spotlight on vet croatia - refernet · nb: 47.4% is the provisional weighted eu average for 2014...
TRANSCRIPT
European Centre for the Developmentof Vocational Training
Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]
European Centre for the Development of Vocational Training
Copyright © European Centre for the Development of Vocational Training (Cedefop), 2017
All rights reserved.
spotlight on VET
visit our portal www.cedefop.europa.eu
ISBN 978-92-896-2416-9
Education and training in figuresEN EN
Further informationFurther information
spotlight on VET
CROATIA 2016
CROATIA CROATIA
Upper secondary students (ISCED 2011
level 3) enrolled in vocational and general
programmes % of all students in upper
secondary education, 2014
Lifelong learning % of population aged 25
to 64 participating in education and training
over the four weeks prior to the survey, 2015
Employment ratesof young graduates
% of 20 to 34 year-oldsno longer in education
and training, 2015
Early leavers from education and training% of early leavers fromeducation and training,
2015
100
80
60
40
20
0
100
80
60
40
20
0
VOCATIONAL GENERAL
26.6
73.4
29.3
70.7
30.2
69.8
31.0
69.0
33.2
66.8
52.6
47.4
74.9
25.1
100.0
CZ HR AT SK SI EU-28 HU IE
DK AT SI EU-28 HU HR SK RO
NB: 47.4% is the provisional weighted EU average for 2014 based on available country data (27 countries). In Ireland, it is possible to proceed to apprenticeship training following completion of lower secondary education (ISCED 2), but most learners continue to complete upper secondary education, which is general, rather than vocational, in nature.Source: Cedefop calculations, based on Eurostat, UOE data collection on education systems, date of extraction 6.12.16.
NB: Break in time series in HU 2015 data. Source: Eurostat, labour force survey, date of extraction 6.12.16.
35
30
25
20
15
10
5
0
31.3
11.9 10.77.1
3.1 3.11.3
14.4
100
80
60
40
20
0
Source: Eurostat, EU labour force survey, date of extraction 14.10.16.
Upper secondary and post-secondary non-tertiary education (levels 3 and 4) – vocationalUpper secondary and post-secondary non-tertiary education (levels 3 and 4) – generalLess than primary, primary and lower secondary education (levels 0-2)NB: Break in time series in HU 2015 data.
MT AT HU SI EU-28 SK HR EL
25
20
15
10
5
0
2015 2020 NATIONAL TARGET
EUROPE 2020=10
20.0
15.0
2.8
4.011.6
7.3
NB: Break in time series in HU 2015 data. Definition for national target differs in SK and ES. Source: Eurostat labour force survey, date of extraction 6.12.16.
6.95.0
10.09.5 10.0
11.0
91.7
87.6
86.8
77.9
79.1
75.7
77.2
76.7
69.0
65.7
58.2
58.0
68.5
57.2
47.5
57.953.5
36.4 33.2 51.5
78.1
76.2
71.8
72.2
http://www.mzos.hr Ministry of Science and Educationhttp://www.asoo.hr Agency for VET and Adult Educationhttp://www.azoo.hr Education and Teacher Training Agency http://www.azvo.hr Agency for Science and Higher Educationhttp://www.mobilnost.hr Agency for Mobility and EU Programmeshttp://www.ncvvo.hr National Centre for External Evaluation of Educationhttp://www.mingo.hr Ministry of Economy, Entrepreneurship and Craftshttp://www.hup.hr Croatian Employers Associationhttp://www.hgk.hr Chamber of Economyhttp://www.hok.hr Chamber of Trades and Craftshttp://www.hzz.hr/ Employment Service
8108 EN – TT-02-17-129-EN-N – doi:10.2801/498219
This Spotlight is based on input from the Agency for Vocational Education and Trainingand Adult Education (ReferNet Croatia 2016).
E&T 2020=15
HR SI SK AT EU-28 HU ES
6.05.0
■ Eurydice (2016). Croatia: overview. In: European Commission (ed.). Eurypedia.https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Croatia:Overview
■ Parliament of Croatia (2014). Strategija obrazovanja, znanosti i tehnologije[Strategy of Education, Science and Technology]. http://bit.ly/2kZWc0p
■ Government of Croatia (2016). Program razvoja sustava strukovnog obrazovanja iosposobljavanja 2016-20 [VET System Development Programme 2016-20]. http://www.asoo.hr/UserDocsImages/VET_Programme_EN.pdf
NB: ISCED-P 2011.Source: Cedefop, Croatian Ministry of Science, Education and Sports and ReferNet Croatia.
