Strategy for Education, Science and Technology

New Colours of Knowledge

Early Childhood and Pre-school Education, Primary Education and Secondary Education Adult Science and 3 Education 5 Technology 1

Lifelong 2 4 Learning

Strategy for Education, Science and Technology

The project is co-financed by the European Union from the European Social Fund. STRATEGY FOR EDUCATION, SCIENCE AND TECHNOLOGY

The Strategy for Education, Science and Technology was adopted by the Croatian Parliament on 17 October 2014, and it was published in the Official Journal, Number 124/2014, 24 October 2014.

PUBLISHER: Ministry of Science and Education

FOR THE PUBLISHER: prof. dr. sc. Blaženka Divjak, minister

VISUAL COMMUNICATION AND GRAPHIC DESIGN: School of Design, Faculty of Architecture of the University of Zagreb

PRINTED BY: INTERGRAFIKA TTŽ d.o.o., Zagreb, 2017

PRINT RUN: 500 copies

ISBN: 978-953-8103-20-9

CIP record is available in the electronic catalogue of the National and University Library in Zagreb under number 000980979.

This publication was issued within the project "Establishment and Management of CROQF Register as Support to Sectoral Councils and Other Stakeholders in Implementation of CROQF" that was co-funded by the European Union from the European Social Fund.

The content of this publication is the sole responsibility of the Ministry of Science and Education.

ministry of science and education

PROJECT USER AND INTERMEDIARY BODY LEVEL 1: Ministry of Science and Education ADDRESS: Donje Svetice 38, 10 000 Zagreb, Croatia T: + 385 1 4569 000 F: +385 1 4594 301 E-MAIL: [email protected] www.mzo.hr

INTERMEDIARY BODY LEVEL 2: Agency for Vocational Education and Training and Adult Education, Organizational Unit for Implementation of EU Structural Instruments – DEFCO E-MAIL: [email protected] www.asoo.hr/defco

For more information about EU funds, visit the website of the Ministry of Regional Development and EU funds at: www.strukturnifondovi.hr. New colours of knowledge

Strategy for Education, Science and Technology

Government of the Republic of Croatia, 2017. Strategy for Education, Science and Technology this strategy was , Minister of Culture of VIOLIĆ, Minister

, president of the Independent Union of of Union the Independent of PISK, president , Jadran Galen Laboratory (JGL) USMIANI, Jadran , dean of the Faculty of Teacher Education in Education Teacher of the Faculty , dean of PEKO ZLATAR , president of Rectors' Conference Conference Rectors' of , president VRTIPRAH

, First Deputy Prime Minister and Minister of of Minister and Minister PUSIĆ, First Deputy Prime VESNA VESNA ANDREA ANĐELKA , Deputy Prime Minister and Minister of Social Policy Social Policy of and Minister Minister , Deputy Prime OPAČIĆ , president of the Association of Croatian Secondary Croatian Association of the of , president HITREC , Minister of Economy Economy of VRDOLJAK, Minister and Youth and Youth Funds and EU Funds Development Regional Foreign and European Affairs Affairs and European Foreign Research and Higher Education Employees of Croatia Croatia of Employees Education and Higher Research prof. dr. sc. dr. prof. sc. dr. prof. prof. dr. sc. dr. prof. of and Minister Minister , Deputy Prime GRČIĆ sc. BRANKO dr. prof. prof. dr. sc. dr. prof. sc. KRUNOSLAV dr. prof. pharm. spec. IVO mr. , Minister of Labour and Pension System and Pension Labour of MRSIĆ, Minister sc. MIRANDO dr. prof. Health of , Minister OSTOJIĆ sc. RAJKO dr. prof. , Prime Minister's special science adviser Minister's special science adviser , Prime BUDAK sc. NEVEN dr. prof. NATIONAL COORDINATING BODY FOR FOR BODY COORDINATING NATIONAL FOR THE STRATEGY DEVELOPING SCIENCE AND TECHNOLOGY EDUCATION, , president of the Croatian Academy of of Academy the Croatian of KUSIĆ, president academic ZVONKO School Principals School Principals Sports, vice Sports, chair Sciences and Arts , Minister of Science, Education and Science, Education of , Minister JOVANOVIĆ sc. ŽELJKO doc. dr. Osijek MILANKA IVAN , Minister of Entrepreneurship and Crafts Entrepreneurship of MARAS, Minister GORDAN developed by: developed , Minister of Finance of LINIĆ, Minister SLAVKO SUZANA , Prime Minister of the Republic of Croatia, chair chair Croatia, of the Republic of Minister , Prime MILANOVIĆ ZORAN this strategy was this strategy • • • • • • • • • • • • • • • • • • Assistant Minister of Science, of Assistant Minister vice-rector of the University of Zagreb of the University of vice-rector -GORŠIĆ, MSES TECILAZIĆ

ANA mr. sc. mr. BOJAN GRLAŠ, MSES Assistant Minister of Science, Education and Sports Science, Education of Assistant Minister chair of Parliament's Committee on Committee Parliament's of BOLJUNČIĆ, chair VALTER Institute of Public Finance of Institute BAJO, ANTO • and Sports chair Education and Sports and Education MELITA KOVAČEVIĆ, KOVAČEVIĆ, sc. MELITA dr. prof. of University Strossmayer Juraj Josip KRALIK, sc. GORDANA dr. prof. Rijeka of the University of rector LUČIN, sc. PERO dr. prof. Horvati, School Primary principal of ROŠKO, MATIĆ sc. BISERKA mr. Assistant Minister of Science, Education Science, Education of Assistant Minister ZELENIKA, sc. SAŠA dr. prof. Ericsson Ericsson Tesla Nikola KOVAČEVIĆ, sc. GORDANA mr. Split of the University of rector PAVIĆ, sc. IVAN dr. prof. Prime Minister's special science adviser, adviser, Minister's special science Prime sc. NEVEN BUDAK, dr. prof. Association Croatian Employers' BALKOVIĆ, sc. MISLAV mr. BELJO LUČIĆ, sc. RUŽICA dr. prof. sc. dr. prof. NATIONAL OPERATING BODY OPERATING NATIONAL Croatian Academy of Sciences and Arts Sciences and of Academy BUDIN, Croatian academic LEO Science, Education and Culture Science, Education STRATEGY COORDINATORS: STRATEGY Institute for Social Research in Zagreb Social Research for sc. BORIS JOKIĆ, Institute dr. dr. sc. dr. in Zagreb Social Research for Institute BEZINOVIĆ, sc. PETAR dr. Osijek Zagreb Medical School, Rijeka Medical ŠOLJAGA, RADOVAN member of Croatian Parliament, vice chair vice Parliament, Croatian of member LUGARIĆ, MARIJA ANKICA NJEŽIĆ, ANKICA Private Classical Gymnasium, Zagreb Classical Gymnasium, Private REŠKOVAC, TOMISLAV • • • • • • • • • • • • • • • • • • • •

this strategy was this strategy was

ČIŽMEŠIJA , izv. prof. prof. -ŠEPIĆ, izv. , University of Zagreb, leader leader Zagreb, of FILETIN, University , prof. LEKIĆ, prof. BARANOVIĆ BUDIN , prof. emeritus , prof. PASTUOVIĆ JURDANA , izv. prof. , izv. SLUNJSKI , principal of , principal of ROŠKO MATIĆ ALEKSANDRA , Croatian Employers' Association Employers' , Croatian BALKOVIĆ , Croatian Academy of Sciences and Arts and Sciences of Academy BUDIN, Croatian , MLPS POZAIĆ CRNKOVIĆ , prof. , prof. REŠKOVAC , Institute for Social Research in Zagreb, leader leader in Zagreb, Social Research for , Institute BEZINOVIĆ -GORŠIĆ, MSES TECILAZIĆ TOMISLAV

, prof. NJEŽIĆ, prof. , prof. LETICA, prof. , Private Classical Gymnasium, Zagreb Zagreb Classical Gymnasium, , Private REŠKOVAC , prof. GARAŠIĆ, prof. SANJA ANA mr. sc. MIRELA mr. prof. dr. sc. dr. prof. academic LEO dr. sc. NIKOLA dr. sc. EDITA dr. dr. sc. BRANKA dr. sc. RAJKA dr. JELENA DIANA Coordinator – dr. sc. BORIS JOKIĆ – dr. Coordinator AND STRUCTURE OF THE EDUCATION SYSTEM THE EDUCATION AND STRUCTURE OF THEMATIC WORKING GROUP FOR CURRICULUM DEVELOPMENT DEVELOPMENT CURRICULUM FOR GROUP WORKING THEMATIC ANKICA TOMISLAV Primary School Horvati, Zagreb Zagreb School Horvati, Primary , Prime Minister's special science adviser Minister's special science adviser , Prime BUDAK sc. NEVEN dr. prof. sc. BISERKA mr. , Prime Minister's special science adviser Minister's special science adviser , Prime sc. NEVEN BUDAK dr. prof. sc. mr. prof. dr. sc. dr. prof. sc. MISLAV mr. academic LEO , Institute for Social Research in Zagreb in Zagreb Social Research for sc. BORIS JOKIĆ, Institute dr. EDUCATION AND SECONDARY EDUCATION AND SECONDARY EDUCATION sc. PETAR dr. , Institute for Social Research in Zagreb in Zagreb Social Research for sc. BORIS JOKIĆ, Institute dr. , Institute of Public Finance of , Institute BEJAKOVIĆ sc. PREDRAG dr. LEARNING AND ADULT EDUCATION AND ADULT LEARNING WORKING GROUP FOR LIFELONG LIFELONG FOR GROUP WORKING WORKING GROUP FOR EARLY CHILDHOOD CHILDHOOD EARLY FOR GROUP WORKING , Medical School, Rijeka , Medical ŠOLJAGA RADOVAN mr. mr. sc. WORKING GROUPS GROUPS WORKING TOMISLAV AND PRE-SCHOOL EDUCATION, PRIMARY PRIMARY EDUCATION, AND PRE-SCHOOL • • • • • • • • • • • • • • • • • • • • • • • • • • ROŠKO MATIĆ , prof. , prof. REŠKOVAC VLASTA VIZEK VIDOVIĆ VLASTA KIŠ-GLAVAŠ ROŠKO MATIĆ TOMISLAV SEME STOJNOVIĆ , prof. , prof. JURIĆ MRŠA , prof. PERNAR, prof. , prof. RUŽIĆ, prof. , prof. ŠPILJAK, prof. , m. ed. POKOS , prof. , prof. HITREC , prof. ČUKELJ, prof. , prof. , prof. BANOVIĆ , prof. , prof. MATIJEVIĆ VLADO PRSKALO ALENKA BUNTIĆ ROGIĆ BUNTIĆ ROGIĆ ALENKA VLATKA DOMOVIĆ DOMOVIĆ VLATKA VIZEK VIDOVIĆ VLASTA , prof. MIHALJEVIĆ, prof. , prof. RUSIJAN LJUŠTINA, prof. , prof. , prof. LASIĆ SUTLOVIĆ prof. dr. sc. LELIJA dr. prof. mr. sc. mr. sc. INGA mr. mr. sc. BISERKA mr. mr. sc. mr. ĐAKOVIĆ sc. OLEG dr. dr. sc. dr. sc. IRIS MARUŠIĆ dr. sc. dr. VUJIČIĆ sc. LIDIJA dr. , izv. prof. prof. , izv. STANIČIĆ sc. STJEPAN – dr. Leader , dipl. ped. KARMEN HANS JALŠOVEC , prof. ENI SURIĆ FABER , men. o. j. , men. o. OLUJIĆ MARTIN MARIJANA , prof. MARIO ROGAČ NADA BISERKA LJUBICA BLAŽENKA MERICA NIKICA dipl. ing. el. JUKIĆ, dipl. MAJA prof. OZORLIĆ-DOMINIĆ, RENATA Coordinator – Coordinator sc. BISERKA – mr. Coordinator , dr. med. , dr. ŠOLJAGA – RADOVAN Coordinator dr. sc. – dr. Coordinator SANDRA SUZANA OF EDUCATION INSTITUTIONS EDUCATION OF CONDITIONS IN EDUCATION INSTITUTIONS IN EDUCATION CONDITIONS THEMATIC WORKING GROUP FOR MANAGEMENT MANAGEMENT FOR GROUP WORKING THEMATIC THEMATIC WORKING GROUP FOR WORKING WORKING WORKING FOR GROUP THEMATIC THEMATIC WORKING GROUP FOR STUDENT SUPPORT STUDENT FOR GROUP WORKING THEMATIC THEMATIC WORKING GROUP FOR DEVELOPING DEVELOPING FOR GROUP WORKING THEMATIC COMPETENCES TEACHER HAJEK, ZORAN dipl. ing. ZDENKA ČEDOMIR , prof. , prof. GRGIĆ VINKO VESNA , prof. , prof. VLADE MATAS • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

this strategy was this strategy was ŠIPUŠ BEZINOVIĆ prof. prof. izv. prof. prof. izv. NOVAK VRKLJAN, rhythmic gymnastics and dance teacher JELIČIĆ RISTIĆ DEDIĆ -GORŠIĆ TECILAZIĆ

, prof. , prof. VIŠNJIĆ JEVTIĆ KREŠIĆ- , prof. , prof. REŠKOVAC , izv. prof. prof. -ŠIMRAK, izv. BALIĆ

ANDREA , prof. , prof. KRANŽELIĆ , prof. , prof. HITREC , prof. BURIĆ, prof. ANA , musician -KARLO BUCHBERGER , academic sculptor , academic sculptor KRSTIĆ-LUKAČ , prof. KRALJ, prof. , dipl. ing. el. JUKIĆ, dipl. MIRELA LEKIĆ sc. MIRELA mr. MIDŽIĆ art. ENES prof. red. art. MARINA prof. red. BOGDANIĆ art. PERUŠKO prof. red. mr. sc. mr. doc. art. EDITA SLUNJSKI, SLUNJSKI, sc. EDITA dr. VUJIČIĆ sc. LIDIJA dr. dr. sc. IRIS MARUŠIĆ dr. sc. ZRINKA dr. dr. sc. BORIS JOKIĆ dr. EDUCATION AND TRAINING AND TRAINING EDUCATION dipl. ing. strojarstva dipl. ing. strojarstva DRAŽEN MAKSIMOVIĆ, MUSULIN, dipl. ing. PUSTAHIJA DANIJELA prof. prof. FRANOVIĆ, MIRELA JUKIĆ, dipl. ing. el. MAJA MARIJA NORMELA MIRELA prof. BURIĆ, prof. HELENA MAJA HELENA LIDIJA MAJA JUKIĆ, dipl. ing. el. – MAJA Coordinator Coordinator – red. prof. art. BERISLAV prof. – red. Coordinator izv. prof. izv. SLUNJSKI, sc. EDITA – dr. Coordinator Coordinator – dr. sc. PETAR – dr. Coordinator AND PRE-SCHOOL EDUCATION AND PRE-SCHOOL SUZANA THEMATIC WORKING GROUP FOR EDUCATION QUALITY ASSURANCE ASSURANCE QUALITY EDUCATION FOR GROUP WORKING THEMATIC THEMATIC WORKING GROUP FOR ART EDUCATION EDUCATION ART FOR GROUP WORKING THEMATIC THEMATIC WORKING GROUP FOR VOCATIONAL VOCATIONAL FOR GROUP WORKING THEMATIC THEMATIC WORKING GROUP FOR EARLY CHILDHOOD CHILDHOOD EARLY FOR GROUP WORKING THEMATIC ZORAN KONJEVIĆ, dipl. ing. el. KONJEVIĆ, ZORAN prof. RUSIJAN LJUŠTINA, prof. VESNA VOJISLAV ANTONIJA ADRIJANA VIŠNJIĆ JEVTIĆ, ADRIJANA ADRIJANA , dipl. ing. GORAN SIROVATKA TOMISLAV • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

BARIŠIĆ TOMAŠIĆ

VESNA DIVJAK LASIĆ-LAZIĆ DIVJAK AKRAP KILIĆ FILETIN PRIJIĆ-SAMARŽIJA KILIĆ HRUŠKAR GRUBIŠIĆ , University of Zagreb. leader leader Zagreb. of , University MRŠA , University of Zagreb Zagreb of , University BARIŠIĆ dipl. ing. strojarstva dipl. ing. strojarstva VALOŽIĆ , vice-rector of the University of Zagreb Zagreb of the University of vice-rector , KOVAČEVIĆ , University of Zagreb Zagreb of , University TOMAŠIĆ , University of Zagreb of MARKUČIĆ, University

TOMISLAV TOMISLAV ANĐELKO TOMISLAV VESNA VLADIMIR prof. dr. sc. dr. prof. sc. JADRANKA dr. prof. prof. dr. sc. dr. prof. prof. dr. sc. dr. prof. dr. sc. BORIS JOKIĆ dr. sc. PREDRAG dr. doc. dr. sc. KSENIJA doc. dr. ČIPIN sc. IVAN doc. dr. SUNČICA OBERMAN PETERKA PETERKA OBERMAN sc. SUNČICA dr. Coordinator – prof. dr. sc. KARMELA dr. – prof. Coordinator sc. BLAŽENKA dr. prof. sc. dr. prof. sc. SNJEŽANA dr. prof. sc. MIRJANA dr. prof. Coordinator – prof. dr. sc. dr. – prof. Coordinator sc. BLAŽENKA dr. prof. ERJAVEC sc. ZLATKO doc. dr. BRANKA RAMLJAK sc. BRANKA dr. prof. DAMIR MARKUČIČ sc. DAMIR dr. – prof. Coordinator ROMIĆ sc. DAVOR dr. prof. BAJIĆ ĆOSOVIĆ sc. SLAVICA dr. prof. BALKOVIĆ sc. MISLAV mr. ASSURANCE THEMATIC WORKING GROUP FOR HIGHER EDUCATION QUALITY QUALITY EDUCATION HIGHER FOR GROUP WORKING THEMATIC THEMATIC WORKING GROUP FOR PART-TIME STUDIES PART-TIME FOR GROUP WORKING THEMATIC THEMATIC WORKING GROUP FOR THE BINARY SYSTEM THE BINARY FOR GROUP WORKING THEMATIC THEMATIC WORKING GROUP FOR DEMOGRAPHIC ANALYSIS DEMOGRAPHIC FOR GROUP WORKING THEMATIC TIHOMIR TOMČIĆ, TOMČIĆ, TIHOMIR prof. dr. sc. MELITA dr. prof. sc. DAMIR dr. prof. Zadar of MARUŠIĆ, University sc. LEONARDO dr. prof. Rijeka of , University RAFAJAC sc. BRANKO dr. prof. sc. dr. prof. prof. dr. sc. dr. prof. sc. KARMELA dr. prof. Minister's special science adviser , Prime sc. NEVEN BUDAK dr. prof. WORKING GROUP FOR HIGHER EDUCATION HIGHER FOR GROUP WORKING • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

this strategy was this strategy was

KOVAČEVIĆ

DIVJAK PRIJIĆ-SAMARŽIJA KILIĆ KARLEUŠA RAMLJAK , University of Zagreb Zagreb of , University KOVAČEVIĆ , University of Rijeka of , University VOLAREVIĆ GOTOVAC

, University of Split of ANDRIČEVIĆ, University

, Ericsson Nikola Tesla Tesla Nikola , Ericsson KOVAČEVIĆ RADEKA JELENC , Institute of Physics of , Institute PERVAN , Institute of Croatian Language and Linguistics Language Croatian of , Institute HUDEČEK TOMISLAV VIKTOR , dipl. jur. , ROŽMAN dipl. jur. UKIĆ , Institute of Public Finance of , Institute BAJO ANTO BAJO ANTO PALISKA REICHER PAVIĆ LANGUAGE CONSULTANTS LANGUAGE STRATEGY STAFF AT HIGHER EDUCATION INSTITUTIONS EDUCATION HIGHER AT STAFF THEMATIC WORKING GROUP FOR RESOURCES IN HIGHER EDUCATION EDUCATION IN HIGHER RESOURCES FOR GROUP WORKING THEMATIC THEMATIC WORKING GROUP FOR THE TASK STRUCTURE OF TEACHING TEACHING OF STRUCTURE TASK THE FOR GROUP WORKING THEMATIC VISUAL COMMUNICATION AND GRAPHIC DESIGN OF THE THE OF DESIGN AND GRAPHIC COMMUNICATION VISUAL KARLA TEA PERANOVIĆ MARTIN MARTINA LUKA THOMAS FARNELL mr. sc. GORDANA mr. sc. MELITA dr. prof. sc. SINIŠA dr. prof. Osijek of University Strossmayer Juraj , Josip ŽAGAR sc. DRAGO dr. prof. , University of Zagreb, leader Zagreb, of , University LOVREK sc. IGNAC dr. prof. sc. ROKO dr. prof. Minister's special science adviser , Prime BUDAK sc. NEVEN dr. prof. prof. dr. sc. BARBARA dr. prof. sc. IGOR dr. prof. ŽAGAR sc. DRAGO dr. prof. sc. SNJEŽANA dr. prof. prof. dr. sc. BLAŽENKA dr. prof. sc. BRANKA dr. prof. sc. dr. prof. , Institute of Croatian Language and Linguistics and Linguistics Language Croatian of , Institute JOZIĆ sc. ŽELJKO dr. dr. sc. PETAR dr. dr. sc. dr. dr. sc. dr. sc. BORIS JOKIĆ dr. doc. dr. sc. sc. doc. dr. sc. LARA doc. dr. University of Zagreb, Faculty of Architecture, School of Design School of Architecture, of Faculty Zagreb, of University WORKING GROUP FOR SCIENCE AND TECHNOLOGY SCIENCE FOR GROUP WORKING KREŠIMIR dr. sc. LANA dr.

