2019
FO CUS ON
Education in Croatia
WE HAVE TO CATCH THE TRAIN ON TIME Curricular reform should enable young people to acquire basic knowledge, literacy, social skills and ability to solve problems. Only this way can we find ourselves on the right side of 'the iron curtain' that divides the states into those that go with the digital transformation and those that lag behind I N T E RV I E W
B L A Ž E N KA D I V JA K
Photo: Bruno Fantulin
Minister of Education
n the digital transformation of society, human capital becomes an increasingly important component that ensures entry into the group of developed countries. In that context, the education system reform and connecting scientific with business capacities becomes crucial for the strategic profiling of economies and growth, development and security of the individual and the community. Blaženka Divjak, the Minister of Education, acknowledges that there are many indicators that Croatia could be one of those countries that have failed to seriously understand the challenge of adapting to digital transformation and as a minister, she has been unremittingly propagating the importance of curricular reform. This interview came in the right moment to highlight the experiences that Croatia has had so far in applying the new curricula in 74 experimental schools, but also to talk about other important dimensions of changes in the education system that has to respond better to the needs of businesses. "Croatia is a small country with big human resources that can only survive if it strategically and wisely profiles itself in its immediate European environment, and makes smart use of the opportunities offered to it as the youngest member of the EU", says Minister Divjak.
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What are the first results of the experimental programme „Schools for Life“? — The first half-term of "School for Life" received very good ratings with clear recommendations for improvement. The collated data is based on anonymous surveys for teachers, students and associates, and on the reports from two counselling visits to schools and five regional meetings involving 2,058 teachers. The data indicate that 95 per cent of the survey participants are completely or mostly satisfied with the changes that the subject curricula bring. All the findings we have received from the surveys were immediately incorporated into the preparation for the implementation of curricular reform in all schools as of autumn this year. This became official after all 39 curricula were adopted and subsequently published in the Official Gazette. With this, the curricula taught in gymnasiums, which are, incredibly so, over 25 years old, as well as the curricula taught in elementary school, which were modified 13 years ago, were made obsolete. I am particularly pleased with the fact that the history curriculum was unanimously adopted by the Working Group which has three new academic members and by the Expert Working Group. This is an excellent sign that Croatia can handle complex and sensitive topics through sound and content-based dialogue. I am
I'm sure the changes we are implementing will mean that our students will have better chances to prepare for life and work
proud of all people who have been working on the reform. I'm sure the changes we are implementing will mean that our students will have better chances to prepare for life and work. The satisfaction with the experimental programme is also validated by the fact that all 74 schools want to continue implementing the programme next year too. The curricular reform has already come to life. What changes do you expect in the domain of automation and digitization and how applicable are they in practice? — Research shows that Croatia is at the risk of remain behind the wrong side of 'the iron curtain' which divides countries into those that go with the digital transformation and those that are lagging behind. Of course, pedagogy and methodology are the most important in education, followed by technology that helps with achieving results from learning and obtaining competences fitting for the 21st century. There is a doubt as to whether the digital transformation of the economy and society affects schools and higher education or whether schools are already influencing the transformation of the economy and society. Nevertheless, this is a two-way interaction. Easy to learn facts are easy to digitize and computers are always better than humans in doing so. It is, therefore, necessary to change the paradigm of learning and teaching. Namely, a lot of old jobs will disappear in the future, and as a result of technological development, the jobs that entail innovation and creativity, as well as the jobs that are not routine jobs, both manual and cognitive, will thrive. We need to work on the computer-algorithmic approach to problem-solving, and on developing organizational and entrepreneurial skills.