18+
18
17
15
16
12
13
14
AGE
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next education level
Possible progression routes
Possible progression route, where prior VET knowledge may be recognised affecting programme duration
End of compulsory education
State matura exams which give access to tertiary education are optional for VET students
12+
YEARS in E&T
12
11
9
10
8
6
7
TERTIARY LEVEL
SECONDARY LEVEL
POST-SECONDARY
LEVEL
Primary education,8 years
ADULT LEARNING/CONTINUING TRAINING(outside the school system)
Continuing vocational training
for a new qualification or update
Master craftsperson qualification
exam
Training for
unemployed and other vulnerable
groups
Foreign language
programmesEQF 8
EQF 7 EQF 7
EQF 6EQF 6
EQF 5
EQF 7
EQF 5
EQF 5
EQF 7
PhDprogrammes
Integratedbachelor
and masterprogrammes,
5 years
ISCED 844
ISCED 746
ISCED 747
ISCED748
ISCED 645
Master programmes,1-2 years
Post-masterspecialist studies
Bachelor programmes,
3-4 years
ISCED 757
ISCED 655 ISCED 453
ISCED 351
Professionalstudies
Specialist professional studies
Development and trainingprogrammes
EQF 1
ISCED 244
EQF 4
EQF 4
EQF 4
EQF 4
EQF 3
EQF 2
Generalprogrammes(gymnasium),
4 years1-2 year pr.
School-based andapprenticeship progr.,3 years
School-based andapprenticeship progr.,3 years
Optional programme Optional programme
School-basedprogrammes,
4-5 years
School-basedprogrammes,
4-5 years
ISCED 344 ISCED 354 ISCED 353
ISCED 351, 353
EQF 4
The four-year, mostly school-based VET programmes (ISCED-P 354) with a WBL component, lead to qualifications at CROQF level 4.2/EQF level 4. These ‘technician’ programmes allow progression to tertiary education, after completing external matura exams, administered by the National Centre for External Evaluation of Education (NCVVO). Most students in four-year VET programmes use this opportunity (in 2011, 91.94% entered the matura exam, and 77.71% passed).
The three-year VET programmes (ISCED-P 353) give access to the labour market and lead to qualifications at CROQF level 4.1/EQF level 4; they are mostly run as apprenticeships, with significant work-based learning at companies. Since 2014, graduates from these programmes can enter an optional one- to two-year bridge programme and, if successful, take matura exams to qualify for higher education access. This programme corresponds to the fourth year of the school-based programme.
VET is provided at higher education level in polytechnics in the form of short-cycle programmes (ISCED-P 554) and professional studies (ISCED-P 655) with focus on applied sciences. Learning in these programmes typically involves extensive practical work experience and leads to a qualification at CROQF and EQF levels 5 and 6. Shorter programmes also exist.
Adult education and training (for people above age 16) covers a broad range of options, mainly in the form of short (re)training programmes, which range from basic or technical skills courses to complete formal secondary education and training. Entry requirements for post-secondary adult VET programmes include relevant IVET training and/or a number of years of professional experience. If adult education providers want to issue formal certificates at secondary education level, the education ministry has to approve their programmes.
Vocational education and training (VET) plays a major role in Croatia. Overall responsibility for VET lies with the Ministry of Science and Education supported by the Agency for VET and Adult Education (ASOO). The agency is responsible for developing VET curricula, continuous professional development of VET teachers, skills competitions and quality assurance. The 2009 VET Act strengthened cooperation through increased involvement of line ministries, social partners, chambers of trades and crafts, the employment service, professional associations and other stakeholders. It also established multipartite VET sector skills councils that informed VET on the needs of the labour market and higher education. Since the 2013 Act on the Croatian Qualifications Framework (CROQF), 25 sector skills councils cover general, vocational and higher education. The Human Resource Development Council assesses, validates and coordinates education, employment, and lifelong professional guidance policies, regional policy and CROQF development, aiming to encourage human potential development, stimulate competitiveness and achieve Croatia's strategic goals.
All VET programmes combine professional and general competences, to varying degrees; most include mandatory work-based learning (WBL), with duration and type varying among different VET programmes. Learners from lower-level programmes can progress to higher levels at the discretion of their schools.
Initial VET is publicly financed and free of charge. Learners start VET on completion of compulsory education (ISCED-P 244) at age 14 or 15. At upper secondary level, 71.3% of learners participated in IVET at the beginning of the 2015/16 school year. Around two thirds of VET learners were in four-year school-based programmes, with one third in three-year programmes. Some learners participated in shorter, one- to two-year VET programmes (ISCED-P 351).