Coordinator – prof. dr. sc. MELITA dr. – prof. Coordinator RAFAJAC sc. BRANKO dr. – prof. Coordinator • • • • • • • • • • • • • • • • • • • • • • • • • • •

CONTENTS OF EDUCATION INSTITUTIONS, 43 EDUCATION OF 79 PROFESSION, TEACHING THE OF THE STATUS INSTITUTIONS, 93 IN EDUCATION EARLY CHILDHOOD AND PRE-SCHOOL AND PRE-SCHOOL CHILDHOOD EARLY EDUCATION PRIMARY EDUCATION, 39 EDUCATION, AND SECONDARY LIFELONG LEARNING, 23 LEARNING, LIFELONG of potential and the capabilities and developing lifelong for and strengthen services individuals, , 28 guidance professional and personal 30 SYSTEM, ASSURANCE QUALITY A ESTABLISH 32 LEARNING, AND INFORMAL NON-FORMAL OF RECOGNITION 34 STAFf, EDUCATIONAL OF DEVELOPMENT AND LEARNING, 36 IN EDUCATION TECHNOLOGIES AND COMMUNICATION INTRODUCTION, 17 INTRODUCTION, CONTENTS OBJECTIVE 1: ENHANCE THE DEVELOPMENT POTENTIAL POTENTIAL THE DEVELOPMENT 1: ENHANCE OBJECTIVE REFORM, 244 CURRICULAR COMPREHENSIVE A 2: IMPLEMENT OBJECTIVE 74 EDUCATION, PRIMARY THE STRUCTURE OF 3: MODIFY OBJECTIVE AND ENHANCE TEACHING OF THE QUALITY 4: IMPROVE OBJECTIVE MANAGEMENT OF THE QUALITY 5: IMPROVE OBJECTIVE 97 SYSTEM, SUPPORT STUDENT COMPREHENSIVE A 6: DEVELOP OBJECTIVE EDUCATION FOR CONDITIONS WORKING OPTIMAL 7: PROVIDE OBJECTIVE INSTITUTIONS, 1114 128 ASSURANCE SYSTEM, QUALITY AN EDUCATION 8: ESTABLISH OBJECTIVE develop a system for identifying, promoting identifying, promoting for system a 1: develop OBJECTIVE AND EDUCATION OF THE QUALITY 2: IMPROVE OBJECTIVE THE FOR AND PROCESSES SYSTEM A 3: DEVELOP OBJECTIVE PROFESSIONAL CONTINUING OF THE SYSTEM 4: IMPROVE OBJECTIVE INFORMATION OF APPLICATION THE AND ENHANCE 5: BROADEN OBJECTIVE AND HIGHER EDUCATION SYSTEM, 229 SYSTEM, EDUCATION AND HIGHER INSTITUTES IN AND RESEARCH PUBLIC UNIVERSITIES COMPETITIVE CREATE TO AREA AND RESEARCH EDUCATION HIGHER THE CROATIAN 233 VALUES, ECONOMIC AND SCIENTIFIC, SOCIAL, CULTURAL NEW THE BETWEEN COOPERATION FOR MECHANISMS TRANSFER AND INTERACTION 234 AND PUBLIC SERVICES, ECONOMY THE INNOVATION COMMUNITY, RESEARCH ADULTS IN THE PROCESSES OF LIFELONG LEARNING AND EDUCATION, 2015 AND EDUCATION, LEARNING LIFELONG OF THE PROCESSES IN ADULTS 215 DEVELOPMENT, AND TRAINING EDUCATION, IMPLEMENTING THE PRINCIPLES OF THE BOLOGNA REFORM THE BOLOGNA OF THE PRINCIPLES IMPLEMENTING 147 COMPETENCES, ACQUIRED RE-DEFINING AND BY OF THE PRINCIPLE WITH AND NEEDS WITH NATIONAL ALIGNED IS THAT INSTITUTIONS, 155 EDUCATION HIGHER OF MANAGEMENT EFFICIENT FOR FOUNDATION A AS INSTITUTIONS EDUCATION HIGHER AT 166 EDUCATION, HIGHER OF THE QUALITY IMPROVING 174 DEVELOPMENT, STIMULATES THAT SYSTEM INFRASTRUCTURE TECHNOLOGIES AND COMMUNICATION INSTITUTIONS, 178 EDUCATION HIGHER FOR 181 EDUCATION, HIGHER DIMENSION OF THE SOCIAL EMPHASIS ON SPECIAL AREA, 190 EDUCATION HIGHER AND GLOBAL THE EUROPEAN INTO INTEGRATION 197 EDUCATION, IN HIGHER ACCOUNTABILITY SCIENCE AND TECHNOLOGY, 227 SCIENCE AND TECHNOLOGY, THE SCIENCE CHANGES IN INTRODUCE 1: RAPIDLY OBJECTIVE INTERNATIONALLY OF THE DEVELOPMENT 2: FOSTER OBJECTIVE AND ENCOURAGES FACILITATES THAT AN ENVIRONMENT 3: CREATE OBJECTIVE AND RESEARCH UNIVERSITIES, POLYTECHNICS 4: INCLUDE OBJECTIVE ADULT EDUCATION, 201 EDUCATION, ADULT OF PARTICIPATION INCREASED FOR THE PRECONDITIONS 1: PROVIDE OBJECTIVE LEARNING, WORK-BASED AND EXPAND 2: IMPROVE OBJECTIVE 217 ASSURANCE SYSTEM, QUALITY EDUCATION ADULT AN 3: ESTABLISH OBJECTIVE AND MANAGEMENT FINANCING THE ORGANISATION, 4: IMPROVE OBJECTIVE 221 PROCESSES, EDUCATION ADULT OF OBJECTIVE 1: IMPROVE STUDY PROGRAMMES BY CONSISTENTLY CONSISTENTLY BY PROGRAMMES STUDY 1: IMPROVE OBJECTIVE SYSTEM EDUCATION HIGHER BINARY AN EFFICIENT 2: ESTABLISH OBJECTIVE STRUCTURE HUMAN RESOURCE HIGH-QUALITY A 3: ENSURE OBJECTIVE FUNDING EDUCATION HIGHER AN EFFICIENT 4: DEVELOP OBJECTIVE AND INFORMATION PREMISES APPROPRIATE 5: SECURE OBJECTIVE A WITH SYSTEM SUPPORT FINANCIAL THE STUDENT 6: IMPROVE OBJECTIVE AND ENHANCE ITS EDUCATION HIGHER 7: INTERNATIONALISE OBJECTIVE AND QUALITY OF CULTURE A DEVELOP 8: FURTHER OBJECTIVE HIGHER EDUCATION, 145 EDUCATION, HIGHER

CONTENTS CONTENTS FOOTNOTES, 279 FOOTNOTES, ABBREVIATIONS, 275 ABBREVIATIONS, IMPLEMENTATION OF THE STRATEGY, 266 THE STRATEGY, OF IMPLEMENTATION AND SCIENCE, 267 EDUCATION FOR SCIENCE ABOUT AWARENESS ON SCIENCE, RAISE PUBLIC SCIENCE , 268 OF THE PUBLIC IMPACT AND INCREASE 269 THE STRATEGY, OF IMPLEMENTATION 269 THE STRATEGY, OF IMPLEMENTATION PERSONAL, SOCIAL, TO POLICIES RELATED PUBLIC WITH OTHER WELL AS DEVELOPMENT, AND CULTURAL REGIONAL ECONOMIC, 270 POLICY, WELFARE AND SOCIAL WITH EMPLOYMENT AS GUIDELINES FOR THE IMPLEMENTATION THE IMPLEMENTATION GUIDELINES FOR 265 STRATEGY, THE OF INSTITUTES IN SMART SPECIALISATION PROCESSES AND IN AND IN PROCESSES SPECIALISATION IN SMART INSTITUTES 251 DEVELOPMENT, TECHNOLOGY GUIDELINES FOR DEFINING ARE AND THAT ACCESSIBLE ARE PUBLICLY INFRASTRUCTURES THAT 253 INFRASTRUCTURES, EUROPEAN TO AND LINKED IN INCLUDED OF THE SYSTEM ENHANCING BY AND DEVELOPMENT RESEARCH MORE INVESTMENTS ENCOURAGING AND BY PUBLIC FUNDING 258 SECTORS, AND SOCIAL THE BUSINESS FROM OBJECTIVE 1: DEVELOP A FRAMEWORK FOR THE FOR FRAMEWORK A 1: DEVELOP OBJECTIVE SYSTEM THE FUNDING 2: IMPROVE OBJECTIVE PUBLISHING, 268 AND PROFESSIONAL SCIENTIFIC 3: PROMOTE OBJECTIVE INFORMATION OF AVAILABILITY THE PUBLIC 4: INCREASE OBJECTIVE THE FOR PRECONDITIONS 5: ENSURE OTHER OBJECTIVE THE PLANS FOR ACTION 6: DEVELOP OBJECTIVE POLICY AND EDUCATION LEARNING LIFELONG 7: INTEGRATE OBJECTIVE OBJECTIVE 5: ESTABLISH NATIONAL RESEARCH AND INNOVATION AND INNOVATION RESEARCH NATIONAL 5: ESTABLISH OBJECTIVE IN INVESTMENTS OF THE GROWTH 6: FOSTER OBJECTIVE

INTRODUCTION

Croatia recognises education and science as its developmental priorities: they can provide Croatia with long-term social stability and economic development, as well as safeguard its cultural identity. The reasons for INTRODUCTION this are that Croatia is currently: —— facing dynamic changes in its society, economy and culture in a globalised context where no country exists as a separated community; —— facing challenges such as the application of new technologies, environmental protection and population ageing, which can only be resolved through science; —— faced with limited human, material and natural resources, meaning that each of these resources must be used in the best possible way; —— faced with limited possibilities of predicting long-term development and has to be prepared to adjust.

In order to reach the level of highly developed countries, Croatia has to be an open, mobile and innovative society.

Education and science are of special public interest. In Croatia, education is available to everyone on equal terms, in accordance with their abilities. The state accepts the responsibility for the development and management of the education system, in collaboration with the private sector.

The need to develop a Croatian strategy for education, science and technology arose due to the profound changes that Croatian society is currently facing. These changes (as highlighted above) are the consequence both of the changed globalised context and of internal social, economic, cultural and demographic changes. Such circumstances require long-term thinking about the place of education and science in society, especially when aiming to develop an innovative society and economy that can adapt to future challenges that are difficult (or impossible) to foresee today. In modern societies, the capital of creative human knowledge is a distinct advantage for the development of a country, arguably more so than the capital of natural resources and routine work, or even than financial capital. Such societies have therefore significantly increased their investment in knowledge, which has taken a leading place in projections for strategic development. The basis of education is the concept of lifelong learning, which encourages individuals of any age group to learn and provides them 17 with continuous access to education and the possibility of recognition of various forms of learning.[1] Lifelong learning, science and innovation form the knowledge triangle, whose effective functioning is enabled by the support of the state. Education at all levels will be able to fulfil its role in the knowledge triangle in a more permanent way if research and innovation results have an impact on educational processes. Educational environments also have to be improved by encouraging creative thinking and innovative action.

Education will be founded on the following principles: general primary education will be compulsory; horizontal and vertical mobility through the system will be ensured; all persons— especially those exposed to marginalisation and exclusion — will be included in the education system, which will be based on scientific knowledge; human rights and children’s INTRODUCTION rights will be respected; all the staff in the system will be competent and will respect professional ethics; decisions will be made democratically with the participation of all key stakeholders; schools and teachers will be autonomous in planning their work; and both interculturalism and the European dimension of education will be respected.

Croatia must, on the one hand, become involved in the strategic planning of the European Union expressed through a series of documents such as Horizon 2020, Innovation Union, A Digital Agenda for Europe, Youth on the Move, A Resource-Efficient Europe, Industrial Policy for Green Growth, Agenda for New Skills and Jobs and European Platform against Poverty and Exclusion. On the other hand, Croatia must also take into account its specific needs, which can only be met in the long term. For this reason, the Strategy is designed to propose measures in line with the strategies of the European Union, as well as objectives expected to be met by 2025. This Strategy is also based on a series of Croatian documents and publications aimed at organising or improving the education and science system, such as: Croatia on the Threshold of the Third Millennium (2000); Declaration of Knowledge (2002); Croatia Based on Knowledge and the Application of Knowledge (2004); Education for a Technology-Dependent Knowledge Society (2007); Croatian Schooling — Current State and a Vision of Development (2008); and Knowledge — The Basis of Competi- tion and Development (2011). Based on the positive experiences of some countries, developing a strategy such as this one is only possible if a vision of long-term development is followed. The approach adopted in this Strategy (which is based on the Guidelines for the Strategy of Education, Science and Technology developed by the Croatian Academy of Science and Arts — MZOS/MSES, 2012) strives for a comprehensive, flexible and efficient education system that merges all levels and forms of education and research into a harmonious and transparent whole based on common positive values, principles and goals.

The demographic situation in Croatia from 1990 until today is characterised by depopulation and population ageing. Population projections until 18 2050 indicate a demographic trend in terms of the ageing of the general population and of the working-age population, as well as a considerable decrease in the number of school-age children. Such changes in natural dynamics, migration balance and the age structure of the population have a strong impact on workforce reproduction, thus restricting the overall work potential and labour productivity, as well as the overall economic development of Croatia. Moreover, these changes have major societal impacts and imply the need to re-examine the network of all education institutions including kindergartens, primary schools and adult education institutions.

Since globalisation has resulted in changes that are rapid and unpredictable (in part thanks to new technologies), this Strategy needs not only to facilitate the flexibility and adaptability of the education and science INTRODUCTION systems, but also to make the Strategy itself subject to continual review and to periodic revisions. Therefore, the precondition for the continuous, consistent and long-term implementation of the Strategy is that it be adopted by all relevant stakeholders, including by Croatian society as a whole and by all major political parties.

Croatia’s human and material resources are limited and this situation will not change in the near future. It is therefore essential to plan gradual changes that take into account the existing strengths of the education and science systems. It is also essential to ensure that the implementation of this Strategy does not have a negative impact on the quality of the system and that the funds and efforts invested reach the best possible results. The Strategy is therefore based on the following principles: evidence-based policy making; the efficiency and enhanced funding of the system; the introduction of changes in a gradual and logical manner; and the systematic monitoring and evaluation of the results of implemented measures.

This Strategy is based on the fundamental principle of ensuring the autonomy of all education and scientific institutions, as well as the autonomy of their staff. It is therefore essential to create the preconditions to achieve this goal. Firstly, the outcomes of each education segment and of research need to be clearly defined — in this respect, the Croatian Qualifications Framework is an important tool. Another precondition is the existence of a quality assurance system that validates the success of educational processes and research. This system is currently only partially developed (AZVO/ASHE) or is not fully implemented (NCVVO/NCEE), whereas some parts of the education system are not covered by any type of quality assurance at all (in early childhood and pre-school education, primary education and adult education). An important precondition for the autonomy of educational staff is raising their level of competences by enhancing the system of teachers’ initial education and continuing professional development.

Autonomy of early childhood and pre-school institutions, primary and secondary schools, adult education institutions, higher education institu- 19 tions and research institutes, combined with adequate financial rewarding of staff, fosters a sense of initiative and creativity among the staff. It also ensures the dignity of professionals in early childhood and pre-school education, teachers, other educational staff and researchers, as well as facilitating the easier adaptation of educational and research processes, thus improving their quality. Up to now, higher education and scientific institutions have had autonomy, whereas the autonomy of primary and secondary education institutions has been almost completely restricted. Ensuring the autonomy of schools and kindergartens will allow teachers and professionals in early childhood and pre-school education to become creators of student-centred learning activities.

Autonomy implies assuming responsibility for the outcomes of the educational process, which are validated by a system of self-evaluation and INTRODUCTION external evaluation. Success must be rewarded by providing additional incentives to education institutions and their staff, whereas a lack of success must result in providing assistance or imposing sanctions.

Universities play a special role in the implementation of the measures for the achievement of this Strategy’s goals: they are places where new knowledge is created and transferred to students and other beneficiaries; they play an active role in the creation and implementation of the educational and research process; finally, universities are places where those who will be implementing the educational and research process are educated. Research universities, where education is based on research, are the foundation of knowledge-based (and innovation-based)societies and economies. Such universities are characterised by diversity instead of uniformity and similarity, as well as by inter-disciplinarity, multi-disciplinarity and trans-disciplinarity in education and research. The educational paradigm of ‘learning through research’ is present at such universities. Universities must assume an active role in transferring innovations from science to the economy and to society. Universities also play an important role in the lifelong learning system by developing education curricula, training programmes (especially by experts working in the education system) and contemporary teaching aids. Universities must play an active role in their immediate environment (social, economic and cultural) with which they need to interact constantly. Special attention must be paid to strengthening the links between universities and the economy.

A successful economy cannot only be built by establishing marketing and market mechanisms if there is a lack of new and innovative products that can be placed on the market. Every economy consists of technologies, and real economic growth can only be achieved by innovating existing technologies or by introducing new technologies, processes and services. A successful innovative environment must therefore take into account all three components of the innovation process: innovation, development and marketing.

20 The process of implementing a strategy for the development of the education and research area, which includes the adoption of adequate legislation and concrete measures and decisions, must be accompanied by the support of all ministries, their agencies and other state institutions, as well as the coordination of all strategies for education and science. The implementation of this Strategy will be coordinated and monitored by a special expert committee at the Prime Minister’s Office of the Republic of Croatia.

MISSION AND VISION OF THE CROATIAN EDUCATION AND SCIENCE SYSTEMS

The mission of the Croatian education system is to ensure high-quality INTRODUCTION education that is available to all on equal terms, in accordance with every individual’s abilities. The mission of the Croatian science system is to enhance global knowledge through research and to contribute to the welfare of Croatian society, especially the economy.

This Strategy is based on the vision of Croatia as a society in which high-quality education has a major impact on every individual’s life, on relationships in society and on economic development. Croatian society will be democratic, tolerant and innovative, and every person’s individ- uality will be able to fully develop. The economy will be largely based on advanced technologies (thereby enabling the creation of a high added-value), and well-educated individuals will be able to find suitable jobs.

LIFELONG LEARNING

Lifelong learning refers to all activities aimed at the development of knowledge, skills, attitudes and values during one’s lifetime (either through their acquisition or improvement), in the context of personal, social or professional development. Such a comprehensive concept covers learning at all stages of life and in all forms. It includes programmes of formal education (early childhood and pre-school education; primary education; secondary education; higher education; and adult education and training), non-formal education, as well as incidental and spontaneous acquisition of knowledge, skills, attitudes and values through non-formal and informal learning. Lifelong learning represents the basis for personal development and for developing the capability of individuals to continuously adapt to changing circumstances in their personal lives, in the workplace and in the community.

The most important principles of lifelong learning for individuals are: —— the possibility of acquiring, improving and/or expanding knowledge, skills, attitudes and values; —— the possibility and the need for the development of personal potential in different stages of life; —— the possibility of access to different forms and contents of learning with the aim of achieving personal goals and developing abilities; —— the right to recognition of knowledge and skills acquired in different environments and through different forms of learning.

The outcomes of lifelong learning should primarily lead to the realisation and development of personal potential and should become an important element of active citizenship, while also enabling better employability of the individual, i.e. by increasing their competitiveness on the labour market. The dynamism, flexibility and competitiveness of more developed knowledge- based societies (which are also ‘learning societies’) are associated with the extent to which citizens are involved in various forms of lifelong learning and to the quality of the education process. In addition to the need of individuals to constantly learn, it is also important for organisations to keep educating themselves or support a learning environment — not only in the private sector, but also in the public, state and local administration.

For these reasons, the promotion and development of the concept of lifelong learning implies the need to integrate, permeate and align the often 23 conflicting objectives and activities of public policies (related to: social, economic and regional development; cultural development; employment; and social welfare) with the aspirations and potential of individuals. In addition to the public and state administration and education institutions, stakeholders such as trade unions and civil society organisations will also be included to a greater extent in the development and implementation of an integrated and harmonised approach to the processes of lifelong learning. Integrating lifelong learning and education policy with other policies and objectives of personal development and social aspirations is defined as a separate unit in the guidelines for the implementation of this Strategy. Several implementation measures are planned for the achievement of this objective. Among these, an analytical basis for track- ing, monitoring and examining human resources will be developed that will link data from the education system, labour market and social welfare LEARNING LIFELONG system. This primarily involves developing new databases and linking various registers of different government bodies. Databases will also be used in models for labour market forecasting and for defining future needs for specific occupations and qualifications. Special attention will be paid to the acquisition of knowledge and skills through work (work- based learning), especially at the level of vocational and higher education, as well as in adult education and training. Experience from industrially developed countries shows that a greater exposure to the world of work during education increases the employability of learners and allows them to adapt faster to the workplace.

