The main objective was to develop methodology and occupational standards which serve as the basis for aligning learning outcomes and qualifications to the labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From March 2015 until June 2016, HZZ developed and conducted occupational standards survey for 50 occupations. The results were used as an analytical basis for the development of occupational standards and disseminated through 60 workshops throughout Croatia. From August 2016 until October 2018, the survey questionnaire was adapted and the implementation of the occupational standards survey was conducted for further 40 occupations.
Bodies responsible
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Public employment service (HZZ)
Ministry of Labour, Pension System, Family and Social Policy (MROSP)
The CROQF portal serves as the central tool for labour market monitoring and the main evidence base for the development of sector profiles and occupational standards. It supports preparation of the analytical and sector justification for entry of occupational standards in the CROQF register, as well as analysis of development trends by sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the Ministry of Labour, Pension System, Family and Social Policy (MROSP) produced the CROQF web portal, the central portal of labour market and education indicators. The portal offers insights into current labour market trends, rather than forecasts for the future. It integrates data on employment from the Croatian Pension Insurance Institute (HZMO), data on unemployment from the Croatian Employment Service (HZZ), enrolment in secondary and higher education programmes from the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Pension System, Family and Social Policy (MROSP)
This policy development aims to develop and test instruments for graduate tracking at the VET provider level. It also aims to increase VET provider awareness of the relevance of VET graduate tracking and feedback loops, strengthen their capacities for graduate tracking, and encourage measuring indicators 5 and 6 of the EQAVET framework.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the framework of the Erasmus+ grant Support to European quality assurance in vocational education and training: national reference points (2017-19), the Agency for VET and Adult Education (ASOO) developed a model for school-based VET student tracking upon completion of formal education. In 2017, ASOO conducted one peer learning activity which brought together 14 institutions from six countries, discussing models for monitoring VET graduates. In 2018, the agency (ASOO) started piloting...
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The aim of the Bequal.app initiative is to support education institutions and companies that provide work-based learning (WBL) in quality assurance of WBL.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This policy development started within the Erasmus+ project Benchmarking for quality assurance in apprenticeships and work-based learning (BEQUAL.app). The project coordinator is the Kaunas Chamber of Industry and Crafts, Lithuania, with project partners from Belgium, Germany, Greece, Italy, Croatia and Slovenia representing public institutions responsible for VET, SMEs, consulting organisations and education institutions. Croatian partners are the Agency for Vocational Education and...
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The national exams provide precise feedback to students, VET providers and the education system on the level of competences attained in mandatory VET subjects, measured against the occupational standard, the qualification standard and the vocational curriculum for the qualification in question. By supporting feedback loops, national exams contribute to the quality of qualifications and VET delivery in general.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the National Centre for External Evaluation of Education started work on (re-)designing and administering national exams in vocational education. The design phase lasted from 2017 until 2019 and consisted of assessment framework development, test item development, and test items pretesting for three qualifications (IT technician, salesperson and general care nurse). In 2018, test materials were prepared and reviewed for national exams for IT technicians and salespersons. Although it...
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National Centre for External Evaluation of Education (NCVVO)
TPR is primarily aimed at strengthening the capacities of EQAVET national reference points (NRPs) and VET providers in quality assurance at European and national levels. It complements national quality assurance mechanisms and also drives reflection on the national quality assurance framework based on the transnational exercise.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Agency for VET and Adult Education (ASOO) is involved in a transnational peer review exercise in cooperation with three other EQAVET NRPs. In 2017, five quality areas along with the corresponding quality criteria were examined in one transnational peer review meeting and follow-up consultations. In 2018, four quality areas were revised (Pedagogical framework and planning the pedagogical process, Teaching and learning, Assessment and certification, and Learning results and outcomes) and a...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Self-assessment of VET providers is a cyclical, transparent and evidence-based process, which allows providers to reflect on their performance in different areas of VET provision, identify room for improvement and introduce relevant measures. As such, self-assessment contributes to the quality of VET provision of individual providers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Agency for VET and Adult Education (ASOO) conducted continuous monitoring of the self-assessment of VET schools and analysing existing self-assessment mechanisms. The results were used to advance the existing self-assessment process and graduate tracking mechanisms and to provide tailored support to VET schools. ASOO is using Erasmus+ grants to analyse VET school self-assessment reports, propose improvements to the self-assessment process, and organise training seminars to increase the...
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To promote the attractiveness and the excellence of VET, this policy development aims to reform the model of VET student competitions with a strong focus on skills’ demonstration, visibility and the involvement of companies and key stakeholders in VET. This is expected to improve the reputation of VET as a desirable and high-quality education option for Croatian students and introduce students to excellence, professional skills at an advanced level, high professional standards, contemporary...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2017, an initiative on Promoting student competences and VET through skills competitions and fairs was launched to modernise VET student skills competitions in Croatia and encourage participation in national and international skills competitions. In its initial stage in 2018, the project analysed the existing national and international VET student skills competitions and fairs and developed a new model of competitions in Croatia consistent with major international competitions...