Despite initial VET reform efforts, most curricula need to be updated to be more relevant to labour market needs. The share of work-based learning and its quality needs to be increased. More effort will be placed on widening VET reform with the support of EU structural funds in 2015-20. Special emphasis will be put on curriculum reform, the development of national and sectoral VET curricula, and improving work-based learning in all types of VET. The VET system development programme 2016-20, adopted in September 2016, addresses these issues with a series of measures, which, among others, aim to align VET with labour market needs, develop new curricula and strengthen the WBL model.
Youth unemployment is high (43% in 2015 among 15 to 24 year-olds) and 18.5% of youth (aged 15 to 24) were neither in employment nor in education and training (NEET) in 2015. Youth guarantee schemes are expected to help young people get into employment, apprenticeship, traineeship or get the chance to continue their education or training within four months of leaving school or becoming unemployed. Both the education, science and technology strategy (October, 2014) and the VET system development programme 2016-20 aim to improve the skills and competences of Croatia's citizens and the country’s economic competitiveness.
Participation in adult learning/continuing training was 3.1% in 2015, among the lowest in the EU; it increased slightly in the following year. There are incentives for employers in the form of tax deductions of up to 50% of adult education and training costs (70% for small and medium-sized enterprises). However, uptake by companies is low, due to lack of awareness and the complexity of administrative procedures involved. New measures to address these issues are foreseen in the EU Structural Funds operational programmes for 2015-20.
VET in Croatia has two main roles. Alongside preparation for labour market entry, it enables progression to tertiary education, primarily through four-year VET programmes, where learners spend half of their time acquiring general competences. Almost 80% of four-year VET graduates take matura exams and around 60% of VET graduates continue to higher education.
The level of participation in VET at upper secondary level is one of the highest in the EU (70.7% compared to the EU average of 47.4% in 2014).
Croatia has the lowest rate of early school leaving in the EU (2.8% in 2015, compared to the EU average of 11%) and has already met its Europe 2020 national target of 4%.
Support services are available for students at all VET schools. Legislation requires schools to employ either a psychologist or a specialist in pedagogy, who monitors teaching and learning processes and oversees extra-curricular activities. Most schools employ both types of support staff. Some have other professionals that help learners address learning difficulties.
Self-assessment at VET schools is part of the quality assurance system, which has been developed in line with the EQAVET. Systematic collection of information and follow-up of quality improvement processes at VET schools is possible thanks to the comprehensive online tool e-Kvaliteta (http://e-kvaliteta.asoo.hr). The tool also allows comparison between schools.
The education ministry and ASOO launched VET curriculum reform in 2008 that introduced unit-based and credit-rated qualifications and learning-outcomes-oriented modular curricula. New curricula are based on occupational and qualifications standards developed in cooperation with employers. The system for recognition of prior learning/validation of non-formal and informal learning is being prepared.
spotlight on VET
VET in Croatia VET in Croatia’s education and training system Distinctive featuresof VET
Challengesand policy responses
CROATIA
NB: ISCED-P 2011.Source: Cedefop, Croatian Ministry of Science, Education and Sports and ReferNet Croatia.
18+
18
17
15
16
12
13
14
AGE
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next education level
Possible progression routes
Possible progression route, where prior VET knowledge may be recognised affecting programme duration
End of compulsory education
State matura exams which give access to tertiary education are optional for VET students
12+
YEARS in E&T
12
11
9
10
8
6
7
TERTIARY LEVEL
SECONDARY LEVEL
POST-SECONDARY
LEVEL
Primary education,8 years
ADULT LEARNING/CONTINUING TRAINING(outside the school system)
Continuing vocational training
for a new qualification or update
Master craftsperson qualification
exam
Training for
unemployed and other vulnerable
groups
Foreign language
programmesEQF 8
EQF 7 EQF 7
EQF 6EQF 6
EQF 5
EQF 7
EQF 5
EQF 5
EQF 7
PhDprogrammes
Integratedbachelor
and masterprogrammes,
5 years
ISCED 844
ISCED 746
ISCED 747
ISCED748
ISCED 645
Master programmes,1-2 years
Post-masterspecialist studies
Bachelor programmes,
3-4 years
ISCED 757
ISCED 655 ISCED 453
ISCED 351
Professionalstudies
Specialist professional studies
Development and trainingprogrammes
EQF 1
ISCED 244
EQF 4
EQF 4
EQF 4
EQF 4
EQF 3
EQF 2
Generalprogrammes(gymnasium),
4 years1-2 year pr.