FO CUS ON
Education in Croatia
We need basic knowledge, basic literacy and social skills, and ability to solve problems. That is precisely what we are focusing on in our curricular reform. This is also what is expected of curricular reform, but also of higher education and science reform, namely, boosting the relevance of education and science, which will contribute to social and economic development. The priority in schools in terms of digital transformation is digitally independent teachers, educated for the use of the equipment and digital content, and digitally independent students which are taught in accordance with pedagogical-methodological findings, meaning that digitization should be age-appropriate. Which prerequisites need to be met in order to implement the reforms in the entire education system, at all levels, from pre-school to academic age? — Above all, readiness to change and face challenges. We should eliminate the unnecessary fear of change in teaching, so in our reform, we are focusing on creativity and autonomy of teachers in devising the teaching process, there are fewer tasks and teachers are given more freedom. It is important to empower teachers through a process of continuous education in which 40,000 teachers, associates and directors are currently participating. Teacher education is conducted continuously, both online and in person, and the reactions of all involved in the largest education process in the modern Republic of Croatia are very positive. Of course, it is necessary to invest more in schools. Namely, in the last year, from December 2017 to December 2018, the Ministry of Science and Education has invested more than HRK 102 million from the state budget. At the beginning of this year, we were allocated an additional HRK 43 million for lab equipment, cabinets, art, technical culture, namely everything that is important to fulfil the prerequisites for the reform to enter well-equipped schools. Teachers and principals, who organize all of this, remain the most important factor and have to be as ready as the line Ministry. We have also contracted and implemented two projects related to the overall curricular reform in ESF worth HRK 155 million and HRK 684 million respectively. The total investments in the curricular reform from 2017 to 2020 amounted to about HRK 2 billion. We have embarked on the School for Life tour in order to present in the person all the aspects of the reform and speak to almost 1,300 school principals. The reactions have been very positive. The Ministry of Science and Education is aware our colleagues at schools are investing additional effort into prepar-
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ing everything for the realization of t new curricula and the use of new methods, and that they are working beyond their regular scope of work, in their free time. As a form of acknowledgement of this, we have provided rewards for them. This is the first step towards having a reward system for teachers which will be implemented via the new ordinances on promotion and reward that were written for the first time in the last 23 years and are about to be adopted. How interested are today's young generations in vocational occupations? Are there enough companies that can be included in the dual education system and offer quality work practice? — Ever since I was appointed minister, one of the goals that my team and I have had is reforming vocational education. It was extremely important to raise the attractiveness vocational education, which had been neglected for years, since it offers numerous opportunities for our students. One of the most important segments of this reform is forming regional competence centres where students have the opportunity to learn about the work they will have to do one day. More than a billion kuna of EU funds were provided for this purpose. The second segment of this reform is dual education that gives our students the opportunity to work while studying and thus meet future employers. We
have been talking about aligning education with the labour market needs for decades now, but only now we can see that certain concrete moves have been made. Hopefully, this will become noticeable in the next enrollment period. Our students must be trained for work and we have to give them all our help, as well as create conditions for that. How much attention does the Ministry and the entire state sector dedicate to adjusting to international work and education programmes? How much do foreign schools and universities work in line with their own programmes?
R E S OU RC E S
WE HAVE TO WORK SMART Croatia is a small country with big human resources that can only survive if it strategically and wisely profiles itself in its immediate European environment and use the opportunities stemming from the EU membership.
How can we move forward with this? — Creating and developing study programs is part of the university's activities and competencies in higher education, both in Croatia and for the better part, in the world too. The idea is that the national and European development policies should direct the activities of higher education and science towards fulfilment of the three key missions of universities, namely the pursuit of scientific excellence and the development of the economy, the provision and continuous improvement of the quality of education, and universities fulfilling their role through their societal activities. In this respect, study programmes can fulfil all three university missions in different ways that are adapted to different education sectors. What I consider important is that the study programmes of Croatian higher education institutions are internationally relevant, that Croatian higher education establishes quality international partnerships, is included in the networks of the best European universities and develops in accordance with the latest knowledge and best international practices. For its part, the Ministry helps with stimulating financial instruments. For example, through the programme contracts that the Ministry has been concluding with higher public education institutions this year, investments in higher education are directed towards achieving agreed strategic goals, including the international relevance of study programmes measured by the number of international teachers and students studying at Croatian higher education institutions. Furthermore, the other way that the state can act is to improve the regulations in order to overcome obstacles to the establishment of high-quality international partnerships in the launch and performance of joint studies and other forms of cross-border cooperation. With this in mind, the Ministry has drafted a law on the quality assurance of higher education and science, which contains such provisions. Croatia is a small country with big human resources that can only survive if it strategically and wisely profiles itself in its immediate European environment. As the youngest EU member, it is given numerous opportunities that are yet to be utilized in the best way possible and this is where I see our chance for progress - modern approaches and technologies in higher education, systematic and sustainable partnerships and networking with reputable and respectable European universities, and strategic funding - this is the development path I see for Croatian higher education.