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The project focuses on strategic planning and implementation of a comprehensive set of activities for the promotion of lifelong learning and adult education in Croatia.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Agency for VET and Adult Education (ASOO) conducted an ESF-funded project Promotion of lifelong learning from 2016 until 2019. The activities encompass a nationwide media campaign, organisation of the annual Lifelong learning week and International andragogy symposium, capacity building for decision makers and adult education teachers, and several dissemination conferences. In 2017, the Survey on adult education in Croatia included 2 369 participants throughout Croatia to determine the...
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This policy development aims to develop a system of recognition and validation of non-formal and informal learning in Croatia.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the National Council for the Development of Human Potential adopted recommendations with a conceptual framework for further development of the recognition and validation system.
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The promotion of ECVET focuses on expanding its uptake by VET providers in Croatia and thus supports learner mobility, recognition of learning outcomes and quality of mobility arrangements.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national ECVET portal was developed in 2016. A growing number of Croatian institutions are recognising the benefits of ECVET. Amendments to the VET Act from 2018 stipulated that VET students can acquire learning outcomes during periods of international mobility. This is intended to support VET schools in setting up longer periods of VET student mobility. Six workshops were organised in 2018 for around 230 teachers and school directors. The participants were introduced to different aspects...
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The main objectives of the partnership-based approach of CISOK are to:
balance labour market needs and competence development
offer tailored guidance to different target groups at the local and regional levels
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, Lifelong career guidance centres have been continuously signing cooperation agreements with local-level partners so as to identify the needs of specific groups and offer tailored career guidance services. Local partners involve schools, colleges and universities, volunteer centres, Roma associations, public health and social welfare centres, youth associations, local stakeholders in trades, crafts and the economy, as well as development agencies. By the end of 2018, 337...
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The main objectives of the e-Guidance portal are to:
facilitate access to information on education, training, employment and other career-related topics;
offer user-friendly career guidance services for independent use;
increase the number of users of guidance services.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The e-Guidance portal, established in 2015, takes account of labour market analysis and skill needs anticipation and addresses a wide range of users, from pupils to the unemployed. It aims to provide easy access to information necessary to choose an education and training programme, look for a job, and achieve career objectives. It offers a Career compass (Kompas karijere), a tool that enables different user groups to find targeted information.
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The strategy aims to establish a coherent and structured system of lifelong career guidance based on a multidisciplinary partner approach and clear definition of institutional responsibilities. The strategic priorities include:
establishment of lifelong career guidance system;
alignment of career guidance services to the labour market needs;
quality assurance of career guidance services;
raising awareness of career guidance and development of career management skills.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was adopted in 2015. It was developed by the Lifelong Career Guidance Forum (LLCG forum), a national body for stakeholder cooperation, with the aim to establish a systemic approach to lifelong career guidance and career development and its integration in education and training. The approach is that of a coherent institutional system based on a multidisciplinary partnership that supports employability and inclusion. It is seen as a framework gathering all key stakeholders for the...
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Ministry of Labour, Pension System, Family and Social Policy (MROSP)
The National curriculum for VET sets the general framework for IVET curricula for the attainment of qualifications at CROQF/EQF levels 2-5.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National curriculum for VET (Nacionalni kurikulum za strukovno obrazovanje) was adopted in July 2018, as the common framework for the development of VET curricula (at CROQF/EQF levels 2-5) in Croatia. It sets out the purpose, values, aims and principles of VET in Croatia and describes teaching and learning processes, including work-based learning and learning cycles. It encompasses qualifications on CROQF/EQF levels 2-5 and defines the curricular framework for VET, which comprises...
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To make a necessary alignment with national qualifications framework development; to update the process and structures of VET curricula development, quality assurance and establishment of regional centres of competences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The amendments aligned the curricular framework for VET to the Croatian qualifications framework (CROQF). They provided the necessary framework for the introduction of the National curriculum for VET, sectoral curricula and VET school curricula, and defined roles and responsibilities of stakeholders in drafting and adopting curricular documents. The amendments set the framework for the development of modular and outcome-based curricula on sectoral and sub-sectoral levels, as well as tailored...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2019 framework for career advancement and rewards to teachers encourages mentorship and peer collaboration, teaching innovation, CPD, production of teaching resources and open digital education content, participation in projects, as well as contribution to the education system through engagement in working groups for policy development, research or experimental programmes in education. Adopted in 2019, the Regulation on career advancement contributes to evidence-based decision-making...