The acquisition of key competences lays the basis of the lifelong learning concept. Key competences represent a transferable, multifunctional set of knowledge, skills and attitudes necessary for an individual’s personal fulfilment and development, social inclusion and employment. The key competences for lifelong learning and functioning in society, as recommended by the EU Council and the European Parliament from 2006,2 should be acquired primarily at a younger age, during the initial formative period and through different forms (and paths) of education and learning. The key competences are: communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in natural sciences;, engineering and technology; digital competence; learning to learn (capability of learning processes, of organisation of one’s own and other people’s time, of collecting, analysing and evaluating/assessing information, etc.); social and civic competences; sense of initiative and entrepreneurship; fostering cultural awareness and national identity, creative and artistic expression.

The process of acquiring and further developing a particular group of key competences should foster: critical thinking; aesthetic evaluation/ assessment; responsibility to oneself, others and the environment; teamwork; problem-solving skills; core ethical values; parenting skills, civic activism; media, financial and consumer literacy, etc.

24 Since Europe is faced with a new competitive economic challenge, as LIFELONG

LEARNING 25 - - STEM) from points to the points to 3 is average (or below average) in the area of average) below (or is average 4 ) PISA based learning. knowledge of a foreign language and the willingness and motivation to and the willingness and motivation language of a foreign knowledge have not yet been developed in Croatia. European trends, best practice been developed not yet have nition of such achievements and thereby become more employable and/ employable become more and thereby nition of such achievements indicates that the approach taken in primary schools related to the ac- indicates that the approach taken importance of equally acquiring transversal and key knowledge, as well as as well knowledge, and key acquiring transversal of equally importance ments of knowledge ( knowledge ments of in scientific research and technological development. They also serve serve also They and technological development. in scientific research learning opens up new opportunities to individuals who have acquired have who opportunities to individuals learning opens up new learn. Adult education programmes aimed at acquiring such knowledge such knowledge education programmes aimed at acquiring learn. Adult large population of elderly people who have not completed primary not completed primary have people who population of elderly large linguistic and mathematical literacy and in the natural sciences. This sciences. This literacy and in the natural linguistic and mathematical society dependent on technology and for implementing future activities future activities implementing on technology and for society dependent skills in science, technology, engineering and mathematics ( engineering and technology, skills in science, and increasing global competition indicate the need to make use of all and increasing global competition indicate the need to make a person has and how and skills, regardless of where knowledge available and informal of outcomes of non-formal acquired them. The validation acquisition of these competences will also be strengthened by non-formal non-formal acquisition of these competences will also be strengthened by learning. types of lifelong and informal and skills will be organised and provided to all of the above-mentioned above-mentioned the of all to provided and organised be will skills and groups of citizens. processes, programmes and tioned competences, a set of curricula, the key competences or possess the elements of what is referred to as to as is referred elements of what competences or possess the the key mother tongue, basic of one’s knowledge and skills, good al knowledge teaching application-oriented skills must be changed. teaching application-oriented skills must a also is There society. today’s in functioning for necessary skills and the highest quality, comparable at the global level and focused on work- and focused at the global level comparable the highest quality, an early age. Such knowledge and skills are necessary for managing in a managing are necessary for and skills knowledge Such age. an early Commission European The learning. lifelong for foundation solid a as or create the preconditions for their further education. their further or create the preconditions for educational outcomes will be developed at all levels of education. The at all levels educational outcomes will be developed education. It can be assumed that almost none of them have acquired none of them have can be assumed that almost education. It quisition of knowledge, to teaching key competences and particularly to competences and particularly to teaching key quisition of knowledge, education, do not possess the specific knowledge completing formal document related to the strategic rethinking of education strategic rethinking to the related document certain knowledge and skills over their lifetime to obtain a formal recog- to obtain a formal their lifetime and skills over certain knowledge document also states that vocational knowledge and skills should be of and knowledge that vocational document also states well as cultural and other social challenges, a European Commission Commission a European challenges, and other social as cultural well In order to ensure the acquisition and development of the aforemen development In order to ensure the acquisition and Factors such as rapid changes in the labour market, population ageing population ageing in the labour market, such as rapid changes Factors In Croatia, there are also many generations of individuals who, despite who, of individuals generations In Croatia, there are also many The system and processes for validating non-formal and informal learning informal and non-formal validating for processes and system The The performance of Croatian fifteen-year-olds in international assess in of Croatian fifteen-year-olds The performance - computation basic includes which literacy’), ‘new (or literacy’ ‘functional and strategic/policy recommendations for the development and implementation of a system of validation of non-formal and informal learning5 represent starting points for the implementation of such a system in Croatia.

Young people are an important part of the population that should, in addition to attending formal education (early childhood and pre-school education; primary education; secondary education; and higher education), become much more involved in other various forms of lifelong learning. It will be crucial that the outcomes of such forms of learning be validated by a system of recognition of non-formal and informal learning, which is planned in this Strategy.

For the identification, development and management of human resources, LEARNING LIFELONG it is essential to both strengthen existing and establish new and more efficient support processes and systems. In particular, it is necessary to ensure the recognition of individuals’ abilities from an early age, the promotion and development of individuals’ potential, and the provision of lifelong personal and professional guidance and counselling. Such processes will be purposely built into the education system from early childhood and pre-school education to higher education, as well as in adult education and through the public employment service. In the process of identifying and developing skills, particular attention will be paid to gifted individuals. For this reason, a number of measures proposed in the primary and secondary education reform are focused on gifted students.

High-quality and motivated educational staff (professionals in early childhood and pre-school education, teachers, adult educators, school principals and other educational staff) represent the foundation of the whole system of lifelong learning. Structural preconditions will be established to raise their awareness of the need for continuing professional development in pedagogy, didactics/methodology, psychology and adult education and to provide them with high-quality vocational training. Higher education institutions and adult education institutions6* will develop new and high-quality programmes for their initial or further education and for their continuing professional development.

The dynamic development and application of information and communication technologies (ICT) is radically changing the paradigm of education and learning. The impact that ICT will have on the ways in which knowledge, skills, values and attitudes will be acquired, transferred and applied in the future is still difficult to predict. This Strategy defines measures for the development and diffusion of e-learning and for the introduction of expert teaching systems and other modern teaching methods based on information and communication technologies. These measures will be aimed at all levels and types of education. Open educational contents and tools with free access will also be developed and supported. 26 LIFELONG

LEARNING 27 - - - 8 MSES, Committee the Development the Development 9 the Adult Education Act Education Act the Adult 10 stress the need to implement 7 the concept of lifelong learning is dealt with in the concept of lifelong 13 as well as in the conclusions of the Academy’s 2011 as in the conclusions of the Academy’s as well 11 ). In the two latter documents, the Academy underlined the latter documents, the Academy ). In the two 12 improve quality and establish a quality assurance system; improve develop a system for identifying, promoting and developing the identifying, promoting and developing for a system develop for lifelong personal and professional guidance; personal and professional lifelong for capabilities and potential of individuals, and strengthen services capabilities and potential of individuals, — — need for deliberate human resources planning, for a new and expanded and expanded a new deliberate human resources planning, for need for the necessity of learning and for in lifelong mission/role of universities ment’ and in its statement ‘The importance of knowledge and applica of knowledge ment’ and in its statement ‘The importance ments from Croatia, including the White Paper on Croatian Education, Croatian on White the including Paper Croatia, from ments learning and education is also the addressed by the Croatian Academy the Croatian Academy by learning and education is also the addressed round table ‘Knowledge — The basis of competitiveness and develop and competitiveness of basis The — ‘Knowledge table round regardless of their age, social status and prior education. social status and prior age, regardless of their universities in particular must take on new responsibilities related to the responsibilities on new must take in particular universities tion) have been identified and defined: have tion) awareness in Croatia of the importance and need for involving as many as many involving in Croatia of the importance and need for awareness and economic development of the country. Finally, in the Guidelines for in the Guidelines for Finally, of the country. and economic development ( and Technology Education, Science for the Strategy 2012) and Technology, tion of knowledge for overcoming the crisis and further development the crisis and further development overcoming for tion of knowledge the social as a basis for and research system the education transforming the Education Sector Development Plan 2005–2010, Development the Education Sector the principle of lifelong learning in all forms of programmes for the the of programmes for learning in all forms the principle of lifelong importance the highlight also They skills. and knowledge of acquisition a separate chapter. and other regulations related to adult education. The need for lifelong lifelong for need The education. adult to related regulations other and of Application and on Knowledge — Croatia Based tion on Knowledge programmes. part of the proposed measures will include also a motivational dimension. motivational a also include will measures proposed the of part for the development of guidelines for the Strategy for Education, Science for the Strategy of guidelines for the development for overall education system (including both formal and non-formal educa- and non-formal (including both formal education system overall of the concept of lifelong learning is still in its early stages in Croatia. This stages learning is still in its early of the concept of lifelong of Croatia’ of including the highest possible number of citizens in lifelong learning, possible number of citizens in lifelong of including the highest - Declara (2002), Knowledge on Declaration the in Arts and Sciences of complete, coherent and harmonised realisation. Since there is insufficient is there Since realisation. harmonised and coherent complete, creation, organisation and implementation of various lifelong learning learning lifelong various of organisation and implementation creation, citizens as possible in various forms of education, training and learning, forms citizens as possible in various Strategy therefore defines the objectives, activities and measures for its and measures activities objectives, defines the therefore Strategy Strategy of the Vocational Education System in the Republic of Croatia in the Republic Education System of the Vocational Strategy In the following section of the Strategy, five objectives relating to the relating to the objectives five section of the Strategy, In the following Despite such mainly declarative efforts, the development and application and development the efforts, declarative mainly such Despite In accordance with the third mission of higher education institutions, higher education third mission of with the accordance In Knowledge (2004), Knowledge The concept of lifelong learning is promoted in a number of policy docu policy of number a in promoted is learning lifelong of concept The 2008–2014, the Strategy for Adult Education, Adult for 2008–2014, the Strategy All relevant EU resolutions and guidelines All relevant — — —— develop the processes and system for the recognition of non- formal and informal —— learning; —— improve the system of continuing professional development of educational staff; —— promote the application of information and communication technologies in education and learning.

The above-mentioned objectives do not include accompanying measures, since those are defined in separate units of this Strategy related to each specific level of education. LEARNING LIFELONG OBJECTIVE 1: DEVELOP A SYSTEM FOR IDENTIFYING, PROMOTING AND DEVELOPING THE CAPABILITIES AND POTENTIAL OF INDIVIDUALS, AND STRENGTHEN SERVICES FOR LIFELONG PERSONAL AND PROFES- SIONAL GUIDANCE

Based on best-practices from developed societies, where human resources are the basis of economic success and social progress, it is essential for Croatia to gradually build a system that will deliberately identify, nurture, guide and foster the development of individuals’ potential and capabilities.

Recognising talent and providing appropriate support for personal growth and development of each individual is the central mission of the education system. From early childhood and pre- school education up to higher education, it is necessary to continually recognise and encourage the development of competences and personal potential of children, youth and adults. At the same time, personal preferences should be harmonised with positive values and with social development objectives.

The key stakeholders in the development of such a coherent system for identifying, supporting, counselling, developing and guiding individuals’ special abilities and talents will be educational staff, education institutions, employment agencies, clubs and associations, as well as foundations and financial institutions.

At the moment, artistic and sports talents are successfully recognised, while effective models of identification of other personal talents or poten- tials are not sufficiently developed. To track young people’s preferences, special abilities and other relevant characteristics for their personal and professional development, it is necessary to systematically define the ways in which such support can be provided, based on best practices from European countries. For this reason, in the parts of this Strategy 28 related to early childhood and pre-school education, primary education LIFELONG

LEARNING 29 - is an important stakeholder that supportsELGPN is an important stakeholder ). 14 ELGPN in counselling and mentoring, a basis will be provided for an increase in for in counselling and mentoring, a basis will be provided networking. identification of users’ preferences, abilities and competences. E-guides identification of users’ preferences, that can tackle this type ofnumber of trained counsellors and mentors information and guidance. For such actions, it is necessary to develop a such actions, it is necessary to develop and guidance. For information lifelong learning or within the higher education system. The prerequi system. learning or within the higher education lifelong ready been included in working groups of the European Lifelong Guidance groups of the European Lifelong been included in working ready so that they are appropriately distributed across regions, structured as are appropriately so that they room for expansion and strengthening of these activities. Although Although of these activities. and strengthening expansion room for site for the development of such programmes is to define competence the development site for this reason, measures aimed counsellors and mentors. For standards for suitable basis (a dynamic database) and modern software solutions for the solutions for and modern software database) dynamic suitable basis (a such services exist in some primary and secondary schools (as well as in well and secondary schools (as in some primary such services exist unsatisfactory number of users. Existing informational, counselling and counselling of users. Existing informational, unsatisfactory number the development of national policies for lifelong guidance in Europe. lifelong policies for of national the development at defining such competences are included in the Strategy sections relatedat defining such competences are included in the experts educated ensuring newly By education. secondary to primary and enhancing their quality and for the number of counselling services, for and mobile applications with advice on managing personal education on managing personal education and mobile applications with advice and career paths should also be developed. adult education institutions), they are still underdeveloped and cover an cover and underdeveloped still are they institutions), education adult accessible and are not simplified are not sufficiently guidance services is necessary citizens. It groups and elderly the disabled, disadvantaged guidance centres and services, to establish more career counselling and in particular. to youth accessible to all citizens, and and easily a network are now improving and spreading. A consistent and harmonised system system consistent and harmonised and spreading. A improving are now in the process is therefore counselling and guidance) and professional and secondary education, measures are defined to address the recognition, the address to defined are measures education, secondary and programmes to train such counsellors/mentors, either in the context of programmes to train such counsellors/mentors, either in the context programmes (their contents, access conditions, outcomes and benefits). and benefits). contents, access conditions, outcomes (their programmes for human resources and career management (i.e. a system for personal for (i.e. a system and career management human resources for fostering and guidance of gifted individuals. and guidance fostering oped to provide easy access to basic information about formal education about formal to basic information access easy oped to provide or adapted to groups such as citizens with low educational attainment, educational attainment, such as citizens with low or adapted to groups of development. However, despite significant breakthroughs by public breakthroughs despite significant However, of development. there is still and higher education institutions, services employment complex tasks. There is also an insufficient number of formal education formal also an insufficient number of There is tasks. complex (See measure 1.3.2. in the Adult Education section). in the Adult measure 1.3.2. (See New models of e-counselling can help in ensuring faster access to initialto access faster ensuring in help can e-counselling of models New Policy Network ( Network Policy For all the planned activities described above, there is an insufficient described above, all the planned activities For In Croatia, such processes have begun to develop in recent years and and years in recent begun to develop have such processes In Croatia, In this context, it is relevant to note that Croatian representatives have al- have to note that Croatian representatives it is relevant In this context, - devel be will system transparent a guidance, professional to addition In In order to encourage and promote an entrepreneurial environment and the effective transfer of entrepreneurial knowledge and skills, a network of counsellors, mentors and trainers from a group of experienced entrepreneurs should also be established.

OBJECTIVE 2: IMPROVE THE QUALITY OF EDUCATION AND ESTABLISH A QUALITY ASSURANCE SYSTEM

Quality assurance in education includes both internal quality assurance of institutions (based on self-evaluation) and external quality assurance (based on prescribed standards and criteria and carried out by an author- LEARNING LIFELONG ised agency that is itself subject to external evaluation). Quality assurance is the result of a process of evaluation covering institutions (e.g. processes and procedures, material and personnel conditions), educational programmes (e.g. relevance, methods of acquisition and assessment of learning outcomes) and student performance (e.g. exams, success in further education, employability).

The current system of external quality assurance and quality enhancement at the level of primary and secondary schools includes only a very limited level of evaluation of institutions (educational staff) and programmes. Such evaluations are carried out by AZOO/ETTA and MSES (for general education), by ASOO/AVETAE and MSES (for vocational education and training and adult education) and by NCVVO/NCEE (for external assessment). Quality assurance in higher education is carried out by higher education institutions themselves and by AZVO/ASHE, in line with the Standards and Guidelines for Quality Assurance in the European Higher Education Area.

Although in 2008 one of the strategic objectives for the development of vocational education was the establishment of a quality assurance system in vocational education and training, by 2012 this goal had not yet been fully achieved. Meanwhile, while the Adult Education Strategy (2004) recognised the importance of quality education, it did not aim for the development of a coherent system of quality assurance in adult education. In higher education, however, a quality assurance system is already regulated and institutionalised. Nevertheless, there is room for considerable improvement of the higher education quality assurance system. Namely, it is focused on the evaluation of procedures and the fulfilment of set standards and criteria, but lacks verification of efficiency as a key quality indicator.

The absence or inadequacy of a system of quality assurance of education is one of the factors that lead to multiple mismatches between available educational programmes and labour market demand, as well as to ob- 30 stacles to enrolling in further education. Due to the lack of coordination LIFELONG

LEARNING 31

- - - ETTA ASHE Reg CROQF / - edu vocational (for AVETAE is developing the necessary elements and instruments the necessary is developing CROQF / HKO be internationally recognised, the methods of ensuring and certifying ensuring recognised, the methods of be internationally - de local and regional and quotas enrolment education higher between hancement, as well as on clear methods of evaluation. Additionally, the Additionally, evaluation. of methods clear on as well as hancement, indicators with regard to educational objectives. If the objectives of the If the objectives objectives. indicators with regard to educational ment, external quality assurance will provide objective recommendations objective quality assurance will provide ment, external ister defines the procedures for proposing and evaluating occupational evaluating for proposing and ister defines the procedures responsibility and must ensure the involvement of relevant stakeholders. stakeholders. of relevant responsibility and must ensure the involvement should be carried out by the agency responsible for a given level or type level a given responsible for the agency should be carried out by sidering candidates for further education or employment). Of course, Of course, further education or employment). sidering candidates for standards, qualifications standards and learning outcomes by sectoral by outcomes and learning standards, qualifications standards the relevant occupational standard (through learning outcomes). In this this In outcomes). learning (through standard occupational relevant the the establishment of an appropriate system at all levels, as well as for all as for as well at all levels, the establishment of an appropriate system the continuation of education or entering the labour market, the quality quality the market, labour the entering or education of continuation the with regards into account the student performance assessment will take or their employability. to their enrolment in further education the fact that there are vacancies for other occupations for which there is there which for other occupations for there are vacancies the fact that indicate also Employers qualified candidates. number of an insufficient are not education system in the formal acquired that the competences occupations. certain adequate for programmes should be aligned with respective qualifications standards. programmes should be aligned with respective processes. However, in order for qualifications acquired in Croatia to acquired in Croatia to qualifications for in order processes. However, for quality assurance of education. It represents a long-term basis for represents a long-term basis for assurance of education. It quality for of education and learning. The Ordinance on the HKOforms for improvement. for on clear and objective standards, criteria and guidelines for quality en- for standards, criteria and guidelines on clear and objective of education. The agencies in question are the following: AZOO/ following: in question are the of education. The agencies educational programmes for acquiring a given qualification (accredited by (accredited qualification acquiring a given educational programmes for educational processes are related to the acquisition of qualifications, the acquisition of qualifications, educational processes are related to educational providers and must be an integral part of their operational and must be an educational providers quality need to be in line with internationally agreed principles. The agreed principles. The in line with internationally quality need to be based defined, structurally be must therefore quality assurance system and authority of division clear a have must system assurance quality competent agencies) can differ — and this is necessary when providing a when providing — and this is necessary can differ competent agencies) educational all accredited of educational programmes. However, diversity councils. Each approved qualification standard should be aligned with qualification councils. Each approved con (when qualification behind a given competences lie which clearly / and AZVO cation and training and adult education programmes) way, both employers and education institutions will be able to see more and education institutions will be able to see more both employers way, (for general education programmes), ASOO/ education programmes), general (for velopment policies, a large number of graduates are unemployed, despite are unemployed, of graduates number a large policies, velopment In addition, the quality assurance system will also monitor efficiency will also monitor efficiency In addition, the quality assurance system Quality and quality assurance must primarily be the responsibility of of responsibility the be primarily must assurance quality and Quality This Strategy proposes that the accreditation of educational programmes This Strategy The While the internal quality assurance will be focused on quality enhance While the internal quality assurance will be focused (for higher education). Each of these three agencies is itself subject to external evaluation.

Based on the new data that will be available (and the related analyses that will be conducted) regarding the performance of students with different profiles in higher education, corrective measures will be implemented. Furthermore, a system for monitoring the employability of participants through a Registry of Human Resources will be developed, which will provide a necessary statistical basis for the monitoring of employees and the unemployed, and for further qualitative studies and analyses that will be carried out by the agencies responsible for vocational, higher and adult education. The results of such analyses will be taken into account in defining recommendations for the development of qualifications standards and for adapting educational programmes, as well as for reaching LEARNING LIFELONG decisions about their funding.