School-based andapprenticeship progr.,3 years
School-based andapprenticeship progr.,3 years
Optional programme Optional programme
School-basedprogrammes,
4-5 years
School-basedprogrammes,
4-5 years
ISCED 344 ISCED 354 ISCED 353
ISCED 351, 353
EQF 4
The four-year, mostly school-based VET programmes (ISCED-P 354) with a WBL component, lead to qualifications at CROQF level 4.2/EQF level 4. These ‘technician’ programmes allow progression to tertiary education, after completing external matura exams, administered by the National Centre for External Evaluation of Education (NCVVO). Most students in four-year VET programmes use this opportunity (in 2011, 91.94% entered the matura exam, and 77.71% passed).
The three-year VET programmes (ISCED-P 353) give access to the labour market and lead to qualifications at CROQF level 4.1/EQF level 4; they are mostly run as apprenticeships, with significant work-based learning at companies. Since 2014, graduates from these programmes can enter an optional one- to two-year bridge programme and, if successful, take matura exams to qualify for higher education access. This programme corresponds to the fourth year of the school-based programme.
VET is provided at higher education level in polytechnics in the form of short-cycle programmes (ISCED-P 554) and professional studies (ISCED-P 655) with focus on applied sciences. Learning in these programmes typically involves extensive practical work experience and leads to a qualification at CROQF and EQF levels 5 and 6. Shorter programmes also exist.
Adult education and training (for people above age 16) covers a broad range of options, mainly in the form of short (re)training programmes, which range from basic or technical skills courses to complete formal secondary education and training. Entry requirements for post-secondary adult VET programmes include relevant IVET training and/or a number of years of professional experience. If adult education providers want to issue formal certificates at secondary education level, the education ministry has to approve their programmes.
Vocational education and training (VET) plays a major role in Croatia. Overall responsibility for VET lies with the Ministry of Science and Education supported by the Agency for VET and Adult Education (ASOO). The agency is responsible for developing VET curricula, continuous professional development of VET teachers, skills competitions and quality assurance. The 2009 VET Act strengthened cooperation through increased involvement of line ministries, social partners, chambers of trades and crafts, the employment service, professional associations and other stakeholders. It also established multipartite VET sector skills councils that informed VET on the needs of the labour market and higher education. Since the 2013 Act on the Croatian Qualifications Framework (CROQF), 25 sector skills councils cover general, vocational and higher education. The Human Resource Development Council assesses, validates and coordinates education, employment, and lifelong professional guidance policies, regional policy and CROQF development, aiming to encourage human potential development, stimulate competitiveness and achieve Croatia's strategic goals.
All VET programmes combine professional and general competences, to varying degrees; most include mandatory work-based learning (WBL), with duration and type varying among different VET programmes. Learners from lower-level programmes can progress to higher levels at the discretion of their schools.
Initial VET is publicly financed and free of charge. Learners start VET on completion of compulsory education (ISCED-P 244) at age 14 or 15. At upper secondary level, 71.3% of learners participated in IVET at the beginning of the 2015/16 school year. Around two thirds of VET learners were in four-year school-based programmes, with one third in three-year programmes. Some learners participated in shorter, one- to two-year VET programmes (ISCED-P 351).
Despite initial VET reform efforts, most curricula need to be updated to be more relevant to labour market needs. The share of work-based learning and its quality needs to be increased. More effort will be placed on widening VET reform with the support of EU structural funds in 2015-20. Special emphasis will be put on curriculum reform, the development of national and sectoral VET curricula, and improving work-based learning in all types of VET. The VET system development programme 2016-20, adopted in September 2016, addresses these issues with a series of measures, which, among others, aim to align VET with labour market needs, develop new curricula and strengthen the WBL model.
Youth unemployment is high (43% in 2015 among 15 to 24 year-olds) and 18.5% of youth (aged 15 to 24) were neither in employment nor in education and training (NEET) in 2015. Youth guarantee schemes are expected to help young people get into employment, apprenticeship, traineeship or get the chance to continue their education or training within four months of leaving school or becoming unemployed. Both the education, science and technology strategy (October, 2014) and the VET system development programme 2016-20 aim to improve the skills and competences of Croatia's citizens and the country’s economic competitiveness.