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The initiative for the Modernisation of continuous professional development (CPD) system for VET teachers aims to propose an innovative, improved, open and flexible model of CPD based on identified needs, relevant content, state-of-the-art training delivery methods, advanced IT tools and a broad network of experts). It is expected to advance the professional standards, competences and the reputation of VET school teachers in Croatia by raising the quality, availability and relevance of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project Modernisation of the continuing professional development (CPD) system for VET teachers started in June 2017and lasted until 2021. In 2018, an analysis of international best practices and the current teacher training and professional development system in Croatia was carried out, based on market research of general, professional and sector-specific training needs of VET teachers. Guidelines for professional development of VET teachers were drafted, along with recommendations for...
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The e-School initiative aims to digitally transform school management, teaching and learning in all publicly financed schools in Croatia at the primary and secondary education levels. Its specific objectives are to:
ensure purposeful, reliable and secure ICT environment in line with school needs;
improve digital competences of teachers and learners;
advance efficacy and coherence of processes in the education system;
support school leadership in promoting the digital maturity of schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From 1 March 2015 to 31 August 2018, the Croatian Academic and Research Network - CARNET - carried out the pilot project e-Schools: Establishing a system for developing digitally mature schools. It addressed the improvement of ICT infrastructure in schools, raising digital competences of teachers and students, introducing digital educational contents in teaching and learning, and developing data management systems. During the pilot project, IT infrastructure was improved in all participating...
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Croatian Academic and Research Network (CARNET)
Education and Teacher Training Agency (AZOO)
National Centre for External Evaluation of Education (NCVVO)
Faculty of organisation and information science of the University of Zagreb (FOI)
Curriculum reform aims to modernise teaching and learning in general education at primary and secondary levels; it affects general education subjects in VET only at CROQF level 4.2 / EQF level 4.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The curriculum reform in general education subjects, which was piloted in in primary and secondary schools in 2018/19 ('School for life'), was implemented in all schools as of 2019/20.
In VET, four general education subject curricula (Mathematics, Croatian and foreign languages) have been revised for four-year VET programmes at CROQF level 4.2 / EQF level 4 in 2017-18.
Resources for the preparation, implementation and evaluation of the reform process were mobilised, including the European...
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Cedefop has conducted thematic country reviews (TCR) on apprenticeship since 2014 to support countries that wish to set up or improve the quality of work-based learning (WBL), including apprenticeships (Cedefop, 2019).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the beginning of 2017, the Croatian government started a joint project with Cedefop for a comprehensive analysis of the national apprenticeship system. The project includes interviews with apprentices and companies involved, as well as several exchange forums. The aim is to help national stakeholders to plan further development of the national apprenticeship scheme. In 2017, two rounds of interviews were held with 90 respondents from 11 education institutions and 24 companies in six...
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This policy development aims to support the uptake of JMO by companies and learners through grants for SMEs, scholarships for students and the promotion of VET for crafts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the period from 2016 to 2018, the Ministry of Economy, Entrepreneurship and Crafts awarded grants to Croatian small and medium-sized enterprises (SMEs) that offered apprenticeships to VET students in craft and trade occupations. In 2016, 34 grants were awarded (total budget of EUR 283 966). The focus was on rare craft and trade occupations. In 2017, the scope was expanded to SMEs offering apprenticeships in all craft and trade occupations (a total budget of EUR 742 999 was awarded for 98...
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Ministry of Economy and Sustainable Development (MINGOR)
The objective of this policy development is to modernise the implementation of VET programmes, by introducing dual model of education, in particular to:
align programmes to labour market needs;
strengthen the capacities of VET schools for implementing curricula (through in-service training of VET teachers and trainers, investment in premises and equipment);
develop a quality assurance model, with particular emphasis on the quality of practical training outside VET schools and the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Dual education experimental programme was launched in 2018/19 by the Ministry of Science and Education. Experimental programmes include six VET programmes (VET programmes in crafts for salespersons, chimney sweepers, glaziers, beauticians, hairdressers and painter-decorators). In the piloted model, VET schools and businesses cooperate in the planning, implementation and quality assurance of work-based learning and continuing professional development of VET teachers and in-company...
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Regional centres of competences (RCK) in VET are expected to connect education with the labour market, act as regional focal points, and establish cooperation with other VET schools and stakeholders within the same sector. The objectives of RCK include promoting innovative learning models, teaching excellence (including mentors), high-quality infrastructure and technology, constructive and creative cooperation with social partners, public sector, businesses, research and higher education...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2018, following a public call procedure, the Ministry of Science and Education appointed 25 VET schools as the future regional centres of competences in Croatia. Selection criteria included:
the quality of VET provision;
the number of students in sectors;
regional distribution of schools;
balanced geographic representation of the future centres.
The centres were appointed in five priority sectors:
tourism and hospitality;
mechanical engineering;
electrical engineering...
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