In the Strategy sections related to primary, secondary and adult education, a number of objectives (and related measures) are proposed to improve the quality of educational staff and to develop a coherent system of quality assurance at those levels of education. For this reason, those objectives and related measures are not stated in this section.

OBJECTIVE 3: DEVELOP A SYSTEM AND PROCESSES FOR THE RECOGNITION OF NON-FORMAL AND INFORMAL LEARNING

The Croatian Qualifications Framework Act (2013) set the legal basis for the regulation of an integral system of recognition and validation of non-formal and informal learning.

For the development of such processes it is necessary to ensure a consensus of all relevant stakeholders. It is also necessary to create a legal basis for ensuring that all citizens can exercise their right to assessment and recognition of previously acquired competences. At the same time, it is essential to change the cultural view of non-formal and informal learning, promote learning and also promote a wide acceptance of non-traditional learning paths.

The system of validation of non-formal and informal learning is intended primarily for adults who already have work experience and ‘life experience’. The validation of outcomes acquired through different forms of education and learning shortens the time that adult learners need to spend in education programmes. In this way, significant savings are achieved, both for the individual and for the community. Additionally, barriers are removed between the formal education system and compe- 32 tences acquired through other forms of education and learning. LIFELONG

LEARNING 33 - ), with ) and linking it withit linking ) and ECVET Member States should States EU Member ). Credit points for vocational vocational ). Credit points for ECTS at all educational levels will also also will levels educational all at CROQF / identification of learning outcomes that an individual has has that an individual of learning outcomes identification assessment of the acquired learning outcomes; assessment of the documentation of the acquired learning outcomes; documentation of form of assessed learning outcomes in the certification of the previously acquired; previously qualifications, partial qualifications or in some other form. qualifications or in some other qualifications, partial — — — — by the Minister. by knowledge, skills and abilities through examinations, regardless of the skills and abilities through examinations, knowledge, manner in which they had acquired them. Subsequently, the Vocational the Vocational them. Subsequently, had acquired they manner in which include a clear reference both to the level of the national qualifications of the national both to the level include a clear reference is also necessary to provide expert support and guidance to individuals. to individuals. support and guidance expert provide is also necessary to in the process of validating non-formal and informal learning as the the as learning informal and non-formal validating of process the in learning outcomes as the common reference point. In accordance with learning outcomes as the common reference that have the best expertise in a particular subject or in particular area area in particular or subject particular in a expertise best the have that the credit system in higher education ( the credit system and at the European level (through its referencing with the EQF its referencing (through and at the European level and the Council of of the European Parliament the Recommendation acquired through non- formal and informal ways would be prescribed be prescribed would ways and informal acquired through non- formal HKO of implementation the tences acquired through non-formal and informal learning could be learning could be and informal tences acquired through non-formal Act stipulated that the procedure qualifications. The ards and vocational to assess competences and manner of conducting the examinations tain learning outcomes. This should be the result of developing a Credit tain learning outcomes. This should be the result of developing acquired qualifications, (both within the country and internationally) is acquired qualifications, internationally) (both within the country and cer- achieving needed for i.e. of the workload the indication of volume, framework and the level of the European Qualifications Framework. and the level framework following: of knowledge and skills. of knowledge enable transparency, comparison and transfer of qualifications between between qualifications of transfer and comparison transparency, enable outside the formal education system was regulated by the 2007 Adult the 2007 Adult regulated by was education system outside the formal of prior learning need to have the possibility of acquiring additional additional acquiring of possibility the have to need learning prior of different education institutions. This can occur both at the national level the national level education institutions. This can occur both at different demonstrated by examinations, in accordance with occupational stand- examinations, demonstrated by competences. The validation should be carried out by the institutions out by should be carried validation competences. The System for Vocational Education and Training ( Education Vocational for System In addition to promoting the principles of quality assurance of education,In addition to promoting the principles Education Act (‘Official Gazette’, no. 30/09) stipulated that the compe no. 30/09) Gazette’, (‘Official Education Act Education Act. The Act stipulated that adults could demonstrate their stipulated that adults could demonstrate The Act Education Act. In the validation and recognition of non-formal and informal learning it and informal and recognition of non-formal In the validation Lifelong Learning, qualifications acquired in acquired qualifications Learning, Lifelong One of the support mechanisms for the recognition and transfer of of the recognition and transfer One of the support mechanisms for The first attempt to enable adults to validate competences acquired validate competences acquired to adults The first attempt to enable define the main stages main stages define the Council of the EU of the The recommendations 2008 on the Establishment of the European Qualifications Framework for 2008 on the Establishment of the European Qualifications Framework All participants included in the process of validation and recognition recognition and validation of process in the included participants All — — — — education support the development of a system oriented towards learning outcomes, the development of a system for validation and recognition of prior learning and the development of qualifications and assessment methods based on learning outcomes. The vocational education and training system and the development of vocational qualifications will therefore be based on the principles of HKO/CROQF.

Instruments developed by the European Commission, such as Europass and Youthpass, will further facilitate the visibility and recognition of competences acquired through non-formal and informal means (especially competences acquired through volunteering, internships and different work experiences abroad). The use of these instruments, as well as the validation of non-formal and informal learning, will be developed on the bases and principles of the HKO/CROQF. LEARNING LIFELONG

The establishment of processes and systems for the recognition of acquired knowledge and skills, especially those resulting from non-formal and informal learning, is a long-term challenge for our community. By applying the principle of lifelong learning, envisaged by the HKO/CROQF and strategic EU documents, such a system will enable better horizontal and vertical progression and flexibility. According to the Croatian Qualifications Framework Act, the procedure of application, recognition and validation of previously acquired units of learning outcomes will be prescribed in detail by the Ordinance on Recognition and Validation of Non-formal and Informal learning. The procedure will also be conducted in accordance with appropriate programmes for validation of units of learning outcomes from the HKO/CROQF Register.

The introduction of the system will start after a careful analysis of positive and negative experiences from other countries.

OBJECTIVE 4: IMPROVE THE SYSTEM OF CONTINUING PROFESSIONAL DEVELOPMENT OF EDUCATIONAL STAFF

Professionals in early childhood and pre-school education, teachers, counsellors, school principals and other educational staff are faced with many new challenges and are expected to possess contemporary competences. Several European documents define a new competence profile for teachers and emphasise the need for their continuing professional development (Improving the Quality of Teacher Education, 200715; On improving the quality of teacher education, 200816; Common European Principles for Teacher Competences and Qualifications, 201017; Sup- porting the Teaching Professions for Better Learning Outcomes, 201218). Trainers and mentors will need to have specific competences to be able 34 to impart practical knowledge and skills, while career counsellors will LIFELONG

LEARNING 35 - - knowledge and skills. In the first phase of implementation of this Strat- and skills. In the first phase of implementation of this knowledge ), which include defining the role, the necessary competences, include defining the role, the necessary institutions), which measures in the Strategy section related to the early childhood and pre- childhood section related to the early measures in the Strategy in the process of identifying, developing and guiding the knowledge, knowledge, the guiding and developing identifying, of process the in information and communication technologies (and related tools) and and related tools) technologies (and and communication information need to have knowledge of psychology and a broad understanding of the and a broad understanding of psychology knowledge need to have experience. to teaching skills, in addition and financial managerial methodology. Experts with rich experience are both useful and necessary Experts with rich experience methodology. (Improve the quality of management of education management of the quality of 5 (Improve measures under Objective labour market. School principals will be expected to have organisational, organisational, have to expected be will principals School market. labour required by professionals in early childhood and pre-school education, childhood and pre-school in early professionals required by Objective secondary education (Objective school education, primary education and skills and abilities of individuals. skills and abilities students and adults. Teachers, counsellors, mentors and trainers there- counsellors, mentors and trainers Teachers, students and adults. staff members, but they should be further educated in the adult educa- staff members, but they the basis for the institutionalisation of education, the programme and the institutionalisation of education, the programme the basis for such licensing. the procedures for tion of qualifications should also define a desired competence profile of competence profile a desired define also should of qualifications tion - mentors or trainers. This Strat teachers, school principals, counsellors, teachers and specify the modalities of recognition of previously acquired acquired previously of recognition of modalities the specify and teachers training are predominantly conducted by teachers who are usually ex usually are who teachers by conducted predominantly are training tion field. After all, the Adult Education Act (article 10) states that adult (article 10) Act Adult Education tion field. After all, the perts in their respective fields, but who are not sufficiently trained in trained who are not sufficiently fields, but perts in their respective fessional development will be vital for all teachers and educational staff all teachers and educational staff will be vital for development fessional fore need to develop the ability to introduce new approaches through approaches through new the ability to introduce need to develop fore for teachers of primary-level adult education (in accordance with the the with accordance (in education adult primary-level of teachers for of partial qualifications for such occupations. of partial qualifications egy has therefore defined measures for the establishment of appropriate defined measures egy has therefore childhood and pre-school education, primary education, secondary early the additional edu for programmes education and adult education. New oped yet on the content of basic occupations and on the competences content of basic occupations and on on the oped yet educators have the right and the obligation of professional and adult and adult the right and the obligation of professional educators have for qualifications no formal of them have many education training. Since egy, the licensing procedure in adult education will only be compulsory be compulsory procedure in adult education will only the licensing egy, development of teacher competences is defined and developed as a set of teacher competences is defined and developed of development competence standards of occupations and qualifications at the levels of and qualifications at the levels competence standards of occupations acquisition the in result will trainers and mentors counsellors, of cation create new digital educational content. For this reason, continuing pro- this content. For digital educational create new carrying out teaching activities, each programme related to the acquisi- each programme related out teaching activities, carrying - been devel recommendations have or analysis In Croatia, no detailed Digital sources of knowledge are becoming increasingly accessible to to accessible increasingly becoming are knowledge of sources Digital Programmes for adult learners in the field of vocational education and adult learners in the field of Programmes for The licensing of teachers and school principals is defined as a set of of set a as defined is principals school and teachers licensing of The The establishment and improvement of a system of continuous lifelong of continuous lifelong of a system The establishment and improvement ). profession the teaching of the status and improve teaching of quality the 4: Raise measures from the section of the Strategy on primary and secondary education). For other formal programmes in adult education, a project should be launched aimed at the development of necessary competences, organisational and financial preconditions, as well as procedures for the establishment and implementation of such a licensing system (see measure 1.1.3. of the Adult Education section of the Strategy).

Programmes of additional lifelong education for professionals in early childhood and pre- school education, teachers, counsellors and other educational staff will be carried out in accordance with pre-defined required competences, occupational standards and qualifications. For delivering programmes for continuing professional development of employees in education, a special measure is proposed within the Adult Education section of the Strategy (measure 1.1.4). LEARNING LIFELONG

At the level of higher education, teaching staff have insufficient training on teaching methods and (more broadly) on adult education. In fact, most teaching assistants, lecturers, assistant professors and professors do not have such knowledge. Suitable programmes for their further education should be therefore developed and provided. Additionally, the Higher Education section of the Strategy proposes attendance of a mandatory programme of additional education in methodology and pedagogy as one of the conditions (criteria) for the appointment of a first teaching position. For existing teachers, higher education institutions can stimulate participation in such additional (optional) training by making it an element in the evaluation of the quality of the institution.

OBJECTIVE 5: BROADEN AND ENHANCE THE APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATION AND LEARNING

E-learning provides temporally and spatially flexible access to up-to-date and current multimedia and interactive teaching materials. When integrated into teaching, it enables the dynamic use of Croatian and international repositories of educational content, digital libraries, archives and museums. Furthermore, information and communication technologies (ICT) provide modern opportunities of adjustment to personal learning styles, collaborative learning and acquiring skills for project work and teamwork, as well as providing access to a wider range of learners (learners with special needs, learners in remote locations, foreign learners, etc.). The expansion of e-learning increases the role and importance of teachers, as mentors, coordinators and instigators of the educational process. E-learning also places learners at the centre of the learning process, thereby encouraging them to take an active role and responsibility for 36 their educational outcomes. LIFELONG

LEARNING 37 - - - - CARNet free content, financed by public or EU funds; free content, financed commercial content, which will require infrastructure for will require infrastructure for commercial content, which distribution and for implementation of peer-reviews. distribution and for — — be taken to ensure the collection, preservation and permanent availa permanent and preservation collection, the ensure to taken be educational content and teaching resources. bility of such information, be supported (e.g. reviewed e-books, multimedia demonstration lessons, e-books, multimedia demonstration reviewed be supported (e.g. industry) will probably try to present such e-products as necessary and try to present such e-products will probably industry) national web portal entitled ‘Nikola Tesla’. Through this portal, portal, this Through Tesla’. ‘Nikola entitled portal web national nanced by private funds), could in the near future fundamentally change change fundamentally future near the in could funds), private by nanced materials, scientific and professional articles). Systematic care should care should Systematic articles). materials, scientific and professional regarding the creation, development and review of such contents and of such contents and and review development regarding the creation, secondary and adult education. of primary, level the resources for useful for financing from both the state budget and local budgets. There and local budgets. budget financing from both the state useful for the publishing industry (in the context of its restructuring in the media the publishing industry (in the context that the neglect of didactic knowledge in current and future e-contents in current and future e-contents that the neglect of didactic knowledge public competing or will compete for already are and resources (which ganisation of open repositories of knowledge and teaching resources (e.g. and teaching resources (e.g. ganisation of open repositories of knowledge as a system for managing educational content and a system for video for system content and a educational managing for as a system tional process in primary and secondary schools in Croatia, through the in Croatia, through secondary schools in primary and tional process provides information and infrastructural support to e- learning, as well as well support to e- learning, and infrastructural information provides fore, the formation of two groups of contents should be encouraged: of two the formation fore, free repositories of academic and other educational content (largely fi- content (largely other educational of academic and free repositories and problematic quality. funding) could result in their overproduction opment of other tools for all levels of education should systematically systematically should education of levels all for tools other of opment e-contents and resources would address such a concern. In this process, address such a concern. e-contents and resources would our approach to providing education. A justified concern that arises is our approach to providing exercises, simulations, expert systems for teaching, development of one’s of one’s teaching, development for systems simulations, expert exercises, e-learning, etc.). tools for software own digitised books, lexicons, manuals, periodicals, heritage, various archival archival various manuals, periodicals, heritage, digitised books, lexicons, - devel e-tools, the In order to supplement these existing conferencing. Some e-content is developed and is available as a support to the educa- as a support to is available and is developed Some e-content For this reason, actions aimed at the encouragement and evaluation of and evaluation this reason, actions aimed at the encouragement For The concept of massive open online courses, consisting of large-scale open online courses, consisting of large-scale The concept of massive Teaching staff in higher education need to take on new commitments on new in higher education need to take staff Teaching A second planned group of activities is related to the creation and or A second planned group of activities — —

EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION, PRIMARY EDUCATION AND SECONDARY EDUCATION

The section of the Strategy covering early childhood and pre-school education, primary education and secondary education contains guidelines for the transformation and continuous enhancement of education as the foundation for the development of human potential. The baseline for the development of this Strategy was an analysis of the current state of the system. On this basis, priority development areas, specific strategic objectives and measures for their fulfilment have been defined.

This Strategy is related to the Strategic Framework for European Coop- eration in Education and Training.19 In accordance with this strategic framework, special emphasis has been placed upon the following priorities: strengthening the adoption of and support for the concept of lifelong learning; enhancing the quality and effectiveness of education and training; promoting equality, social cohesion and active citizenship; and strengthening creativity and innovation at all levels and in all types of education.

Furthermore, the Strategy takes into consideration the European Com- mission’s new strategic framework for education (Rethinking Education, 201220,21). Despite difficult economic circumstances, the European Com- mission strongly highlights the importance of investing in education and in the development of skills that are necessary for effective adaptation to changeable living conditions, for employment and for better socioeconomic outcomes. It also places special emphasis on the enhancement of the quality of pre-school and school education, the prevention of early school leaving, the better harmonisation of education and training with the labour market, the improvement of educational outcomes and life skills, and strengthening vocational education and training with a focus on linking it with the world of work.

In this Strategy, the proposed vision of education places the child/student at the centre of the process: the education system must provide the child/student with the best possible conditions and support for successful learning and for comprehensive personal development. The type of education that is promoted is education that actively fosters the comprehensive individual development of every child and young person; that promotes social equality and democratic values; and that greatly 39 - - become capable of lifelong learning and continuous acquisition learning become capable of lifelong become capable of communicating in a multicultural and communicating in a multicultural and become capable of develop one’s personal creative potential and use it for one’s own own one’s potential and use it for personal creative one’s develop develop the ability to participate actively in social and cultural the ability to participate actively develop benefit and the benefit of society as a whole. a benefit and the benefit of society as knowledge and skills, especially in the area of mathematics, in the area of mathematics, and skills, especially knowledge multilingual community; be able to function in today’s technically- be able to function in today’s multilingual community; the acquisition of important presumes which movement, communication and natural sciences, technology and information technologies, as well as the social sciences and humanities; as the social sciences technologies, as well of new knowledge and skills essential for successful adaptation to and skills essential for knowledge of new changeable living and working conditions; and working living changeable events and become capable of accepting and participating in become capable of accepting and participating and events of that is in line with the principles system establishing a value sustainable development the active fostering society, developed contemporary democracy; — — — — behaviour and tolerance to be developed in the earliest years of education.of years earliest in the developed be and tolerance to behaviour is essential for every child/student in the education system to develop to develop education system in the child/student every is essential for democratic for as well as society, in successfully function to order in life in contemporary society. in contemporary life schools (gymnasia), vocational schools, arts schools and student dormi- vocational schools (gymnasia), should enable every person to: should enable every to acquire the knowledge, skills and attitudes necessary for a successful a successful necessary for skills and attitudes the knowledge, to acquire ticipants and institutions — kindergartens, primary schools, grammar but autonomy, of level high a have and adequate support receive — tories the quality and outcomes of their work. also assume great responsibility for and of society. In such a world, which will be increasingly complex, it it complex, be increasingly will which In such a world, and of society. and skills in order knowledge a habit of learning and of acquiring new There is also an throughout their lifetime. challenges to adapt to new people will work in certain jobs that do not yet exist. Technological chang Technological exist. in certain jobs that do not yet people will work environment, while at the same time respecting and nurturing their own and nurturing their own at the same time respecting while environment, es will continue altering the world in ways that are yet unpredictable, unpredictable, are yet that in ways es will continue altering the world educated and well- people to be well-informed need for ever-increasing enable them to meet their cultural needs in a globalised intercultural cultural and historical heritage. contributes to the social and economic development of the country. of the country. economic development to the social and contributes whereas many challenges will demand major adjustments of the economy economy the of adjustments major demand will challenges many whereas Every person must acquire the knowledge, skills and attitudes that will that attitudes and skills knowledge, the acquire must person Every CONCEPTUAL FRAMEWORK CONCEPTUAL The starting point of this Strategy is the fact that, in the future, young young the future, in fact that, is the this Strategy point of starting The This Strategy specifically focuses on the enhancement of the work of work of focuses on the enhancement of the specifically This Strategy The education system is seen as a coherent unit in which all its par its all which unit in coherent a as is seen system The education The aim is to establish an education system that enables every person person every enables that system education an establish to is aim The that system a establishing towards lead modifications proposed The — — — —

EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 40 education institutions as the places where educational processes and human potential development take place. This conceptual model includes factors that have the greatest impact on the quality of education and on equal opportunities for all children and students:

EDUCATION QUALITY ASSURANCE Internal and external evaluation of institutions and participants

COMPETENT INSTITUTIONS AND BODIES TEACHING AND LEARNING OBJECTIVES • mses MANAGEMENT • school SCHOOLS • quality founders education STUDENT Education • universities • equal SUPPORT institutions • agencies opportunities • ... WORKING CONDITIONS

CURRICULUM SYSTEM STRUCTURE INSTITUTIONAL NETWORK

In order for education institutions to accomplish their mission more efficiently, this Strategy focuses on strengthening human, material and organisational capacities, as well as curricular and structural changes. Along with the establishment of a quality assurance system, such measures can influence the achievement of better outcomes, of a higher degree of equity and of greater satisfaction of all participants in the education system.

One of the fundamental intentions of this Strategy is to initiate and provide the conditions for education institutions to develop into organisations that continually assume responsibility for ensuring their own quality (e.g. by creating and testing new forms of work). To achieve this, the level of regulation of their work needs to be lowered considerably in order to achieve an optimal level of institutional autonomy. More authority needs to be given to educational staff and institutions when making decisions regarding the curriculum, the organisation of teaching and learning, and the work of the school as a whole.