Participation in adult learning/continuing training was 3.1% in 2015, among the lowest in the EU; it increased slightly in the following year. There are incentives for employers in the form of tax deductions of up to 50% of adult education and training costs (70% for small and medium-sized enterprises). However, uptake by companies is low, due to lack of awareness and the complexity of administrative procedures involved. New measures to address these issues are foreseen in the EU Structural Funds operational programmes for 2015-20.
VET in Croatia has two main roles. Alongside preparation for labour market entry, it enables progression to tertiary education, primarily through four-year VET programmes, where learners spend half of their time acquiring general competences. Almost 80% of four-year VET graduates take matura exams and around 60% of VET graduates continue to higher education.
The level of participation in VET at upper secondary level is one of the highest in the EU (70.7% compared to the EU average of 47.4% in 2014).
Croatia has the lowest rate of early school leaving in the EU (2.8% in 2015, compared to the EU average of 11%) and has already met its Europe 2020 national target of 4%.
Support services are available for students at all VET schools. Legislation requires schools to employ either a psychologist or a specialist in pedagogy, who monitors teaching and learning processes and oversees extra-curricular activities. Most schools employ both types of support staff. Some have other professionals that help learners address learning difficulties.
Self-assessment at VET schools is part of the quality assurance system, which has been developed in line with the EQAVET. Systematic collection of information and follow-up of quality improvement processes at VET schools is possible thanks to the comprehensive online tool e-Kvaliteta (http://e-kvaliteta.asoo.hr). The tool also allows comparison between schools.
The education ministry and ASOO launched VET curriculum reform in 2008 that introduced unit-based and credit-rated qualifications and learning-outcomes-oriented modular curricula. New curricula are based on occupational and qualifications standards developed in cooperation with employers. The system for recognition of prior learning/validation of non-formal and informal learning is being prepared.
spotlight on VET
VET in Croatia VET in Croatia’s education and training system Distinctive featuresof VET
Challengesand policy responses
CROATIA
NB: ISCED-P 2011.Source: Cedefop, Croatian Ministry of Science, Education and Sports and ReferNet Croatia.
18+
18
17
15
16
12
13
14
AGE
General education programmes
VET programmes
Programmes combining VET and general education
Also available to adults (full-, part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next education level
Possible progression routes
Possible progression route, where prior VET knowledge may be recognised affecting programme duration
End of compulsory education
State matura exams which give access to tertiary education are optional for VET students
12+
YEARS in E&T
12
11
9
10
8
6
7
TERTIARY LEVEL
SECONDARY LEVEL
POST-SECONDARY
LEVEL
Primary education,8 years
ADULT LEARNING/CONTINUING TRAINING(outside the school system)
Continuing vocational training
for a new qualification or update
Master craftsperson qualification
exam
Training for
unemployed and other vulnerable
groups
Foreign language
programmesEQF 8
EQF 7 EQF 7
EQF 6EQF 6
EQF 5
EQF 7
EQF 5
EQF 5
EQF 7
PhDprogrammes
Integratedbachelor
and masterprogrammes,
5 years
ISCED 844
ISCED 746
ISCED 747
ISCED748
ISCED 645
Master programmes,1-2 years
Post-masterspecialist studies
Bachelor programmes,
3-4 years
ISCED 757
ISCED 655 ISCED 453
ISCED 351
Professionalstudies
Specialist professional studies
Development and trainingprogrammes
EQF 1
ISCED 244
EQF 4
EQF 4
EQF 4
EQF 4
EQF 3
EQF 2
Generalprogrammes(gymnasium),
4 years1-2 year pr.
School-based andapprenticeship progr.,3 years
School-based andapprenticeship progr.,3 years
Optional programme Optional programme
School-basedprogrammes,
4-5 years
School-basedprogrammes,
4-5 years
ISCED 344 ISCED 354 ISCED 353
ISCED 351, 353
EQF 4
The four-year, mostly school-based VET programmes (ISCED-P 354) with a WBL component, lead to qualifications at CROQF level 4.2/EQF level 4. These ‘technician’ programmes allow progression to tertiary education, after completing external matura exams, administered by the National Centre for External Evaluation of Education (NCVVO). Most students in four-year VET programmes use this opportunity (in 2011, 91.94% entered the matura exam, and 77.71% passed).
The three-year VET programmes (ISCED-P 353) give access to the labour market and lead to qualifications at CROQF level 4.1/EQF level 4; they are mostly run as apprenticeships, with significant work-based learning at companies. Since 2014, graduates from these programmes can enter an optional one- to two-year bridge programme and, if successful, take matura exams to qualify for higher education access. This programme corresponds to the fourth year of the school-based programme.