FO CUS ON
Education in Croatia
PREREQUISITE FOR YOUR BRIGHT PROFESSIONAL FUTURE The added value and uniqueness of Algebra's e-Leadership MBA is that the programme is implemented in cooperation with the lecturers from the American Kelley School of Business and the University of Indiana which is one of the top five business schools in the United States that has taught MBA studies for over 100 years
very job has its own rules and principles. It is virtually impossible to become a top manager at a higher organizational level today without completing a quality MBA study in which, in turn, you need to invest time and financial resources. In recent years, everything has become more complicated. Even business know-how itself is no longer sufficient for the strategic management of increasingly complex business organizations. Without a real understanding of digital trends, growth is unimaginable in any business. Sooner or later, anybody who wants to progress on their managerial path has to make a decision to enrol in MBA studies. Choosing the right MBA study has become increasingly difficult – the
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labour market is becoming more competitive and truth be told, it is not easy to ascertain in advance which study has the biggest potential and is closest to our needs, requirements and capabilities. Whether we like it or not, the time we live and work in is truly unique. We are deep into the 4th industrial revolution and are running towards a fully digitized economy and digital society. According to the most conservative estimates, at least 25% of the global economy will be based on digital technology by 2025, and literally, all global corporations have already started changing their business models under the influence of digital technology. To acquire the knowledge needed for growth and survival in such a business eco-system is of crucial impor-
C O R P O R AT E
A L G E B RA www.algebra.hr/mba
Through 17 modules, this two-year study programme will give you 120 ECTS points and a higher education degree
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tance to anyone who wants to achieve a managerial career. We, in Algebra, are keenly aware of these facts which is the reason why, from the very beginning, our MBA programme has been devised in a way that is completely different from the rest. We would like to remind you that Algebra is one of the first higher education institutions in Europe that has developed and accredited the e-Leadership MBA programme. This programme is developed in line with the BDS model (business + digital + strategic) and structured as a combination of core business competencies, knowledge of digital technologies and managerial skills. Algebra would like to underline that only this combination of knowledge can be the foundation of healthy growth in the era of the digital economy. Surviving in the labour market has never been so difficult as today. Everything we know changes over and over again every day. Career advancements become unattainable without obtaining new knowledge and skills. It is, therefore, time to think about investing in your future, perhaps through Algebra's e-Leadership MBA programme. Through 17 modules, this two-year study programme will give you 120 ECTS points and a higher education degree, as well as a precious networking experience, advancement, a full spectrum of new experiences, ideas, and knowledge, new confidence and a personal growth framework that you perhaps don't even dare to think about today.
FO CUS ON
Education in Croatia
INNOVATIVE EDUCATIONAL APPROACH International learning goals are unique throughout Bright Horizons curriculum and they help young children to gain an increasingly sophisticated national, international and intercultural perspective and highly applicable knowledge C O R P O R AT E
stablished and approved by the Ministry of Science and Education in 2013, the Bright Horizons International British School applies the internationally recognized and fastest expanding educational program International Primary Curriculum together with the British national Curriculum. International learning goals are unique throughout Bright Horizons curriculum and they help young children begin the move towards an increasingly sophisticated national, internation-
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al and intercultural perspective. Each thematic IPC unit includes an international aspect, to help develop a sense of ‘international mindedness’. This school year Bright Horizons IBSZ together with schools from Cyprus, Slovenia, Bulgaria and Spain got approval for the multilateral project “Little Sociopreneurs” through Erasmus + programme. Erasmus + is strategic framework for European cooperation in education and training. It is a forum that allows Member countries to cooperate in building best practice. This project aligns with all cur-
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THE BRIGHT H O R I ZO N S I N T E R NAT I O NA L BRITISH SCHOOL
PROJ EC T
LITTLE SOCIOPRENEURS Through the multilateral project “Little Sociopreneurs” supported by the Erasmus + programme our children are developing moral values, empathy, social responsibility and environmental sustainability
riculum goals that school already follows. The framework is based on the lifelong learning approach. It therefore addresses outcomes from early childhood to adult vocational and higher education, and is designed to cover learning in all contexts: formal, non-formal and informal. In this particular project social entrepreneurship has a wider meaning as it embraces moral values, empathy, social innovation, social responsibility and environmental sustainability. Schools will work together and exchange practices in order to implement social entrepreneurial activities using foreign language, integrated learning and experiencing different kind of arts by meeting European together with the local cultural heritage. Concerning students the aim of the project is to: • empower them so as they will be able to address the society's needs • enable them to address challenges through an enterprising approach by suggesting ideas for solving the social
and environmental problems • be able to suggest technological, social and environmental change • reduce inequality in education by fostering the implementation of experiential learning • experience different types and aspects of artistic creation • meet the cultural heritage of their country and learn more about the European cultural heritage • see connections between the cultural heritage of different European countries • r aise and strengthen the European identity In May this year four students from Bright Horizons IBSZ together with their teachers will have the opportunity to visit school in Catalonia to share their experiences and plan next steps of the project. This will enable students to develop new skills, learn and share new ideas. Teachers will be inspired by new colleagues, refresh their thinking and return from this mobility enthused and motivated.