This strategic approach aims to establish a comprehensive, flexible and effective education system that links all levels and types of education into a coherent whole based on common positive values, principles and objectives, as specified in the National Curriculum Framework.22

This Strategy aims to ensure that the education system attains the following characteristics: —— a culture of quality whose aim is to ensure continuous 41 modifying the structure of primary education; of teaching and enhancing the status of the the quality improving improving the quality of management in education institutions; in education of management the quality improving autonomy and responsibility enabling education institutions, and responsibility enabling education autonomy the enhancement of the development potential of education the enhancement of the development and that includes all levels curricular reform a comprehensive equal opportunities that enable all children and young people young all children and that enable equal opportunities providing optimal working conditions for education institutions; conditions for optimal working providing establishing an education quality assurance system. establishing an education quality assurance creativity and innovation as prerequisites for the development the development prerequisites for as and innovation creativity developing a comprehensive student support system; student a comprehensive developing kindergartens, schools and everyday life. kindergartens, schools and everyday institutions; sex, gender, national or social background, sexual or religious sexual social background, national or gender, sex, students to achieve the best results in their own manner, while also while manner, the best results in their own students to achieve of their own evaluation external for and ready remaining open to searching for new and original ideas, explanations and solutions and original ideas, explanations new searching for potential, in accordance with the Constitution of the Republic of the Republic the Constitution in accordance with potential, to problems; encouraging innovation among all participants in among all participants in to problems; encouraging innovation types of education; teaching profession; of all participants in the education process; in the education of all participants development and enhancement of one’s own work and the success the success and work own enhancement of one’s and development of Croatia and legal regulations, and independently of their regulations, and independently of Croatia and legal abilities or other characteristics; orientation, academic educational staff (professionals in early childhood and pre-school childhood in early educational staff (professionals and other educational staff)education, teachers and children/ of creative thinking and expression at all levels, which implies which at all levels, thinking and expression of creative within the education system to achieve their full individual full individual their achieve to education system within the work; — — — — — — — — — — — kindergartens, schools and entire education system. synergic impact that will significantly improve the current state of our the current state improve impact that will significantly synergic priority development areas. priority development of planned measures within the framework of coordinated projects in of coordinated projects of planned measures within the framework The strategic objectives will be fulfilled through the implementation will be fulfilled through the implementation The strategic objectives The Strategy focuses on eight development areas: on eight development focuses The Strategy The fulfilment of these strategic objectives is expected to have a strong expected to have is The fulfilment of these strategic objectives — — — — — — — — — — —

EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 42 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 43 - - - It will result in the in result will It 23 It is therefore necessary to reachto necessary therefore is It 24 : MSES are made independently by teachers and education institutions. by are made independently administrative activities of education institutions activities administrative education institutions. Number of areas of work for which decisions which for of areas of work education institutions. Number Reduce the level of regulation of educational and the level MEASURE 1.1. Reduce : MSES IMPLEMENTATION among autonomy of increase of institutional : Level INDICATORS BODYCOMPETENT hood and pre-school education, primary education and secondary edu- and secondary education primary education, and pre-school hood is not the only factor to consider, autonomy of education institutions of autonomy factor to consider, the only is not and potential the development enhancing for essential is nevertheless of quality high level ensuring that an equally while institutions can have innovative and developmental potential of schools, which provides a a provides potential of schools, which and developmental innovative ing decisions about the curriculum, but also with regards to decisions level of autonomy in our education system means providing educational providing means system education our in autonomy of level learning. This results in a situation in which innovation in schools is in schools is innovation in which learning. This results in a situation rare. The existing model of management in the education system clearly clearly in the education system model of management rare. The existing staff and education institutions with significantly greater authority and staff and education institutions with significantly strong basis for improving the quality of education. of quality the improving for basis strong an optimal level of autonomy among education institutions, which is is which among education institutions, of autonomy an optimal level any school that tries to introduce innovation into certain aspects of its introduce innovation school that tries to any about the organisation of teaching and learning and about the work of about the organisation of teaching and learning and about the work the school as a whole. and student dormitories on a daily basis. on a daily and student dormitories ability of institutions to launch a range of projects and other activities and other activities of projects to launch a range ability of institutions process, as needs of participants in the educational to address current primarily due to the numerous administrative obstacles encountered by obstacles encountered by due to the numerous administrative primarily freedom. Autonomy should be provided primarily with regards to mak primarily should be provided freedom. Autonomy of education exists throughout the whole system. Reaching an optimal Reaching system. throughout the whole of education exists overall work of education institutions. education of work overall opportunity for self-regulation, as opposed to external governance by by governance external opposed to as self-regulation, for opportunity and decisions. Although it education authorities through regulations own quality and development. Such a transformation will unlock the the unlock will a transformation Such and development. quality own organisations that continually assume responsibility for ensuring their ensuring their for assume responsibility continually organisations that defined in this Strategy as the maximum level of freedom that education as the maximum level Strategy defined in this cially regarding the curriculum and the organisation of teaching and regarding the curriculum and the organisation of teaching and cially is This schools. in processes innovative of the development discourages cation is to facilitate the transformation of education institutions into education of the transformation cation is to facilitate work in order to address problems it faces or in order to improve quality. improve to order in or faces it problems address to order in work well as addressing concrete challenges faced by kindergartens, schools faced by concrete challenges as addressing well POTENTIAL OF EDUCATION INSTITUTIONS EDUCATION OF POTENTIAL One of the main intentions of this Strategy in the area of early child of early in the area of this Strategy main intentions One of the Currently, there is a low degree of school autonomy in Croatia, espe in Croatia, degree of school autonomy there is a low Currently, The autonomy of education institutions is seen in this Strategy as an as an is seen in this Strategy of education institutions The autonomy OBJECTIVE 1: ENHANCE THE DEVELOPMENT DEVELOPMENT THE ENHANCE 1: OBJECTIVE • - , 27 , AVETAE ASOO/ Such support will support will Such .26 , ETTA and must therefore be accompanied be accompanied therefore and must 25 in cooperation and AZOO/ETTA AVETAE : MSES ). NCEE innovation projects innovation specific training of staff (2) opportunities for continuous coop- for continuous specific training of staff (2) opportunities and financial support in developing, implementing and evaluating evaluating implementing and and financial support in developing, and good of experience exchange regarding cooperation, activities with and provided projects tutions implementing development programmes. Number of education institutions participating in programmes. Number of insti- Number practice in the area of educational innovations. eration and exchange of experience and good practice (3) expert practice (3) expert and good of experience eration and exchange and financial support. expert with higher education institutions and other experts with higher education institutions and Provide the following to education institutions: (1) the following MEASURE 1.2 Provide : ASOO/ IMPLEMENTATION training professional of implemented : Number INDICATORS BODYCOMPETENT AZOO/ institutions, of education MSES, founders by appropriate mechanisms for systematic support systematic mechanisms for appropriate by in Croatia was solely focused on educational content prescribed by by on educational content prescribed focused solely in Croatia was shifting by with the aim of modernising the system introduce changes in their increased accountability in their increased number of potential beneficiaries. syllabi. Since then, education policy has gradually tried to develop and tried to develop then, education policy has gradually Since syllabi. specific support measures. These include relevant training in the area area training in the measures. These include relevant specific support the focus from content to educational outcomes (learning outcomes) the focus the institution to work on its innovation project for a certain period of of a certain period for project on its innovation the institution to work for of financial resources time. Financial support implies the provision as well as from an exclusive focus on transmitting content to the focus as from an exclusive as well primarily be provided by the key institutions of the education system education system institutions of the the key by be provided primarily from the scientific community, experienced practitioners, etc.) to assist experienced practitioners, etc.) to assist from the scientific community, for cooperation between education institutions and for the exchange the exchange and for education institutions cooperation between for on the basis of defined criteria and through the participation of a larger a larger of participation the through and criteria defined of basis the on of educational innovations, as well as the establishment of mechanisms establishment of mechanisms as the as well of educational innovations, and finan expert both In addition, practice. and good experience of development, implementation and evaluation of innovation projects. projects. of innovation implementation and evaluation development, tender, a of means by institutions the to allocated projects development cial support must be provided to education institutions regarding the institutions regarding the to education be provided cial support must development of competences. development ( Support will be provided by contracting experts (such as professionals as professionals (such contracting experts by will be provided Support Enhancing the development potential of education institutions requires requires potential of education institutions Enhancing the development Increasing the level of autonomy of education institutions will result will result institutions of education of autonomy the level Increasing Until the mid-2000s, the primary and secondary education system the mid-2000s, the primary and secondary education system Until / NCVVO OBJECTIVE 2: IMPLEMENT A COMPREHENSIVE COMPREHENSIVE A 2: IMPLEMENT OBJECTIVE REFORM CURRICULAR •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 45 - - - ) is NCF also defined expected also defined and independently of the and independently ) specified the focus on the ) specified the AVETAE is a reform is a reform during this period. The CROQF intense ) was launched a process (with the support of a number a of support the (with process a launched AVETAE CROQF projects) for determining the methodology and preparation of determining the methodology and preparation of for projects) )’ and the adoption of the new Syllabus for Primary Schools in 2006 for Syllabus of the new )’ and the adoption IPA CNES been no significant programme changes since the mid- 1990s. Regarding since the mid- 1990s. programme changes been no significant by decision of the Minister in the second half of 2011. decision of the Minister in the second half by need to implement a curricular reform that would include introducing include that would reform a curricular need to implement highlights the focus on highlights the focus The CROQF and society as a whole. individuals in the education system. The National Curriculum Framework ( Curriculum Framework The National in the education system. ilar goals were set in the document Education Sector Development Plan Sector Development the document Education set in were ilar goals instrument for regulating the whole qualifications system at all education system qualifications regulating the whole instrument for levels through occupational standards and qualifications standards based through occupational standards levels launched qualitative changes at the primary school level regarding pro- regarding school level at the primary changes launched qualitative strategy, the the strategy, student achievements for each educational cycle at the level of education education of level the at cycle educational each for achievements student subjects and efforts were made to influence the way the educational educational way the were made to influence the subjects and efforts a document that aimed to achieve the alignment of different levels and levels the alignment of different a document that aimed to achieve for the European Framework types of education and that also adopted the school year of 2013/2014. the school year and Training and Adult Education ( and Training and Adult but also In line with that strategy, tions as the first strategic objective. areas. Following intense and long discussions, the document was adopted and long discussions, the document was intense areas. Following Education Vocational for the Agency of Croatia 2008–2013, the Republic the National Curriculum for Pre-school Education, General Compulsory Pre-school Education, Curriculum for the National broader interventions for allowed and Secondary School Education (2007) tion policy documents was not coordinated, which has had the following the following has had not coordinated, which tion policy documents was the development of competences based on verifiable learning outcomes. of competences based on verifiable the development gramme content. The Syllabus for Primary Schools determined, among Primary Schools determined, for Syllabus gramme content. The process was implemented. At the secondary school level, particularly particularly the secondary school level, implemented. At process was on learning outcomes and aligned with the needs of the labour market, on learning outcomes and aligned with the needs of the labour market, occupational standards, qualifications and curricula for a number of of number a for curricula and qualifications standards, occupational of early childhood and pre-school education institutions, their work was was their work institutions, education pre-school childhood and early other things, student educational achievements at the level of individual of individual level at the educational achievements other things, student determined by the Pre-school Children Education Programme in 1991. in Programme Education Children Pre-school the by determined changes in educational content and forms of teaching and learning. Sim of teaching and forms in educational content changes consequences: development of competence- and learning-outcome- based qualifica of competence- development concurrently with the preparation of the NCF concurrently work ( work with regard to grammar school (gymnasium) programmes, there have have there programmes, (gymnasium) school to grammar regard with ( Moreover, work on the preparation of the Croatian Qualifications Frame Qualifications Croatian the of preparation the on work Moreover, vocational qualifications, whose experimental implementation began in whose qualifications, vocational In the Development Strategy for the Vocational Education System of of Education System the Vocational for Strategy In the Development Key Competences for Lifelong Learning. The NCF Lifelong Competences for Key However, the planning and preparation of the above-mentioned educa- the planning and preparation of the above-mentioned However, The strategic document Croatia in the 21st Century (2001) specified the specified (2001) in the 21st Century document Croatia The strategic The adoption of the Strategy for the Construction and Development of Construction and Development the for The adoption of the Strategy 2005–2010 (2005). The project ‘Croatian National Educational Standard Standard Educational National ‘Croatian project The (2005). 2005–2010 - - - b) clearly defined educational outcomes that do not solely belong to the to belong solely not do that outcomes educational defined clearly b) b) There is a lack of uniformity in the conceptual definition of the terms the terms of definition conceptual the in of uniformity is a lack There b) more objective, valid and reliable assessment by means of various forms forms various of means by assessment reliable and valid objective, more ing/estimating the level of development and acquisition of educational and acquisition of development the level ing/estimating in early childhood and pre-school education, teachers, children and stu- in early level of connection between the different parts of the Croatian education Croatian the of parts different the between connection of level ship, aesthetic evaluation, responsibility, relationship to oneself, others responsibility, ship, aesthetic evaluation, system is inadequate, which may have a negative impact on the level of impact on the level a negative have may is inadequate, which system pre- and childhood early of of the system steer the strategic development and secondary education towards school education, primary education a) the development of core competences for lifelong learning; lifelong of core competences for the development a) acquisition of educational outcomes, which will provide the basis for a the basis for will provide acquisition of educational outcomes, which this Strategy, the continuity of this strategic direction will be ensured. the continuity of this strategic direction will this Strategy, and effec flexible into a coherent, interconnected, the education system objectives. and principles values, educational common on based unit tive the development of competences, towards changing current forms of of changing current forms of competences, towards the development the need to define on a clear focus teaching and learning, and towards to the preparation of curricula and to the determination of educational of curricula and to the determination to the preparation a) There are no commonly defined educational values, principles and and values, principles educational defined There are no commonly a) and the environment, behaviour, etc.); behaviour, and the environment, of a comprehensive curricular reform and linking of the different parts of parts different the of linking and reform curricular comprehensive a of outcomes/learning outcomes/student achievements. It follows that the follows It achievements. outcomes/student outcomes/learning by In the period covered educational outcomes (learning outcomes). objectives of different education levels and types. and levels education of different objectives achievements outcomes/student outcomes/learning cognitive domain (knowledge), but are also in line with the defined core domain (knowledge), cognitive competences for lifelong learning (the development of skills, attitudes of attitudes skills, of development (the learning lifelong for competences entrepreneur critical thinking, sense of initiative, innovation, creativity, and development of level the for standards/criteria defined clearly d) c) There is a lack of coordination regarding the methodological approach regarding the methodological There is a lack of coordination c) and assess evaluating monitoring, for system d) There is no coherent c) open systems of methodology and didactics providing professionals professionals providing didactics methodology and of open systems c) of work; dents with the freedom to choose content, methods and forms quality and equity in the system. years, education policy has (regardless of political affiliation) tried to tried of political affiliation) education policy has (regardless years, The comprehensive curricular reform will focus on: will focus curricular reform The comprehensive Therefore, the aim of this section of the Strategy is the implementation the aim of this section of the Strategy Therefore, This review of key documents has demonstrated that, over the past 15 the past 15 documents has demonstrated that, over of key This review ‘curriculum’, ‘competences’ and particularly, ‘educational outcomes’/ outcomes’/ ‘educational and particularly, ‘competences’ ‘curriculum’, achievements’. / ‘student ‘learning outcomes’

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PRIMARY EDUCATION AND SECONDARY EDUCATION 47 - - are taken are taken is a document that can serve as a basis for linking the different linking the different as a basis for is a document that can serve NCF scientifically-based, contemporary and child- and student-oriented; and child- contemporary scientifically-based, of the child/student; future life the current and for relevant appropriate for the developmental age of the child/student; age developmental the appropriate for technology and education; science, the economy, of education of autonomy an adequate level and providing open to changes and continuous review in accordance with the and continuous review open to changes institutions and taking into consideration the autonomy of into consideration the autonomy institutions and taking school principals and other educational staff. school principals and professionals in early childhood and pre-school education, teachers, childhood and in early professionals development of society, development — — — — — — because knowledge is the fundamental driver of production and develop of production is the fundamental driver because knowledge must be preserved and fostered, with an emphasis on the importance and fostered, must be preserved is a strong mix of different cultures, world views and religions — people world views cultures, is a strong mix of different at the same time preserving while need to become citizens of the world, ment in a society. Knowledge, education and lifelong learning are crucial learning are education and lifelong Knowledge, ment in a society. into consideration in this Strategy. The educational values in question The educational values into consideration in this Strategy. social, moral and spiritual heritage. The Croatian language in particular The Croatian language social, moral and spiritual heritage. unit. The values, objectives and principles defined in the NCF objectives unit. The values, and national identity. Today, in the era of globalisation — in which there which in — globalisation of era the in Today, identity. national and as their their national identities, cultures and cultural landscapes, as well and the society in which they live, to cope with new circumstances and to cope with new live, they and the society in which and work. to be successful in life to the development of Croatian society and of every individual. They en They individual. every of Croatian society and of to the development reflect on themselves to better understand and critically able individuals types of education should be: types of education are the following: privileged, for inter-generational care, for the natural environment and the natural environment care, for inter-generational for privileged, personal identity — which includes accepting diversity. Special care will Special includes accepting diversity. personal identity — which parts of the pre- tertiary education system into an inter-related, coherent parts of the pre- tertiary education system for their overall living environment. living their overall for of its correct usage. Education must awaken, foster and develop one’s one’s develop and foster awaken, must Education usage. correct its of of internal and external evaluation. and external of internal concern for others, for the family, for the weak, the poor and the under- weak, the for the family, others, for concern for SOLIDARITY show to youth training children and Solidarity implies systematically Education fosters the strengthening of an individual’s personal, cultural cultural personal, individual’s an of strengthening the fosters Education IDENTITY KNOWLEDGE Croatia is committed to the development of a knowledge-based society, society, of a knowledge-based Croatia is committed to the development The The curricular solutions that need to be developed at all levels and in all and levels at all need to be developed solutions that The curricular — — — — — — - - - - , which constitute the baseline for the for the baseline constitute , which training students for lifelong learning. lifelong training students for promoting and developing awareness of the Croatian language as of the Croatian language awareness promoting and developing providing a systematic approach to teaching that fosters and that fosters approach to teaching a systematic providing independence, self-confidence, and developing fostering educating students in line with general cultural and civic values, values, cultural and civic educating students in line with general ensuring that students acquire core (general educational) and ensuring that students acquire core (general developing student awareness regarding the preservation of the regarding the preservation student awareness developing knowledge and accomplishments; knowledge need to meet the requirements of the market economy, of modern economy, market need to meet the requirements of the and communication technologies, and of scientific information including those of human rights and children’s rights, thereby rights, thereby children’s including those of human rights and moral and spiritual development of students, in accordance with moral and spiritual development of and cultural heritage material, natural, spiritual, historical levels of the education system; levels responsibility and creativity of students; responsibility and creativity rendering children competent to live in a multicultural world, to world, in a multicultural rendering children competent to live and to be tolerant and to participate actively respect differences, of society; democratic development in the responsibly a key factor in Croatian identity, and systematically fostering the fostering and systematically factor in Croatian identity, a key their abilities and aptitudes; enhances the intellectual, emotional, physical, aesthetical, social, physical, enhances the intellectual, emotional, will they in which changing social and cultural context continually vocational competences, enabling them to live and work in a in a and work competences, enabling them to live vocational Croatian standard (literary) language in all areas, cycles and at all in all areas, cycles language Croatian standard (literary) Croatia, as well as regarding Croatian national identity; as regarding Croatian national Croatia, as well — — — — — — — be given to providing education in the language and script of national and script of national in the language education providing to be given in this Strategy, are as follows: are in this Strategy, minorities, thereby ensuring the integration of minority education into education into of minority ensuring the integration thereby minorities, society, nature and work, as well as a sense of responsibility for their their for as a sense of responsibility as well nature and work, society, achievement of the highest educational standards, as well as high pro high as well as standards, educational highest the of achievement tion and communication technologies and hygienic conditions) for the the for conditions) tion and communication technologies and hygienic the education system of Croatia. system the education and personal responsibility. preparation of other curricular documents and which have been adopted been have preparation of other curricular documents and which presumes a logical and responsible balance between personal freedom and responsible balance between presumes a logical own well-being and that of others. Responsible action and behaviour action Responsible others. of and that well-being own cial life and promotes their sense of responsibility for the well-being of the well-being for promotes their sense of responsibility and cial life Ensuring the conditions (material and technical resources, informa Ensuring the conditions (material Education fosters the active participation of children and youth in so of children and youth participation the active Education fosters HIGH-QUALITY EDUCATION FOR ALL FOR EDUCATION HIGH-QUALITY RESPONSIBILITY The goals of the education system are as follows: of the education system The goals The principles defined in the NCFThe principles — — — — — — —