VET is provided at higher education level in polytechnics in the form of short-cycle programmes (ISCED-P 554) and professional studies (ISCED-P 655) with focus on applied sciences. Learning in these programmes typically involves extensive practical work experience and leads to a qualification at CROQF and EQF levels 5 and 6. Shorter programmes also exist.
Adult education and training (for people above age 16) covers a broad range of options, mainly in the form of short (re)training programmes, which range from basic or technical skills courses to complete formal secondary education and training. Entry requirements for post-secondary adult VET programmes include relevant IVET training and/or a number of years of professional experience. If adult education providers want to issue formal certificates at secondary education level, the education ministry has to approve their programmes.
Vocational education and training (VET) plays a major role in Croatia. Overall responsibility for VET lies with the Ministry of Science and Education supported by the Agency for VET and Adult Education (ASOO). The agency is responsible for developing VET curricula, continuous professional development of VET teachers, skills competitions and quality assurance. The 2009 VET Act strengthened cooperation through increased involvement of line ministries, social partners, chambers of trades and crafts, the employment service, professional associations and other stakeholders. It also established multipartite VET sector skills councils that informed VET on the needs of the labour market and higher education. Since the 2013 Act on the Croatian Qualifications Framework (CROQF), 25 sector skills councils cover general, vocational and higher education. The Human Resource Development Council assesses, validates and coordinates education, employment, and lifelong professional guidance policies, regional policy and CROQF development, aiming to encourage human potential development, stimulate competitiveness and achieve Croatia's strategic goals.
All VET programmes combine professional and general competences, to varying degrees; most include mandatory work-based learning (WBL), with duration and type varying among different VET programmes. Learners from lower-level programmes can progress to higher levels at the discretion of their schools.
Initial VET is publicly financed and free of charge. Learners start VET on completion of compulsory education (ISCED-P 244) at age 14 or 15. At upper secondary level, 71.3% of learners participated in IVET at the beginning of the 2015/16 school year. Around two thirds of VET learners were in four-year school-based programmes, with one third in three-year programmes. Some learners participated in shorter, one- to two-year VET programmes (ISCED-P 351).
Despite initial VET reform efforts, most curricula need to be updated to be more relevant to labour market needs. The share of work-based learning and its quality needs to be increased. More effort will be placed on widening VET reform with the support of EU structural funds in 2015-20. Special emphasis will be put on curriculum reform, the development of national and sectoral VET curricula, and improving work-based learning in all types of VET. The VET system development programme 2016-20, adopted in September 2016, addresses these issues with a series of measures, which, among others, aim to align VET with labour market needs, develop new curricula and strengthen the WBL model.
Youth unemployment is high (43% in 2015 among 15 to 24 year-olds) and 18.5% of youth (aged 15 to 24) were neither in employment nor in education and training (NEET) in 2015. Youth guarantee schemes are expected to help young people get into employment, apprenticeship, traineeship or get the chance to continue their education or training within four months of leaving school or becoming unemployed. Both the education, science and technology strategy (October, 2014) and the VET system development programme 2016-20 aim to improve the skills and competences of Croatia's citizens and the country’s economic competitiveness.
Participation in adult learning/continuing training was 3.1% in 2015, among the lowest in the EU; it increased slightly in the following year. There are incentives for employers in the form of tax deductions of up to 50% of adult education and training costs (70% for small and medium-sized enterprises). However, uptake by companies is low, due to lack of awareness and the complexity of administrative procedures involved. New measures to address these issues are foreseen in the EU Structural Funds operational programmes for 2015-20.
VET in Croatia has two main roles. Alongside preparation for labour market entry, it enables progression to tertiary education, primarily through four-year VET programmes, where learners spend half of their time acquiring general competences. Almost 80% of four-year VET graduates take matura exams and around 60% of VET graduates continue to higher education.
The level of participation in VET at upper secondary level is one of the highest in the EU (70.7% compared to the EU average of 47.4% in 2014).
Croatia has the lowest rate of early school leaving in the EU (2.8% in 2015, compared to the EU average of 11%) and has already met its Europe 2020 national target of 4%.
Support services are available for students at all VET schools. Legislation requires schools to employ either a psychologist or a specialist in pedagogy, who monitors teaching and learning processes and oversees extra-curricular activities. Most schools employ both types of support staff. Some have other professionals that help learners address learning difficulties.
Self-assessment at VET schools is part of the quality assurance system, which has been developed in line with the EQAVET. Systematic collection of information and follow-up of quality improvement processes at VET schools is possible thanks to the comprehensive online tool e-Kvaliteta (http://e-kvaliteta.asoo.hr). The tool also allows comparison between schools.
