Croatia

Handbook For Youth Workers

Country landscape

At the national level, Croatia has adopted various strategies and plans. Yet, their implementation is not satisfactory.

In 2014, the Croatian Parliament adopted the “Strategy of Education, Science and Technology” as part of the Ministry of Science, Education, and Sports proposal.

The Ministry of Science and Education has adopted the Strategic Plan for the period 2020-2022.

In October 2019, as part of the Ministry of Science and Education proposal, the “Curriculum for the Development of Basic Digital, Mathematical and Reading Skills of Adults” was adopted.

Croatia’s National Council for Development of Human Potential is a central strategic body for CROQF development in the country. The National Council assesses, validates, and coordinates public policies such as educational policy, employment policy, lifelong professional guidance policy, and regional policy— keeping in mind their influence on the development of human potential and Croatia’s ability to achieve strategic goals and stay competitive. The National Council monitors and validates the impact of the CROQF, respective qualifications, and the work of Sectoral Councils. Based on their regular reports, the Council offers recommendations on how to better connect educational offerings with labour market needs. In line with the Republic of Croatia’s Strategy for Development, the National Council offers recommendations for planning and developing human potential—conveying to the minister responsible for education and science its opinion on Sectoral Council recommendations for admission policies, admission quotas, and qualification financing from public sources. Recommendations for improvement

In international knowledge assessments (PISA), Croatian 15-year-olds achieve average results in language and mathematical literacy—indicating the approach used to acquire knowledge, teach basic skills, and (especially) application orientation must change in primary schools.

From an early age, it is important to acquire both transversal and basic knowledge and skills in science, technology, engineering, and mathematics (STEM). These are necessary for coping in a technology-dependent society and for later action within the areas of scientific research and technological development—serving as a solid foundation for lifelong learning.

Study programmes at Croatian universities continue to lack methods geared toward developing transversal competencies such as communication and presentation skills, management skills, and entrepreneurship. Rather, learning outcomes are often evaluated on the basis of students’ memorised knowledge instead of their acquired knowledge and skills.

Sources

1. https://mzo.gov.hr/UserDocsImages/dokumenti/Obrazovanje/Strategija%20obrazovanja,%20znanosti%20i%20 tehnologije.pdf

2. http://www.kvalifikacije.hr/hr/nacionalno-vijece

3. https://mzo.gov.hr/UserDocsImages//dokumenti/PristupInformacijama/Provedbeni-program//Provedbeni%20 program%20Ministarstva%20znanosti%20i%20obrazovanja%202021.%20-%202024..pdf