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PRIMARY EDUCATION AND SECONDARY EDUCATION 49 in the process of creating and implementing education policy. individual, providing everyone with the fundamental knowledge that that fundamental knowledge with the everyone providing individual, learning. further for and that constitutes the basis life is necessary for justice; education and schooling cannot be privileges of a minority nor of a minority schooling cannot be privileges justice; education and and their high level of responsibility. and their high level accordance with contemporary scientific knowledge. accordance with contemporary scientific and adult learner, especially those who are exposed to marginalisation are exposed those who especially and adult learner, and exclusion. their education (horizontal mobility) and to pursue further education and to pursue further education their education (horizontal mobility) mobility). of education (vertical and complete a higher level potential; the equality of educational opportunities is based on social based on social of educational opportunities is potential; the equality fessional standards of education institutions. standards of fessional or other socially conditioned differences. or other socially can they be limited due to differences on the basis of ethnicity, sex, gender sex, ethnicity, of basis the on differences to due limited be they can SCIENTIFIC FOUNDATION SCIENTIFIC Making changes and improvements to the whole education system in education system to the whole and improvements Making changes Educational work implies great expertise of all education institutions institutions education all of expertise great implies work Educational DEMOCRACY factors inclusion of all key Pluralism and democratic decision-making; RESPECT FOR HUMAN RIGHTS AND CHILDREN’S RIGHTS AND CHILDREN’S HUMAN RIGHTS RESPECT FOR COMPETENCE AND ETHICS PROFESSIONAL INCLUSION OF ALL STUDENTS IN THE EDUCATION SYSTEM IN THE EDUCATION ALL STUDENTS OF INCLUSION HORIZONTAL AND VERTICAL MOBILITY AND VERTICAL HORIZONTAL during type of school students to change for the opportunity Providing EQUAL EDUCATIONAL OPPORTUNITIES FOR ALL FOR OPPORTUNITIES EDUCATIONAL EQUAL Genuine respect for every child and individual and for human dignity. human and for child and individual every Genuine respect for COMPULSORY GENERAL EDUCATION COMPULSORY The acquisition of core competences is a right and an obligation of every of every competences is a right and an obligation The acquisition of core Taking into consideration the educational needs of every child, student of every needs the educational into consideration Taking All children and students are entitled to achieve their highest educational highest their achieve to entitled are students and children All - - - 29 In accordance with with accordance In 28 , as well as the harmoni- , as well EDUCATION below shows the structure of the proposed curricular documents: shows below hood and pre-school education, teachers and other educational staff) needs of the different levels and types of education, as well as develop well as develop and types of education, as levels needs of the different education institutions, in by mented, adjusted and further developed include the revision and updating of the NCF include the revision edu of types and levels different for prepared be will curricula national inequality and prejudice against people from other cultures. inequality and prejudice against people institutions for planning their activities, programmes and projects (aimed (aimed and projects programmes their activities, planning for institutions in the process of to organise educational work methods and freedom Curriculum. National implementing the school education, teachers and other educational staff)school education, teachers as part of their subject curricula, cross-subject curricula and modular curricula, as well subject curricula, cross-subject curricula and modular curricula, as well sation of different education policy documents. policy education different of sation as curricula for the acquisition of qualifications in the formal vocational vocational formal the in qualifications of acquisition the for curricula as and environment. work accordance with the particularities of their own the Strategy for the Construction and Development of the National of the National the Construction and Development for the Strategy the be entitled be subject to public debate) will the document (which approaches to pedagogical and educational work. and educational approaches to pedagogical at children, students, parents, professionals in early childhood and pre- childhood in early professionals students, parents, at children, freedom of choice of educational content, freedom to apply different different apply of educational content, freedom to freedom of choice education and art education systems. These documents will be imple- education and art education systems. child in early of curricular documents, educational staff (professionals ondary School Education (p. 5), it is suggested that the new version of of version the new that ondary School Education (p. 5), it is suggested cation. National curricula will take into account the particularities and into account the particularities and curricula will take cation. National curricula, and of creating their education institution’s identity. Ensuring identity. their education institution’s curricula, and of creating will also become largely involved in the process at all levels. The graph The graph process at all levels. in the involved will also become largely In order to contribute their expertise and experience in the preparation in the preparation experience and In order to contribute their expertise DESCRIPTION OF THE COMPREHENSIVE CURRICULAR CURRICULAR COMPREHENSIVE THE OF DESCRIPTION REFORM document, new this on Based Curriculum. National the for Framework Degree of freedom and independence with respect to adopting different with respect to adopting different of freedom and independence Degree Ensuring a sufficient degree of freedom and independence of education of education independence and freedom of degree sufficient a Ensuring INDEPENDENCE OF EDUCATION INSTITUTIONS EDUCATION OF INDEPENDENCE INTERCULTURALISM PEDAGOGICAL AND SCHOOL PLURALISM AND SCHOOL PEDAGOGICAL Understanding and accepting cultural differences in order to reduce in order to reduce and accepting cultural differences Understanding OF DIMENSION EUROPEAN Curriculum for Pre-school Education, General Compulsory and Sec Pre-school Curriculum for The preliminary steps towards a comprehensive curricular reform curricular reform a comprehensive The preliminary steps towards Training for European coexistence. European coexistence. Training for

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NATIONAL CURRICULUM NATIONAL NATIONAL CURRICULUM NATIONAL CURRICULUM NATIONAL FOR EARLY CHILDHOOD CURRICULUM FOR FOR GRAMMAR FOR VOCATIONAL CURRICULUM FOR ART AND PRE-SCHOOL PRIMARY EDUCATION SCHOOL (GYMNASIUM) EDUCATION AND EDUCATION EDUCATION EDUCATION TRAINING

SUBJECT, SUBJECT, CURRICULUM FOR CURRICULUM FOR CROSS-SUBJECT CROSS-SUBJECT AQUISITION OF AQUISITION OF AND MODULAR AND MODULAR QUALIFICATIONS IN THE QUALIFICATIONS IN CURRICULA CURRICULA FORMAL VOCATIONAL THE FORMAL ART EDUCATION AND EDUCATION SYSTEM TRAINING SYSTEM

Along with the preparation of curricular documents, measures will be provided to ensure the conditions for their introduction into the education system. Additionally, a comprehensive system for internal and external monitoring, evaluation and assessment of educational outcomes will be developed. The following conditions are crucial for the successful introduction of the proposed curricular changes: providing high-quality and comprehensive training to professionals in early childhood and pre- school education and to teachers; meeting staff-related, infrastructural and material preconditions to help education institutions adapt to the application of curricular documents; and explaining the goal and purpose of the proposed curricular changes to educational staff, children, students, parents and the general public. Furthermore, it is crucial to establish systems for the support, monitoring and evaluation of the process of developing and introducing the curricula into the education system.

2.1. REVISION AND UPDATING OF THE NATIONAL CURRICULUM FRAMEWORK AND HARMONISATION OF DIFFERENT EDUCATION POLICY DOCUMENTS

The preliminary steps towards a comprehensive curricular reform are the revision and updating of the NCF (whose developmental character makes such revisions possible) and the harmonisation of different education policy documents. The NCF needs to be revised for the following reasons: a) the change in the structure of the education system proposed by this Strategy implies considerable changes of the NCF; b) due to the focus being mainly on general education, the NCF does not pay enough attention to early childhood and pre-school education and to different types of secondary education, which is why it is important to ensure equal representation of all parts of the system within the framework of the main strategic objective; c) student achievements in different education areas, which constitute the central part of the document, have not been 51 need to beto need NCF members. Com- : Posebno stručno : Posebno )NADLEŽNOST EWG ’s work. ’s ) needs to be established and its work needs to needs to ) needs to be established and its work : Ad- group IMPLEMENTATION expert : Ad-hoc : MSES : MSES EWG . Tender issued for the selection of EWG issued for . Tender hoc expert group hoc expert mencement of EWG lar reform implementation ( lar reform reform implementation reform reform Implementation reform al for the Framework for the National Curriculum to the preparation of curricular documents proach to the preparation of curricular documents povjerenstvo National Curriculum. National MEASURE 2.1.3. Prepare a propos- Define a coordinated methodological approach MEASURE 2.1.2. Define Establish an Expert working group for curricu- group for MEASURE 2.1.1. Establish an Expert working : Criteria and principles defined for establishing the : Criteria and principles defined INDICATORS EWG , Expert working group for curricular group for , Expert working : MSES IMPLEMENTATION the National for of the Framework review : Positive INDICATORS , Expert working group for curricular group for , Expert working : MSES IMPLEMENTATION of a coordinated methodological ap- : Development INDICATORS Curriculum. Public debate held. Adoption of Framework for the for of Framework Curriculum. Public debate held. Adoption BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT be launched. The main tasks of the group are to prepare a draft of the be launched. The main tasks of the group harmonised and equally developed, and they need to be supplemented be supplemented need to and they developed, and equally harmonised implementation ( incorporated into national curricula for specific levels and types of edu- of types and levels specific for curricula national into incorporated and harmonised; d) in line with the proposed scheme for curricular curricular scheme for with the proposed d) in line and harmonised; Pre-school Education, Curriculum for of the National and Development education require the alignment of different system education the formal to become an inter-related and coherent unit. In order for this specific for and coherent unit. In order to become an inter-related process of curricular reform. One of the key measures within this spe- measures within this One of the key process of curricular reform. preparation of all curricular documents. policy documents This will allow all the parts of the education system all the parts of the education system This will allow policy documents preparation of vocational curricula for the acquisition of qualifications in the acquisition of qualifications curricula for preparation of vocational objective to be fulfilled, an Expert working group for curricular reform for curricular reform working group to be fulfilled, an Expert objective cific objective is to define a coordinated methodological approach to the is to define a coordinated cific objective documents, the student achievements as specified in the in specified as achievements student the documents, Curriculum of the National changes the basis of the proposed cation. On Framework for the National Curriculum and to implement the whole whole Curriculum and to implement the the National for Framework Framework and in accordance with the Strategy for the Construction the Construction for the Strategy and in accordance with Framework been proposed. Curriculum has National the for Framework General Compulsory and Secondary Education, the preparation of a of a and Secondary Education, the preparation General Compulsory The adoption of the Croatian Qualifications Framework Act and the Act and the Croatian Qualifications Framework The adoption of the • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 53 - ) SNI) UEAS AVETAE AVETAE : MSES : MSES : MSES ), whose members would be employees of the ministry and agencies. be employees members would ), whose national and subject curricula into the education system ments and administrative support for the preparation of curricular docu- support for and administrative and the proposed changes to parents and to the public tive support for the preparation of curricular documents ( the preparation of curricular support for tive explaining the advantages of the curricular approach the advantages explaining duction of curricular documents into the education system ( duction of curricular documents into the education system Promotional activity with the aim of MEASURE 2.2.3. Promotional activity Establish a Support Network for the intro- for Network MEASURE 2.2.2. Establish a Support Establish a Unit for expert and administra- expert for MEASURE 2.2.1. Establish a Unit / , ASOO , AZOO/ETTA : MSES IMPLEMENTATION the introduction of established for Network : Support INDICATORS , ASOO/ : MSES, AZOO/ETTA IMPLEMENTATION expert for of the Unit : Commencement of the work INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT UEAS implementation of the comprehensive curricular reform will be the de- be the will reform curricular of the comprehensive implementation staff. The network could be based on the current network of the heads could be based on the current network staff. The network ration and (especially) for their introduction. Therefore, one of the key one of the key Therefore, their introduction. for ration and (especially) the documents and for the preparation of curricular success factors for ular documents into the education system will require the establishment will require the ular documents into the education system unsuccessful if they do not receive systematic support for their prepa- support for systematic do not receive unsuccessful if they the awareness of the general public, it is necessary to actively promote to actively public, it is necessary of the general the awareness debating (including changes the curricular approach and the proposed process. during the whole and challenges) advantages and administrative support for the preparation of curricular documents the preparation for support and administrative and other countries indicates that even well- devised changes can be can be changes devised well- indicates that even and other countries of a Support network for the introduction of the curriculum. The tasks the introduction for network of a Support the intro operational support for will include of such a regional network of that system. On the one hand, during the course of the preparation of during the course of the preparation On the one hand, of that system. of planning changes in the education system. The experience of Croatia of Croatia experience The in the education system. of planning changes of county-level professional councils (established by the Education and Education the by (established councils professional county-level of duction of the curriculum and intense communication with educationalduction of the curriculum and intense curricular documents it will be necessary to establish a Unit for expert expert for Unit a establish to necessary be will it documents curricular ( velopment of an efficient support system. Two bodies will form the basis Two bodies will system. of an efficient support velopment On the other hand, the experimental and broader introduction of curric- introduction broader and experimental hand, the the other On OF CURRICULAR DOCUMENTS AND FOR THE IMPLEMENTATION OF OF THE IMPLEMENTATION FOR AND DOCUMENTS CURRICULAR OF The development of a support system has often been a neglected part often been a neglected has of a support system The development Training and Adult Education). In order to both include parents and raise In order to both include Education). Training and Adult Teacher Training Agency and the Agency for Vocational Education and Education Vocational for the Agency and Agency Training Teacher 2.2. DEVELOPMENT OF A SUPPORT SYSTEM FOR THE PREPARATION PREPARATION THE FOR SYSTEM SUPPORT A OF 2.2. DEVELOPMENT THE COMPREHENSIVE CURRICULAR REFORM CURRICULAR THE COMPREHENSIVE • • • s) - EWG 30 s) EWGR s of EWGR Members s). EWGR ) : MSES EWG ) : MSES EWG held. Area and subject/modular structure adopted. s. Guidelines prepared for expert working working expert s. Guidelines prepared for the EWGR ings held for and pre-school education, teachers and other childhood in early implemented in accordance with the plan. in accordance implemented implementation ( selected and appointed. Plan and programme prepared and train- selected and appointed. Plan and programme reform implementation ( reform structure of national curricula and their timetable. Public debate groups for the preparation of curricula and manuals prepared for and manuals prepared for the preparation of curricula groups for professionals (intended for the application of curricular documents activities at the annual level. Programme for promotional activities activities promotional for Programme level. at the annual activities the preparation of national curricular documents ( the preparation of national curricular ferent levels and types of education ( and types levels ferent educational staff). education and grammar school (gymnasium), vocational and art vocational education and grammar school (gymnasium), BODYeducation COMPETENT cross-subject/modular structure of national curricula for primary cross-subject/modular structure of national curricula for working groups for the preparation of national curricula for dif the preparation of national curricula for groups for working Prepare a proposal for area and subject/ MEASURE 2.3.2 Prepare a proposal for Establish and train expert working groups for groups for working MEASURE 2.3.1. Establish and train expert , Expert working group for curricular group for : MSES, Expert working IMPLEMENTATION expert forming for : Criteria and principles defined INDICATORS : MSES IMPLEMENTATION promotional for and plan prepared : Programme INDICATORS : Expert working group for curricular reform curricular reform group for : Expert working IMPLEMENTATION the area and subject/modular : Proposal prepared for INDICATORS BODYCOMPETENT mar school (gymnasium), vocational and art education, including both vocational mar school (gymnasium), include the establishing of expert working groups for the preparation the preparation groups for working of expert include the establishing and their training for the preparation of different curricular documents. of different the preparation and their training for of national curricula for different levels and types of education ( levels different for of national curricula defining of a detailed structure of national curricula for primary, gram- for primary, curricula defining of a detailed structure of national curricula. specific areas and subject/modular curricula for OF CURRICULAR DOCUMENTS AND IMPLEMENTATION OF A A OF AND IMPLEMENTATION DOCUMENTS CURRICULAR OF COMPREHENSIVE CURRICULAR REFORM CURRICULAR COMPREHENSIVE The measures that will be taken for the fulfilment of this specific objective fulfilment of this specific objective the for will be taken The measures that 2.3. PROVISION OF PRECONDITIONS FOR THE PREPARATION THE PREPARATION FOR PRECONDITIONS OF 2.3. PROVISION A particularly important measure within this specific objective is the the is objective specific this within measure important particularly A • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 55 - ) will be prepared and introduced. NCECPE been determined by the Pre-school Children Education Programme Children Education Programme the Pre-school by been determined have been actively keeping up to date with contemporary knowledge knowledge contemporary with date to up keeping actively been have nitive, social, communicative, etc.); c) the importance of play as a model the importance of play etc.); c) social, communicative, nitive, institution for their quality enhancement. During the preparation of of preparation the During enhancement. quality their for institution principles: a) into consideration the following it will be crucial to take in their field and have been introducing innovative approaches to their approaches been introducing innovative have in their field and institutions will also be conducted. Additionally, teams will be formed teams will be formed institutions will also be conducted. Additionally, childhood and pre-school education institutions to coordinate in early successful introduction of the proposed changes. Manuals for the appli- Manuals for successful introduction of the proposed changes. regulate or modernise this part of the system for more than two decades, two more than for this part of the system regulate or modernise system. Many early childhood and pre-school education institutions institutions education pre-school and childhood early Many system. since 1991. Despite the fact that education policy has not attempted to policy has not attempted to the fact that education since 1991. Despite teristics; b) the need for a personalised and flexible educational approach a personalised and flexible the need for teristics; b) cog- emotional, needs of children (physical, that can meet the different and responsibility of every early childhood and pre-school education childhood and pre-school education early and responsibility of every Education, Pre-school and Childhood Early for Curriculum National the early of and education development comprehensive a need to foster the tion. It will promote pluralism of pedagogical ideas and concepts based on will promote pluralism of pedagogical tion. It this does not mean that there have been no qualitative changes in the changes been no qualitative that there have this does not mean system, childhood and pre-school education the alignment of the early Childhood and Pre-school Education Early Curriculum for a National and pre-school educa- childhood of institutional early the development tematic training of staff from early childhood and pre-school education childhood tematic training of staff from early - Sys pre-school education, school principals and other educational staff. pre-school children, as confirmed by relevant research; d) the need to to need the d) research; relevant by confirmed as children, pre-school for learning and a comprehensive development of early childhood and of early development learning and a comprehensive for for the development of different competences of children, in accordance competences of of different the development for ed, infrastructural and material preconditions will be essential for the ed, infrastructural and material preconditions will be essential for cation of the National Curriculum for Early Childhood and Pre-school Early for Curriculum cation of the National develop curricular solutions that will avoid ‘the schoolification’ of the edu- the of schoolification’ ‘the avoid will that solutions curricular develop institutions. education pre-school and childhood early in process cational childhood and pre-school children by using appropriate forms of support of forms appropriate using by children pre-school and childhood developmentally appropriate practice, as well as promote the autonomy as promote the autonomy appropriate practice, as well developmentally with their individual particularities and different developmental charac developmental particularities and different with their individual work. In order to systematically influence the improvement of quality andof quality the improvement influence systematically In order to work. ( PREPARATION AND INTRODUCTION OF THE NATIONAL NATIONAL THE OF INTRODUCTION AND PREPARATION EDUCATION - of staff-relat Childhood and Pre-school Education, the provision Early childhood and in early professionals Education will be prepared for CURRICULUM FOR EARLY CHILDHOOD AND PRE-SCHOOL AND PRE-SCHOOL CHILDHOOD EARLY FOR CURRICULUM The work of early childhood and pre-school education institutions has childhood and pre-school of early The work This document will contain general goals, principles and guidelines for for principles and guidelines goals, This document will contain general 2.4. PREPARATION AND INTRODUCTION OF NATIONAL CURRICULA NATIONAL OF AND INTRODUCTION 2.4. PREPARATION Along with the preparation and adoption of the National Curriculum for Curriculum for Along with the preparation and adoption of the National - ), whose ), whose OECD ) project and the Syllabus for Primary Schools (2006) focused on focused Schools (2006) Primary for and the Syllabus ) project CNES in this part of the system. The extension of the duration of primary ed- The extension in this part of the system. in Croatia is also characterised by the fact that education areas are not the fact in Croatia is also characterised by emotional, social, i.e. their cognitive, personality, ment of the student’s relatedness and the fact that educational content is too detailed and in- relatedness and the fact that educational system, whereby general compulsory primary education would last nine primary education would compulsory general whereby system, students have been achieving above-average results in international results in international above-average been achieving students have and traditional system, as a highly-centralised could be described system for students. Primary education and relevant contemporary sufficiently stitutional level. Together with the preparation of curricular documents, of curricular with the preparation Together level. stitutional ucation will result in a more flexible subject structure and timetable, as subject structure ucation will result in a more flexible their own programmes, which will provide a greater individualisation a greater individualisation will provide programmes, which their own is Changing the structure of the education system level. and electivity more than a decade. For and long process that will last for a complex and update the this reason, the first step in the process will be to revise core competences, educational outcomes (learning outcomes) towards and assessment. of monitoring, evaluation forms and new tonomy of schools or educational staff, which would otherwise positively would otherwise positively which educational staff, of schools or tonomy interests. and abilities individual students’ of development the affect ganisation for Economic Cooperation and Development ( Economic Cooperation and Development ganisation for education and skills, the Croatian primary assessments of knowledge high the Finally, and motor development. ethical, physical aesthetical, a system will be developed to continuously monitor of the introduction monitor of to continuously will be developed a system the introduction and application of the National Curriculum at the in- the at Curriculum National the of application introduction and the the overcoming of some of the drawbacks mentioned. drawbacks of some of the the overcoming education lasting nine years in accordance with the strategic orientation education lasting nine years of core competences and the definition of educational outcomes (learningof core competences and the definition educationthe of structure the in change proposed a with along outcomes), of the system are a fairly low level of horizontal and vertical subject subject of horizontal and vertical level low are a fairly of the system - develop a comprehensive for represented. This does not allow equally of the National Curriculum. of the National current syllabi for primary education lasting eight years. In parallel, work In parallel, work primary education lasting eight years. for current syllabi centralisation of the system does not provide an adequate level of au an adequate level does not provide centralisation of the system well as a significantly higher level of school autonomy in terms of defining of terms in autonomy school of level higher significantly a as well compulsory general for documents curricular on developing on begin will with a rigid subject structure and timetable. In addition, the drawbacks In addition, the drawbacks with a rigid subject structure and timetable. ( years. Such a strategic orientation will enable considerable improvements considerable improvements enable orientation will strategic a Such years. PREPARATION AND INTRODUCTION OF THE NATIONAL THE NATIONAL OF AND INTRODUCTION PREPARATION Compared to the education systems of the member countries of the Or- of the member systems Compared to the education CURRICULUM AND SUBJECT/CROSS-SUBJECT/MODULAR AND SUBJECT/CROSS-SUBJECT/MODULAR CURRICULUM EIGHT (LASTING EDUCATION PRIMARY FOR CURRICULA The changes announced by the Croatian National Educational Standard Educational Standard the Croatian National announced by The changes the development central strategic orientation is towards This Strategy’s AND NINE YEARS)