The education ministry and ASOO launched VET curriculum reform in 2008 that introduced unit-based and credit-rated qualifications and learning-outcomes-oriented modular curricula. New curricula are based on occupational and qualifications standards developed in cooperation with employers. The system for recognition of prior learning/validation of non-formal and informal learning is being prepared.
spotlight on VET
VET in Croatia VET in Croatia’s education and training system Distinctive featuresof VET
Challengesand policy responses
CROATIA
European Centre for the Developmentof Vocational Training
Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]
European Centre for the Development of Vocational Training
Copyright © European Centre for the Development of Vocational Training (Cedefop), 2017
All rights reserved.
spotlight on VET
visit our portal www.cedefop.europa.eu
ISBN 978-92-896-2416-9
Education and training in figuresEN EN
Further informationFurther information
spotlight on VET
CROATIA 2016
CROATIA CROATIA
Upper secondary students (ISCED 2011
level 3) enrolled in vocational and general
programmes % of all students in upper
secondary education, 2014
Lifelong learning % of population aged 25
to 64 participating in education and training
over the four weeks prior to the survey, 2015
Employment ratesof young graduates
% of 20 to 34 year-oldsno longer in education
and training, 2015
Early leavers from education and training% of early leavers fromeducation and training,
2015
100
80
60
40
20
0
100
80
60
40
20
0
VOCATIONAL GENERAL
26.6
73.4
29.3
70.7
30.2
69.8
31.0
69.0
33.2
66.8
52.6
47.4
74.9
25.1
100.0
CZ HR AT SK SI EU-28 HU IE
DK AT SI EU-28 HU HR SK RO
NB: 47.4% is the provisional weighted EU average for 2014 based on available country data (27 countries). In Ireland, it is possible to proceed to apprenticeship training following completion of lower secondary education (ISCED 2), but most learners continue to complete upper secondary education, which is general, rather than vocational, in nature.Source: Cedefop calculations, based on Eurostat, UOE data collection on education systems, date of extraction 6.12.16.
NB: Break in time series in HU 2015 data. Source: Eurostat, labour force survey, date of extraction 6.12.16.
35
30
25
20
15
10
5
0
31.3
11.9 10.77.1
3.1 3.11.3
14.4
100
80
60
40
20
0
Source: Eurostat, EU labour force survey, date of extraction 14.10.16.
Upper secondary and post-secondary non-tertiary education (levels 3 and 4) – vocationalUpper secondary and post-secondary non-tertiary education (levels 3 and 4) – generalLess than primary, primary and lower secondary education (levels 0-2)NB: Break in time series in HU 2015 data.
MT AT HU SI EU-28 SK HR EL
25
20
15
10
5
0
2015 2020 NATIONAL TARGET
EUROPE 2020=10
20.0
15.0
2.8
4.011.6
7.3
NB: Break in time series in HU 2015 data. Definition for national target differs in SK and ES. Source: Eurostat labour force survey, date of extraction 6.12.16.
6.95.0
10.09.5 10.0
11.0
91.7
87.6
86.8
77.9
79.1
75.7
77.2
76.7
69.0
65.7
58.2
58.0
68.5
57.2
47.5
57.953.5
36.4 33.2 51.5
78.1
76.2
71.8
72.2
http://www.mzos.hr Ministry of Science and Educationhttp://www.asoo.hr Agency for VET and Adult Educationhttp://www.azoo.hr Education and Teacher Training Agency http://www.azvo.hr Agency for Science and Higher Educationhttp://www.mobilnost.hr Agency for Mobility and EU Programmeshttp://www.ncvvo.hr National Centre for External Evaluation of Educationhttp://www.mingo.hr Ministry of Economy, Entrepreneurship and Craftshttp://www.hup.hr Croatian Employers Associationhttp://www.hgk.hr Chamber of Economyhttp://www.hok.hr Chamber of Trades and Craftshttp://www.hzz.hr/ Employment Service
8108 EN – TT-02-17-129-EN-N – doi:10.2801/498219
This Spotlight is based on input from the Agency for Vocational Education and Trainingand Adult Education (ReferNet Croatia 2016).