FO CUS ON
Education in Croatia
IF YOU WANT TO CHANGE THE WORLD, START WITH YOURSELF FIRST - WITH EDUCATION According to the guidelines of the Croatian Academy of Science and Arts, and in the light of ongoing reforms of the Ministry of Science and Education it seems it is the overall goal to become a society of knowledge and science
e often hear that Croatia should acquire Finnish or Singaporean educational system, continually admired and prized as the most effective ones. From our point of view there is an urge to lift the educational standards to meet the scientific and technological advancements to build up Croatian competitiveness among EU countries. There is a significant correlation between an increased level of education in a country and the country’s economic growth (Hall, 2002; OECD, 2001; Bassani and Scarpetta, 2001). The education system in Croatia starts in preschool institutions. Elementary education is compulsory for all children, in general it lasts form age
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E D U C AT I O N M A NAG E M E N T I N C ROAT I A Author:„Umijeće govora“ - Executive Education
six to fifteen providing knowledge and skills for continuing education. Secondary education institutions are, depending on the type of educational program, divided into high schools, vocational and artistic secondary schools. High schools
are preparing their students for continuing education, vocational schools qualify them for inclusion into the labour market, and also provide opportunities for continuing education, and art schools have the aim to acquire knowledge, develop skills, abilities and creativity in different artistic fields (mzo. hr). Higher education is conducted in higher education institutions through universities and professional studies, and is divided into polytechnics, colleges of applied science, faculties and art academies. All programs were aligned by 2005 with the requirements of the Bologna Process as part of the creation of a European system of higher education (Croatia.eu). University study programs qualify students to work in science and higher education, private and public sector and society in general, as well as to develop and apply scientific and professional knowledge. Professional study programs provide students with an appropriate level of knowledge and skills required to work in applied professions, as well as a direct integration in the working process. Currently there are 119 higher education institutions in Croatia, namely: 8 public universities, 2 private universities, 68 faculties and art academies and 1 university center at public universities, 4 private polytechnics, 11 public polytechnics, 22 private colleges, and 3 public colleges (azvo.hr).
FO CUS ON
Education in Croatia
Joseph Lowther in his paper The quality of the Croatia’s formal education system attempts to measure the quality of the education system in Croatia based on quantitative indicators and qualitative analyses, comparing Croatia with the EU and EU accession countries where it is possible. He finds that according to Croatian managers, Croatian workers generally have high reading and writing skills. Computer literacy is very low, particularly for lower skilled workers. Communication skills are good, with the exception of knowledge of foreign languages which is quite low. Learning skills are good. Teamwork abilities are somewhat low. Capacity for self-management is also lower than it should be, particularly for middle and high skilled employees. Problem solving skills are good, and analytical skills are somewhat low. Croatia has relatively low preschool enrollment rates, very high basic education enrollment rates, average rates at the upper secondary level, and relatively high rates for tertiary education. However, the number of years of education that the average Croatian student completes is about four years less than that which the average OECD student completes, states Lowther. In addition, Croatian students’ instructional time per year is less than
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average OECD students’ time. Some of the recommendations for improvement suggested in the mentioned study are: “The education system should be changed from supply-driven to demand-driven, i.e. the system should provide learning alternatives that students (of all ages) can choose from, with increasing responsibility by students as they get older. Schools and universities should be accountable for results.” In the line with the last recommendation there is an ongoing debate whether the voucher system should be introduced. A school voucher, which is also commonly referred to as an opportunity scholarship, is a certificate that is funded by the government to pay for a student to attend private school. The overall school choice voucher system has been around in some states. There will always be proponents and opponents for any type of funded program that exists. The school choice program is a great program that allows students to choose where to get their education so that they can perform at the highest level and increase chances of succeeding (topeducationdegrees.org). However, it has a real purpose only if the private schools have higher academic standards and advanced curriculum. It is on them to prove their quality.
The Croatian people should be informed of the need for each Croatian to constantly upgrade his or her skills
Furthermore, the recommendations mention that curricula in schools should be reformed to increase links with the needs of the economy and to reduce compulsory subjects and increase optional subjects, emphasize problem solving, develop teamwork, increase the ability to learn, develop students’ ability to manage themselves and others, build communication and technical/ICT skills, and reduce the emphasis on memorization of facts. It also implies that Croatians’ participation in lifelong learning is quite low, particularly in comparison to EU countries. This indicates that workers are not keeping pace with technological advancement and other changes in the workplace. The Croatian people should be informed of the need for each Croatian to constantly upgrade his or her skills. In the line with this implications, Umijeće govora – Executive education renowned instructors with a vast international, corporate and academic experience design programs and workshops applying the best practices in executive education worldwide enhancing managerial skills in Business Presentation, Business Communication, Public Speaking and Teamwork. As a proverb says – If you want to change the world, start with yourself first. If you want to change the world, start with yourself first.