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PRIMARY EDUCATION AND SECONDARY EDUCATION 57 - - - - - for mathematics, language, Croatian in the primarily disciplines, basic health area; d) greater autonomy of teachers in their work, as well as as as well of teachers in their work, autonomy health area; d) greater introduction of the curriculum for primary education lasting nine years. introduction of the curriculum for initial teacher education. In parallel to the preparation and adoption of initial teacher education. In parallel to members participating in the working groups. Other key measures for measures for groups. Other key members participating in the working in information and communication technologies, finance and media; media; and finance technologies, communication and information in ics area; social sciences and humanities area; art, physical education andeducation physical art, area; humanities and sciences social area; ics new school media projects; h) the introduction of civic education into education civic of introduction the h) projects; media school new learning environment; e) the acquisition of fundamental knowledge in acquisition of fundamental knowledge the e) learning environment; ject and modular curricula, teachers must constitute the majority of must constitute the majority of ject and modular curricula, teachers ry subjects, a fixed subject structure and timetable, and very low and and very low subject structure and timetable, and ry subjects, a fixed ration and adoption of subject, cross-subject and modular curricula for and modular curricula for ration and adoption of subject, cross-subject subject- fragmented syllabus, having a very large number of compulso- large a very having subject- fragmented syllabus, the fulfilment of this objective include the provision of carefully planned of carefully include the provision the fulfilment of this objective for teachers, school principals and other educa training and effective in of curricular documents and changes for the application tional staff for the successful essential terial, infrastructural and staff preconditions adoption of a National Curriculum for Primary Education and the prepa the and Education Primary for Curriculum National a of adoption g) continued support for child media programmes in kindergartens, child media programmes in kindergartens, g) continued support for teachers’ support and in interaction with other students, i.e. in a social in interaction with other students, teachers’ support and and communication area; mathematics, science, technical and informat area; mathematics, science, technical and communication competences with their own of students in developing role the active the following: a) a high level of coherence, openness and flexibility; b) b) openness and flexibility; of coherence, a high level a) the following: the for relevant is that education ensuring approach, contemporary a primary and secondary schools, as well as fostering the development of the development as fostering primary and secondary schools, as well present and future life of students and that is appropriate to the students’ students’ the to appropriate is that and students of life future and present fostering the application of teaching and learning methods that facilitate the application of teaching fostering for all students. for of the 1990s in terms of its organisational structure and programmes. of the 1990s in terms of its organisational structure and programmes. education lasting eight and nine years. In preparing subject, cross- sub- education lasting eight and nine years. eign languages and natural sciences (Physics, Chemistry, Biology and and Biology Chemistry, (Physics, sciences natural and languages eign education institutions to ensure the development of civic competence of civic development education institutions to ensure the changes in grammar school (gymnasium) education since the beginning in grammar school (gymnasium) changes curricular documents, what must also be launched is the provision of ma must also be launched is the provision curricular documents, what developmental age; c) equal representation of education areas: language areas: language of education equal representation c) age; developmental vocational education and training, there have not been any significant been any not have education and training, there vocational In contrast to certain changes introduced in primary education and introduced in primary education and In contrast to certain changes DEVELOPMENT AND INTRODUCTION OF THE NATIONAL THE NATIONAL OF AND INTRODUCTION DEVELOPMENT EDUCATION During the preparation of curricular documents it is essential to provide it is essential to provide documents preparation of curricular During the CURRICULUM AND SUBJECT/CROSS-SUBJECT/MODULAR AND SUBJECT/CROSS-SUBJECT/MODULAR CURRICULUM (GYMNASIUM) GRAMMAR SCHOOL FOR CURRICULA Grammar schools (gymnasia) are still characterised by traditional and traditional and are still characterised by Grammar schools (gymnasia) Geography); f) literacy Geography); content that will develop of new the introduction The measures for this specific objective include the preparation and preparation and include the this specific objective The measures for - - - in the clearer definition of grammar school (gymnasium) education education school (gymnasium) in the clearer definition of grammar not been updated for more than two decades clearly indicates the need indicates decades clearly more than two updated for not been inadequate electivity. The syllabi focus exclusively on content and are and are content on exclusively focus The syllabi electivity. inadequate significant changes during the last two decades. The current programmes decades. The current during the last two significant changes the and market labour the of needs the reflect always they do nor sions, school (gymnasium) programmes as well as specific modules for specific as specific modules programmes as well school (gymnasium) successful continuation of education at the level of higher education. education. higher of level the at education of continuation successful training of teachers and other educational staff. training of teachers and other educational and of individual schools, as well as in enabling students to acquire an as in enabling students to well schools, as and of individual higher education. towards The impact of such increasing electivity. to identify possible models for types and case with other levels tions must also be identified. As is the this objective are similar to those defined at the primary education level. level. primary education at the defined those similar to are objective this participating in the working groups preparing curricular documents. documents. groups preparing curricular participating in the working programmes that enable grammar school (gymnasium) education to be (gymnasium) programmes that enable grammar school for profound programmatic changes. programmatic profound for fore focus on the development of a national curriculum and subject/ and curriculum national a of development the on focus fore education and training is characterised by its natural and close connectionclose and natural its by characterised is training and education and training in Croatia is education Furthermore, vocational economy. of education, it is crucial that teachers form the majority of members form that teachers of education, it is crucial education that is in line with their interests, abilities and aspirations aspirations and abilities interests, their with line in is that education overloaded, which significantly hinders the planning and implementation hinders the significantly which overloaded, have fact that the syllabi process. The educational of a student-centred cational content, especially in the final grades. This will directly result directly will This grades. the final in especially content, cational characterised by a large number of different programmes and by their programmes and number of different a large characterised by cation system and enrols the majority of secondary education students. and enrols the majority cation system in profes of technologies and trends do not reflect the development cross-subject/modular curricula for this type of secondary education. education. this type of secondary curricula for cross-subject/modular changes on the staff-related, organisational and material working condi- organisational and material on the staff-related, changes with the labour market, as well as its function of social inclusion. Most as its function of social inclusion. Most as well with the labour market, Special attention must be paid to ensuring the timely and high-quality attention must be paid to ensuring the timely Special visibly diversified. It will also be essential to increase electivity of edu- It will also be essential to increase electivity diversified. visibly vocational education and training programmes have not undergone any any not undergone education and training programmes have vocational It will be necessary to define a single core curriculum for all grammar to define a single core curriculum will be necessary It planning will be needed to highlight that detailed project is important It DEVELOPMENT AND INTRODUCTION OF THE NATIONAL THE NATIONAL OF INTRODUCTION AND DEVELOPMENT QUALIFICATIONS IN THE VOCATIONAL EDUCATION AND AND EDUCATION IN THE VOCATIONAL QUALIFICATIONS CURRICULUM AND CURRICULA FOR THE ACQUISITION OF OF THE ACQUISITION FOR AND CURRICULA CURRICULUM Compared to grammar school (gymnasium) and art education, vocational vocational education, art and (gymnasium) school grammar to Compared TRAINING SYSTEM TRAINING The changes in grammar school (gymnasium) education must there education grammar school (gymnasium) in The changes for allowing be based on educational outcomes These curricula should fulfilling planned for measures curricula and the of the The features Vocational education and training is a very important part of the edu the of part important very a is training and education Vocational