E&T 2020=15
HR SI SK AT EU-28 HU ES
6.05.0
■ Eurydice (2016). Croatia: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Croatia:Overview
■ Parliament of Croatia (2014). Strategija obrazovanja, znanosti i tehnologije [Strategy of Education, Science and Technology]. http://bit.ly/2kZWc0p
■ Government of Croatia (2016). Program razvoja sustava strukovnog obrazovanja i osposobljavanja 2016-20 [VET System Development Programme 2016-20]. http://www.asoo.hr/UserDocsImages/VET_Programme_EN.pdf
European Centre for the Developmentof Vocational Training
Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]
European Centre for the Development of Vocational Training
Copyright © European Centre for the Development of Vocational Training (Cedefop), 2017
All rights reserved.
spotlight on VET
visit our portal www.cedefop.europa.eu
ISBN 978-92-896-2416-9
Education and training in figuresEN EN
Further informationFurther information
spotlight on VET
CROATIA 2016
CROATIA CROATIA
Upper secondary students (ISCED 2011
level 3) enrolled in vocational and general
programmes % of all students in upper
secondary education, 2014
Lifelong learning % of population aged 25
to 64 participating in education and training
over the four weeks prior to the survey, 2015
Employment ratesof young graduates
% of 20 to 34 year-oldsno longer in education
and training, 2015
Early leavers from education and training% of early leavers fromeducation and training,
2015
100
80
60
40
20
0
100
80
60
40
20
0
VOCATIONAL GENERAL
26.6
73.4
29.3
70.7
30.2
69.8
31.0
69.0
33.2
66.8
52.6
47.4
74.9
25.1
100.0
CZ HR AT SK SI EU-28 HU IE
DK AT SI EU-28 HU HR SK RO
NB: 47.4% is the provisional weighted EU average for 2014 based on available country data (27 countries). In Ireland, it is possible to proceed to apprenticeship training following completion of lower secondary education (ISCED 2), but most learners continue to complete upper secondary education, which is general, rather than vocational, in nature.Source: Cedefop calculations, based on Eurostat, UOE data collection on education systems, date of extraction 6.12.16.
NB: Break in time series in HU 2015 data. Source: Eurostat, labour force survey, date of extraction 6.12.16.
35
30
25
20
15
10
5
0
31.3
11.9 10.77.1
3.1 3.11.3
14.4
100
80
60
40
20
0
Source: Eurostat, EU labour force survey, date of extraction 14.10.16.
Upper secondary and post-secondary non-tertiary education (levels 3 and 4) – vocationalUpper secondary and post-secondary non-tertiary education (levels 3 and 4) – generalLess than primary, primary and lower secondary education (levels 0-2)NB: Break in time series in HU 2015 data.
MT AT HU SI EU-28 SK HR EL
25
20
15
10
5
0
2015 2020 NATIONAL TARGET
EUROPE 2020=10
20.0
15.0
2.8
4.011.6
7.3
NB: Break in time series in HU 2015 data. Definition for national target differs in SK and ES. Source: Eurostat labour force survey, date of extraction 6.12.16.
6.95.0
10.09.5 10.0
11.0
91.7
87.6
86.8
77.9
79.1
75.7
77.2
76.7
69.0
65.7
58.2
58.0
68.5
57.2
47.5
57.953.5
36.4 33.2 51.5
78.1
76.2
71.8
72.2
http://www.mzos.hr Ministry of Science and Educationhttp://www.asoo.hr Agency for VET and Adult Educationhttp://www.azoo.hr Education and Teacher Training Agency http://www.azvo.hr Agency for Science and Higher Educationhttp://www.mobilnost.hr Agency for Mobility and EU Programmeshttp://www.ncvvo.hr National Centre for External Evaluation of Educationhttp://www.mingo.hr Ministry of Economy, Entrepreneurship and Craftshttp://www.hup.hr Croatian Employers Associationhttp://www.hgk.hr Chamber of Economyhttp://www.hok.hr Chamber of Trades and Craftshttp://www.hzz.hr/ Employment Service
8108 EN – TT-02-17-129-EN-N – doi:10.2801/498219
This Spotlight is based on input from the Agency for Vocational Education and Trainingand Adult Education (ReferNet Croatia 2016).
E&T 2020=15
HR SI SK AT EU-28 HU ES
6.05.0
■ Eurydice (2016). Croatia: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Croatia:Overview
■ Parliament of Croatia (2014). Strategija obrazovanja, znanosti i tehnologije [Strategy of Education, Science and Technology]. http://bit.ly/2kZWc0p
■ Government of Croatia (2016). Program razvoja sustava strukovnog obrazovanja i osposobljavanja 2016-20 [VET System Development Programme 2016-20]. http://www.asoo.hr/UserDocsImages/VET_Programme_EN.pdf