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PRIMARY EDUCATION AND SECONDARY EDUCATION 59 / HKO ), the first steps have been ), the first steps have AVETAE and developing new learning new developing and CROQF / ASOO/ HKO , i.e. by conducting surveys on labour market needs and by ensuring by needs and on labour market surveys conducting , i.e. by basis for the development and introduction of curricula for the acquisition and introduction of curricula for the development basis for based learning (especially through vocational education and training for training for education and through vocational based learning (especially modularity; b) the acquisition of fundamental knowledge and skills and of fundamental knowledge the acquisition modularity; b) - Consider in this part of the system. changes made in terms of qualitative and trainingvocational education specificity of the and ing the complexity in education institutions, without any significant connections with the significant connections with without any in education institutions, narrow specialisation. It is important to stress the fact that students students that fact the stress to important is It specialisation. narrow education While and skills. part of vocational scope of knowledge narrow system, following the adoption of this Strategy, a special Programme for for a special Programme the adoption of this Strategy, following system, thus increasing the relevance of vocational education and training and education and of vocational thus increasing the relevance and lifelong learning in all forms of vocational education and training; of vocational learning in all forms and lifelong could learning Work-based training. and education vocational of types vocational qualification, ratios depending on the place in different take the future workforce; c) ensuring the relevance of vocational education andeducation vocational of relevance the ensuring c) workforce; future the the by stipulated procedure standardised the following by training of preparation the for procedures the in partnership social tripartite a the flexibility of vocational education and training through electivity and vocational education and training through electivity of the flexibility and modularity in vocational education and training. It will also ensure the education and training. It and modularity in vocational guidelines in more detail. recommendations) focuses on work- on focuses EU recommendations) (in accordance with and training to choosing narrowly specialised occupations aimed at the acquisition of a of acquisition the at aimed occupations specialised narrowly choosing to the needs for staff profiles (thus affecting the enrolment quota and edu- (thus staff profiles the needs for the development of the vocational education and training system will be system education and training of the vocational the development prepared, which will define the forms of realisation of the set strategicforms will define the prepared, which facilitating the transition from education to the labour market; f)facilitating the transition from education to the labour market; predict forms of vocational education and training, a National Curriculum for Curriculum for a National education and training, of vocational forms occupational standards and qualifications standards; d) provision of gen- of occupational standards and qualifications standards; d) provision educationfurther for basis the as competences core and educational eral and learning models in all forms gradual introduction of work-based e) ensuring a timely orientation of students and increasing the flexibility of orientation of students and increasing the flexibility ensuring a timely of broader professional competences during the first grades of four-year four-year competences during the first grades of of broader professional of qualifications in the formal education system. formal education of qualifications in the outcome-based curricula for the acquisition of specific qualifications the acquisition in for outcome-based curricula differentiation (depending on the occupation) to the final grades, thus (depending on the occupation) differentiation document will define the ratios of general educational, professional and professional general educational, document will define the ratios of electivity ensuring for framework a provide will and competences, core choose their profession at a relatively early age, especially when it comes when especially age, early a relatively at profession choose their cation programmes provided by schools) by preparing and introducing and preparing by schools) by provided programmes cation crafts), student education in most of the system takes place exclusively place exclusively takes most of the system student education in crafts), world of work. By adopting the adopting By work. of world vocational programme education; the possible postponement of vocational postponement of vocational programme education; the possible vocational vocational education and training ( vocational In order to determine the common values, principles and goals for all for and goals principles In order to determine the common values, Curriculum for Vocational Education and Training are the following: a) a) the following: Education and Training are Vocational Curriculum for The principles to be observed during the preparation of the National National of the during the preparation The principles to be observed Vocational Education and Training will be developed and introduced. This Education and Training will be developed Vocational CROQF - : MSES and pre-school education, primary education, grammar school (gymnasium) education, vocational education and art education education, vocational (gymnasium) Prepare national curricula for early childhood early MEASURE 2.4.1. Prepare national curricula for : Expert working groups for the preparation of groups for : Expert working IMPLEMENTATION BODYCOMPETENT by removing obstacles and ‘dead ends’ in education. ends’ and ‘dead obstacles removing by in Croatia, is a valuable part of the education system. Artistic expression Artistic expression system. part of the education in Croatia, is a valuable It of coherence, openness and flexibility. important to ensure a high level art disciplines of individual is also important to respect the particularities necessary to develop a suitable model for vertical mobility of students of mobility vertical for model suitable a develop to necessary is important to highlight the need to follow a special methodology for the a special methodology for the need to follow is important to highlight lar to those applied in other types and levels of education. Nevertheless, it education. Nevertheless, of in other types and levels lar to those applied reform, it is necessary to prepare and introduce a National Curriculum it is necessary to prepare and introduce a National reform, a major role in the whole process. Moreover, it is essential to stress the it is essential to stress process. Moreover, whole a major role in the and modification of the regarding the development role of schools active and art education must be actively promoted and fostered in all types promoted and fostered and art education must be actively curricular In line with the comprehensive of the system. and at all levels age the developmental for and to ensure that the content is appropriate often vary. persons, which and predispositions of children and young attending three-year vocational programmes. vocational attending three-year trends in vocational sectors at the county, regional and national levels; g) national levels; regional and sectors at the county, vocational trends in programmes in a range of different fields, and not only in the field of art. in the field fields, and not only of different programmes in a range preparation of curricula. The methodology should be based on defining The methodology should be based preparation of curricula. prediction models on the basis of the analyses of the needs, plans and of of the analyses models on the basis prediction for Art Education and curricula for the acquisition of qualifications in Art Education and curricula for for formal art education. During the preparation of curricular documents it is art education. During the preparation of curricular formal forms of higher education through additional education programmes and programmes education additional through education higher of forms of general educational content in order for students to be able, upon students to be able, upon educational content in order for of general enabling the transition from vocational education and training to various training to various education and vocational transition from enabling the which the following and qualifications standards, occupational standards completion of the programme, to continue their education in study completion of the programme, to continue their education in study curriculum for the acquisition of vocational qualifications. Finally, it is qualifications. Finally, the acquisition of vocational curriculum for curriculum for vocational qualifications in the formal education system system education formal qualifications in the vocational curriculum for must play business sector and other stakeholders can be prepared. The SYSTEM RELATING TO ALL EDUCATION LEVELS AND TYPES TO ALL EDUCATION RELATING In secondary art education, it is essential to ensure an adequate share DEVELOPMENT AND INTRODUCTION OF THE NATIONAL THE NATIONAL OF INTRODUCTION AND DEVELOPMENT OF QUALIFICATIONS IN THE FORMAL ART EDUCATION EDUCATION ART IN THE FORMAL QUALIFICATIONS OF CURRICULUM AND CURRICULA FOR THE ACQUISITION THE ACQUISITION FOR AND CURRICULA CURRICULUM The measures planned for the fulfilment of this specific objective are simi fulfilment of this specific objective the for The measures planned A) MEASURES FOR A COMPREHENSIVE CURRICULAR REFORM REFORM CURRICULAR A COMPREHENSIVE A) MEASURES FOR Art education, which takes place at the primary and secondary school level and secondary school level place at the primary takes Art education, which •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 61 - - : MSES : MSES : MSES bers, their selection and appointment. Training syllabus prepared. Training syllabus bers, their selection and appointment. hood and pre-school education, teachers, school principals and national curricula; Expert working group for curricular reform reform curricular for group Expert working national curricula; the support for and administrative expert for Unit implementation; ing groups. Tender issued for the selection of working group mem- the selection of working issued for ing groups. Tender national curricular documents; working groups for the preparation the preparation groups for national curricular documents; working national curricula; experts for the preparation of curricula; Expert the preparation of curricula; for national curricula; experts for working group and art education; Expert vocational ifications in ing groups for the preparation of curricula for the acquisi- preparation of curricula for the ing groups for subject/modular curricula and curricula for the acquisition of qual- for subject/modular curricula and curricula ry and grammar school (gymnasium) education and work (gymnasium) ry and grammar school the National Curriculum for Art Education. Curriculum for the National tively reviewed. Adoption of the following national curricula: the national curricula: of the following Adoption reviewed. tively the National Primary Education; Curriculum for tion; the National tive support for the preparation of curricular documents support for tive the education and curricula for and grammar school (gymnasium) vocational and art education. formal acquisition of qualifications in tion of national curricula; working groups for the preparation of groups for tion of national curricula; working tion of qualifications in formal vocational and art education the education and curricula for and grammar school (gymnasium) education vocational and art formal acquisition of qualifications in the preparation of subject/modular curricula in prima- the preparation of preparation of curricular documents preparation of subject/modular curricula and curricula for the acquisition of of subject/modular curricula and curricula for expert and administrative support for the preparation of curricular the preparation of curricular support for and administrative expert of curricular documents for the application other educational staff documents curricular reform implementation; Unit for expert and administra- expert for implementation; Unit curricular reform working group for curricular reform implementation; Unit for for implementation; Unit curricular reform group for working National Curriculum for Vocational Education and Training; and Education Vocational Curriculum for National National Curriculum for Early Childhood and Pre- school Educa- Early Curriculum for National Inform and train professionals in early child- in early and train professionals MEASURE 2.4.4. Inform Prepare subject/modular curricula in primary MEASURE 2.4.3. Prepare subject/modular curricula in Establish and train working groups for groups for working Establish and train MEASURE 2.4.2. Positive review and adoption of the subject/modular curricula. and adoption review Positive : Proposals for national curricula prepared and posi- prepared and national curricula for : Proposals INDICATORS : Criteria and principles defined for establishing work for establishing : Criteria and principles defined INDICATORS the preparation of groups for : Expert working IMPLEMENTATION : Preparation of subject/modular curricula in primary INDICATORS : Expert working groups for the preparation of the preparation groups for : Expert working IMPLEMENTATION the prepara- for groups working : MSES; expert IMPLEMENTATION Curriculum for Grammar School (Gymnasium) Education; the Education; School (Gymnasium) Grammar Curriculum for Trainings held. BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT • • • / HOK ; ETTA AZOO/ ; AVETAE ; schools; universities and public ; schools; universities NCEE NCEE / NCVVO ; expert working groups for the prepa- groups for working MSES; expert units MSES; local and regional self-government / NCVVO ; local and regional self-government units MSES; local and regional self-government MSES : : : BODY BODY BODY istrative support for the preparation of curricular documents the preparation of for support istrative introduction of curricular documents into the education system ing support materials in relation to curricular documents research institutes; Unit for expert and administrative support for support for and administrative expert for research institutes; Unit riculum for Early Childhood and Pre-school Education, of Childhood and Pre-school Education, Early riculum for and grammar schoolsubject/modular curricula in primary ration of national curricular documents; working groups for the for groups documents; working ration of national curricular education institutions to adapt to the applica- rial preconditions for are prepared and reviewed. Syllabus for informing and training is informing for Syllabus are prepared and reviewed. prepared. Trainings held. prepared. Trainings and training. the preparation of curricular documents; Support network for the for network the preparation of curricular documents; Support acquisition of qualifications in formal education; Expert working formal education; Expert acquisition of qualifications in and expert for implementation; Unit curricular reform group for the preparation of curricular documents support for administrative in and other education materials, of textbooks tion and evaluation textbooks issued for Tender accordance with curricular documents. and other education materials. tion of curricular documents and material needs. Education institutions provided with adequate provided and material needs. Education institutions primary and grammar school (gymnasium) education and curricula primary and grammar school (gymnasium) preparation of subject/modular curricula and curricula for the curricula and curricula for preparation of subject/modular education, teachers, school principals and other educational staff) school principals and other educational education, teachers, for the acquisition of qualifications in formal vocational education formal the acquisition of qualifications in for of qualifications in formal vocational education and training / education; ASOO formal in qualifications carried out on the introduction of subject/modular curricula in conditions for introducing curricular documents. conditions for (intended for professionals in early childhood and pre-school childhood and in early professionals for (intended (gymnasium) education and of curricula for the acquisition education and of curricula for (gymnasium) : Manuals for the application of curricular documents of curricular the application for : Manuals INDICATORS : Evaluation system developed. Scientific evaluation evaluation Scientific developed. system : Evaluation INDICATORS : IMPLEMENTATION : Guidelines prepared and adopted for the produc- : Guidelines prepared and adopted for INDICATORS : IMPLEMENTATION : IMPLEMENTATION infrastructural of staff-related, assessment : Analytical INDICATORS Evaluate the application of the National Cur- the application of the National MEASURE 2.4.7. Evaluate Provide the staff-related, infrastructural and mate- the staff-related, MEASURE 2.4.6. Provide - and teaching and learn textbooks MEASURE 2.4.5. Evaluate - and admin expert for area; Unit from the curriculum CCTC; experts COMPETENT COMPETENT COMPETENT • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 63 ; expert working group for the preparation group for working MSES; expert , local and regional self-government units MSES, local and regional self-government MSES : : BODY BODY MSES : - the preparation of the Nation group for working ; expert ETTA BODY hood and Pre-school Education national Curriculum for Early Childhood and Pre-school Education; Early for national Curriculum system documents into the education introduction of curricular local and regional self-government units; universities and public units; universities local and regional self-government lum for Early Childhood and Pre-School Education school Education into the education system. Kindergarten teams school Education into the education system. research institutes; Unit for expert and administrative support for support for and administrative expert for Unit research institutes; subject/cross- subject/modular curricula. School teams established subject/cross- ular documents; Support network for the introduction of curricular the for network ular documents; Support ular documents; Support network for the introduction of curricular for network ular documents; Support - COMPE Education and Pre-school Childhood Early ulum for al Curriculum for Early Childhood and Pre- school Education, Unit Education, Unit Childhood and Pre- school Early al Curriculum for teams of early childhood and pre-school education institutions; childhood and pre-school teams of early the for network curricular documents; Support the preparation of pre-school education institutions pre-school education institutions for expert and administrative support for the preparation of curric- support for and administrative expert for formed. Experimental implementation of the national Curriculum formed. expert Scientific and Childhood and Pre-school education. Early for for the preparation of subject/cross- subject/modular curricula; the preparation of subject/cross- for the preparation of curric- support for and administrative expert for evaluation of experimental introduction carried out. of experimental evaluation of the National Curriculum for Primary Education; working groups Primary Education; working for Curriculum of the National documents into the education system; teams of early childhood and teams of early documents into the education system; duction of the National Curriculum for Early Childhood and Pre- Childhood Early Curriculum for duction of the National documents into the education system curricula for primary education lasting eight years curricula for work in accordance with the National Curriculum for Early Child- Early Curriculum for in accordance with the National work Expert working group for curricular reform implementation; Unit implementation; Unit curricular reform group for Expert working : Early childhood and pre-school education institutions childhood : Early INDICATORS : Local and regional self-government units; : Local and regional self-government IMPLEMENTATION : Detailed syllabus prepared for the experimental intro- the experimental prepared for syllabus : Detailed INDICATORS : Expert working group for the preparation of the the preparation of group for : Expert working IMPLEMENTATION : Detailed syllabus prepared for the introduction of for prepared syllabus : Detailed INDICATORS : IMPLEMENTATION Apply the revised subject/cross-subject/modular subject/cross-subject/modular the revised MEASURE 2.4.10. Apply - the national Curricu MEASURE 2.4.9. Apply Experimental introduction of the National Curric- the National introduction of 2.4.8. Experimental MEASURE TENT COMPETENT COMPETENT AZOO/ B) MEASURES FOR EARLY CHILDHOOD AND PRE-SCHOOL AND PRE-SCHOOL CHILDHOOD EARLY MEASURES FOR B) EDUCATION C) MEASURES FOR PRIMARY EDUCATION LASTING EIGHT EIGHT LASTING EDUCATION PRIMARY C) MEASURES FOR AND NINE YEARS • • • - - ; Expert working group for the group for ; Expert working ETTA AZOO/ ; Expert working group for the preparation group for MSES; Expert working MSES; and public research institutes; MSES; universities MSES MSES : : MSES : BODY BODY BODY modular curricula for general education lasting nine years. Scientific education lasting nine years. general modular curricula for mar school (gymnasium) education and influencing the working con- education and influencing the mar school (gymnasium) lar curricula for general education lasting nine years into the educa- education lasting nine years general lar curricula for riculum and subject/cross- subject/modular curricula for general curricula for subject/modular subject/cross- riculum and ular documents; Support network for the introduction of curricular for network ular documents; Support ula for general education lasting nine years general ula for ular documents; Support network for the introduction of curricular the for network ular documents; Support tion system. School teams established. Experimental implementation tion system. implementation. of experimental evaluation and expert and for influencing the working conditions and number of employed working conditions and number of employed influencing the and for teachers. preparation of the National Curriculum for Primary Education; Unit Primary Education; Unit Curriculum for preparation of the National for the introduction of subject/cross- subject/modular curricula. subject/modular of subject/cross- the introduction for for the preparation of subject/cross- subject/modular curricula, of subject/cross- the preparation for of curric- the preparation support for and administrative expert for for increasing electivity in grammar school (gymnasium) education in grammar school (gymnasium) increasing electivity for for expert and administrative support for the preparation of curric- support for and administrative expert for education lasting nine years education lasting nine groups Education; working Primary Curriculum for of the National - Curriculum and subject/cross-subject/modu duction of the National Curriculum and subject/cross-subject/ carried out of the National documents into the education system documents into the ditions and number of employed teachers COM ditions and number of employed curricular documents documents into the education system; school teams documents into the education system; cross-subject/modular curricula for general education lasting nine general cross-subject/modular curricula for Subject/cross-subject/modular curricula introduced. Subject/cross-subject/modular National Curriculum and subject/cross-subject/modular curric Curriculum and subject/cross-subject/modular National years Expert working group for curricular reform implementation; Unit implementation; Unit curricular reform group for Expert working Unit for expert and administrative support for the preparation of support for and administrative expert for Unit : IMPLEMENTATION intro- experimental the prepared for syllabus : Detailed INDICATORS : Analytical procedures implemented. Model developed developed procedures implemented. Model : Analytical INDICATORS : All schools have started working in accordance with the started working : All schools have INDICATORS : IMPLEMENTATION : IMPLEMENTATION PETENT Experimental introduction of the National Cur- the National introduction of 2.4.11. Experimental MEASURE Develop a model for increasing electivity in gram- electivity increasing a model for MEASURE 2.4.13. Develop Apply the National Curriculum and subject/ the National MEASURE 2.4.12. Apply COMPETENT COMPETENT D) MEASURES FOR GRAMMAR SCHOOL (GYMNASIUM) EDUCA (GYMNASIUM) GRAMMAR SCHOOL FOR MEASURES D) TION • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 65 CES and HZZ/ CCE, / - , other ministries respon AVETAE ASOO/ MSES, ; Expert working group for the preparation group for MSES; Expert working MSES MSES MSES : : : BODY BODY BODY CCTC / ment of the vocational education and training system ment of the vocational mar school (gymnasium) education. mar school (gymnasium) introduction of the National Curriculum and subject/modular Curriculum and National introduction of the riculum for Vocational Education and Training and curricula for Education and Training and curricula for Vocational riculum for sible for vocational education and training, HGK education and training, vocational sible for ration of curricular documents; Support network for the introduc- for network ration of curricular documents; Support school (gymnasium) education. Experimental implementation car- education. Experimental implementation school (gymnasium) Curriculum and subject/modular curricula ried out of the National tional education and training system tion of curricular documents into the education system; school education system; tion of curricular documents into the units teams; local and regional self-government gram- Curriculum and subject/modular curricula for the National and regional self-government units and regional self-government for grammar school (gymnasium) education. Scientific and expert education. Scientific and grammar school (gymnasium) for evaluation of experimental implementation. of experimental evaluation Grammar School (Gymnasium) Curriculum for of the National - the prepa support for and administrative expert for curricula; Unit curricula for grammar school (gymnasium) education into the edu- school (gymnasium) grammar curricula for the introduction of the School teams established for cation system. education grammar school (gymnasium) curricula for curricular documents; Support network for the introduction of the introduction for network Support curricular documents; teams; local school into the education system; curricular documents working groups for the preparation of subject/modular curricula; the preparation of subject/modular for groups working (gymnasium) education (gymnasium) National Curriculum and subject/modular curricula for grammar Curriculum and subject/modular curricula for National National Curriculum for Grammar School (Gymnasium) Education; (Gymnasium) Grammar School Curriculum for National Education; working groups for the preparation of subject/modular groups for Education; working Unit for expert and administrative support for the preparation of support for and administrative expert for Unit - of the voca the development : Programme adopted for INDICATORS HOK : IMPLEMENTATION : All schools have started working in accordance with started working : All schools have INDICATORS : IMPLEMENTATION : Expert working group for the preparation of the the preparation for group : Expert working IMPLEMENTATION the experimental prepared for syllabus : Detailed INDICATORS Curriculum and subject/modular curricula for grammar school curricula for and subject/modular Curriculum Experimental introduction of the National Cur- MEASURE 2.4.17. Experimental introduction of the National - the develop MEASURE 2.4.16. Prepare and adopt a programme for Apply the National Curriculum and subject/modular the National 2.4.15. Apply MJERA Experimental introduction of the National the National introduction of 2.4.14. Experimental MEASURE COMPETENT COMPETENT COMPETENT E) MEASURES FOR VOCATIONAL EDUCATION AND TRAINING EDUCATION VOCATIONAL E) MEASURES FOR • • • • CEA, / HUP CCTC CCTC, / / HOK HOK , AVETAE , AVETAE ASOO/ ASOO/ MSES MSES, MSES, : : : ; Unit for expert and administrative support for support for and administrative expert for ; Unit CROQF ; Unit for expert and administrative support for support for and administrative expert for ; Unit CROQF / / BODY BODY BODY HKO HKO CCE / based learning system in vocational education and training lasting in vocational based learning system introduction of curricular documents into the education system; system; documents into the education introduction of curricular Education Vocational Curriculum for National introduction of the - Voca Curriculum for implementation carried out of the National introduction of curricular documents into the education system; into the education system; introduction of curricular documents ing in formal vocational education and training vocational in formal school teams; local and regional self-government units and regional self-government school teams; local school teams: local and regional self-government units school teams: local and regional self-government ular documents the acquisition of qualifications in formal vocational education andvocational formal in of qualifications the acquisition the education system training into Training; Education and Vocational for Curriculum the National the preparation of curricular documents; Support network for the for network curricular documents; Support the preparation of qualifications in the acquisition of for and Training and curricula tional Education and Training and of curricula for the acquisition of curricula for tional Education and Training and of implementation. of experimental evaluation and expert the National Curriculum for Vocational Education and Training; Vocational Curriculum for the National the for network Support the preparation of curricular documents; tion and Training and curricula for the acquisition of qualifications tion and Training and curricula for tion of work-based learning in vocational schools learning in vocational tion of work-based formal vocational education and training. School teams established education vocational formal Vocational Curriculum for the introduction of the National for for expert and administrative support for the preparation of curric- support for and administrative expert for of qualifications in formal vocational education and training; ASOO/ vocational education and training; formal of qualifications in of qualifications in formal vocational education and training, ASOO/ formal of qualifications in organise work-based learning. Analysis made of the current work- learning. Analysis organise work-based cations in formal vocational education and training. Experimental vocational cations in formal vocational education and training. Scientific formal qualifications in working groups for the preparation of curricula for the acquisition for the preparation of curricula for groups working working groups for the preparation of curricula for the acquisition the of curricula for the preparation groups for working Education and Train- Vocational for Curriculum with the National Education and Training and curricula for the acquisition of qualifi- for Education and Training and curricula : Expert working group for the preparation of the preparation for group : Expert working IMPLEMENTATION : Detailed syllabus developed for the experimental the experimental for developed syllabus : Detailed INDICATORS : Expert working group for the preparation of group for : Expert working IMPLEMENTATION in accordance started working schools have : Vocational INDICATORS HGK and public research institutes; Unit : Universities IMPLEMENTATION made of the possibilities of businesses to : Analyses INDICATORS Apply the National Curriculum for Vocational Educa- Vocational Curriculum for the National 2.4.18. Apply MJERA Prepare the optimal model for the implementa- MEASURE 2.4.19. Prepare the optimal model for COMPETENT COMPETENT COMPETENT ; AVETAE ; AVETAE • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 67 MSES, : IMPLEMENTATION AVETAE ASOO/ MSES and Ministry of Culture MSES, Ministry of Culture MSES, : : : BODY BODY BODY introduction of curricular documents into the education system; introduction of curricular documents into the education system; introduction of curricular documents into the education system; into the education system; introduction of curricular documents sition of qualifications in formal art education sition of qualifications in school teams; local and regional self-government units school teams; local and regional self-government school teams; local and regional self-government units school teams; local and regional self-government ulum for Art Education and curricula for the acquisition of qualifi- Education and curricula for Art ulum for universities and public research institutes and public universities three years. Optimal implementation model defined. model Optimal implementation three years. the National Curriculum for Art Education; working groups for groups for Art Education; working Curriculum for the National the acquisition of qualifications in the preparation of curricula for the for network the preparation of curricular documents; Support tion and curricula for the acquisition of qualifications in formal art the acquisition of qualifications in tion and curricula for acquisition of qualifications in formal art education. Scientific and acquisition of qualifications in tal introduction of the National Curriculum for Art Education and Curriculum for tal introduction of the National the National Curriculum for Art Education; working groups for groups for Art Education; working Curriculum for the National the acquisition of qualifications in the preparation of curricula for the for network Support the preparation of curricular documents; attending three-year vocational schools vocational three-year attending attending three-year vocational schools vocational attending three-year formal art education; Unit for expert and administrative support for support for and administrative expert for art education; Unit formal formal art education; Unit for expert and administrative support for for support and administrative expert for art education; Unit formal education of the National Curriculum for Art Education and curricula for the Art Education and curricula for Curriculum for of the National implementation. of experimental evaluation expert curricula for the acquisition of qualifications in formal art education. the acquisition of qualifications in curricula for cations in formal art education into the education system art education into the education cations in formal School teams established. Experimental implementation carried outSchool teams established. Experimental National Curriculum for Art Education and curricula for the acqui- Art Education and curricula for Curriculum for National : Arts schools start working in accordance with the in accordance : Arts schools start working INDICATORS : Expert working group for the preparation of group for : Expert working IMPLEMENTATION - the experimen for : Preparation of a detailed syllabus INDICATORS : Expert working group for the preparation of group for : Expert working IMPLEMENTATION : Model developed for vertical mobility of students vertical for developed : Model INDICATORS - Art Educa Curriculum for the National MEASURE 2.4.22. Apply - Curric of the National MEASURE 2.4.21. Experimental introduction Develop a model for vertical mobility of students mobility vertical for a model 2.4.20. Develop MJERA COMPETENT COMPETENT COMPETENT F) MEASURES FOR ART EDUCATION ART F) MEASURES FOR • • • - - b) transparency and clearly defined criteria for the level of acquisition of of acquisition for the level defined criteria transparency and clearly b) more objective, valid and reliable monitoring, assessment and grading; c) assessment and grading; c) and reliable monitoring, valid more objective, carefully e) particularities; other and needs special their notwithstanding in initial teacher education, insufficient attention is paid to this sensitive attention is paid to this sensitive in initial teacher education, insufficient learning;students’ of enhancement the is reporting and grading ment, is mostly conducted by means of providing information about the level about the level information means of providing by conducted is mostly misunderstanding) among experts and the general public. The problems and the general among experts misunderstanding) of non-existence the usually are system the of part this in identified lowing principles: a) the main purpose of all forms of monitoring, assess- all forms the main purpose of principles: a) lowing reporting on the level of the acquisition of educational outcomes (learning of the reporting on the level ry and secondary school level are often the topic of discussion (and of (and discussion of topic the often are level school secondary and ry students by using different types of assessment. Such assessments focus Such assessments of assessment. types different using students by students. In comparison with developed education systems, there is is there systems, education developed with comparison In students. acquired knowledge and skills they have acquired; h) descriptive feedback feedback descriptive acquired; h) have and skills they acquired knowledge the use of procedures that do not place certain students or groups into a and important part of the education system. the awarding of a grade. For the most part, assessment in the Croatian the most part, assessment in of a grade. For the awarding unit, in most cases resulting in athe student has learned after a certain reporting while number, a in exclusively almost results Grading grade. procedures of assessing, grading and reporting in Croatian the prevailing Even by students in the learning process. made and rectification of flaws grading, resulting in negative learning patterns and low motivation of motivation low and patterns learning negative in resulting grading, monitoring of of systematic assessment and a lack a lack of formative privileged position; d) the use of procedures that are useful to all studentsto all useful are of procedures that use d) the position; privileged planned procedures that are in accordance with curricula based on edu- parents prior to the commencement and during the course of the school function being the modification of learning patterns and not necessarily patterns and not necessarily function being the modification of learning educational outcomes as defined in curricular documents will facilitate objective, a comprehensive system for monitoring, assessing, grading and grading assessing, monitoring, for system comprehensive a objective, will be developed. outcomes) on identifying of the learning problems and challenges, with their main learning problems and challenges, on identifying of the assessment or the assessment of what is summative education system that follows It grade. a by solely expressed is also which achievement, of on the identification focus clearly education are inappropriate and do not cational outcomes; f) communication with students and clear and timely clear criteria and of an adequate level of objectivity in assessment and of objectivity an adequate level clear criteria and of EL OF THE ACQUISITION OF EDUCATIONAL OUTCOMES (LEARNING OUTCOMES EDUCATIONAL OF ACQUISITION THE OF EL SYSTEM OF ASSESSMENT, GRADING AND REPORTING ON THE LEV ON AND REPORTING GRADING ASSESSMENT, OF SYSTEM year about assessment, grading and reporting; g) frequent assessments, year school nature and carried out during the course of the whole by varying theand abilities their demonstrate to students enable would which year, In order to rectify the aforementioned flaws and achieve the main strategic main the achieve and flaws aforementioned the rectify to order In OUTCOMES) The comprehensive system must be developed on the basis of the fol on the basis of must be developed system The comprehensive 2.5. DEVELOPMENT AND INTRODUCTION OF A COMPREHENSIVE COMPREHENSIVE A OF INTRODUCTION AND 2.5. DEVELOPMENT Assessing, grading and reporting on student achievement at the prima- and reporting on student achievement Assessing, grading

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PRIMARY EDUCATION AND SECONDARY EDUCATION 69 - - ) AGR MSES : ) prepares standardised tasks of controlled quality) prepares standardised tasks of controlled Establish a unit for the preparation of a compre- Establish a unit for BODY NCEE / NCVVO hensive system for monitoring, assessing, grading and reporting as a for system hensive part of the comprehensive curricular reform ( curricular reform part of the comprehensive MEASURE 2.5.1. COMPETENT - devel the on developed be will reporting of patterns and forms models, itoring, assessing and grading of student achievements. The education achievements. itoring, assessing and grading of student information about the success of their students, teachers receive data on of their students, teachers receive about the success information models that combine external and internal evaluation. Using such an Using evaluation. internal and combine external models that Edu of Evaluation External for Centre National the model, innovative level. This has an impact on ensuring more objective grading, on raising grading, on This has an impact on ensuring more objective level. limited to written examinations that are used in certain subjects only that are used in certain subjects only limited to written examinations specific measures is the development of hybrid assessment and grading of specific measures is the development system. In the process of preparing curricular documents, a strong em- process of preparing curricular documents, In the system. students’ learning; i) the development of skills of self-assessment whose whose of skills of self-assessment learning; i) the development students’ system can thus have a detailed overview of the level of the acquisition of the level a detailed overview can thus have system to develop different models of formative monitoring and assessment at monitoring and assessment formative models of different to develop one of the In addition, and in all types of the education system. all levels and, in line with the general principles of this strategic objective, the use objective, principles of this strategic and, in line with the general outcomes in the primary and secondary of educational the achievement the same time, teachers are further trained in the area of assessment andthe same time, teachers are further trained in terms of mon individual remains the key grading. The teacher thereby their students’ achievements with respect to different features of the tasksfeatures with respect to different their students’ achievements location at a certain achieved a comparison with the results and receive At materials and on the quality of feedback. the quality of examination - these tasks in written examina use may subject. Teachers every and for the obtaining wish. Upon they manner in any moment and tions at any the definition of criteria/standards, which in turn will determine how to in turn will determine how which the definition of criteria/standards, this outcomes. Overall, of acquisition of the set educational assess the level at the end of secondary education. at the end of secondary that is clear, specific, timely and student-oriented in order to influence in and student-oriented timely specific, that is clear, and plan objectives, learning set learning, own one’s assess to is aim pre-school education. phasis will be placed on defining educational outcomes. This will facilitate on defining educational outcomes. This phasis will be placed for new forms of assessing, grading and reporting, and the introduction of assessing, grading and reporting, and the forms new for education system. One of the key measures will be the training of teachers measures One of the key education system. programmes study all into reporting and grading assessing, on courses of childhood and in early of initial education of teachers and professionals of diverse forms and types of assessment is actively encouraged. New New encouraged. and types of assessment is actively forms of diverse childhood and pre-school education and on opment of children in early of learning outcomes at the national level. This form of assessment is This form level. of learning outcomes at the national organise learning; j) the avoidance of high-stakes external examinations, examinations, external of high-stakes j) the avoidance organise learning; cation ( outcomes (learning outcomes) characteristics, on the basis of educational defining of criteria (standards) for all parts of the pre-tertiary educationfor all parts (standards) defining of criteria will result in more objective and reliable grading. It is equally important is equally and reliable grading. It objective will result in more with the exception of the current State Matura examinations taking place taking Matura examinations of the current State with the exception The measures that will be implemented to fulfil this objective include the will be implemented to fulfil this objective The measures that • ; Unit for for ; Unit NCEE - and admin expert for , Unit NCEE NCEE / NCVVO / NCVVO selected and appointed. selected and MSES, MSES, /NCEE : MSES, NCVVO /NCEE : MSES, NCVVO : MSES /NCEE : MSES, NCVVO : Develop different formative assessment models assessment formative different Develop BODY . Members of the AGR . Members istrative support for the preparation of curricular documents the preparation of for support istrative ing for individual parts of the education system individual ing for system for monitoring, assessing, grading and reporting as a part of monitoring, assessing, for system documents the preparation of curricular support for system for monitoring, assessing, grading and reporting as a part of monitoring, assessing, grading and reporting as a part for system the preparation of curricular documents support for system for monitoring, assessing, grading and reporting as a part monitoring, assessing, grading and for system system for monitoring, assessing, grading and reporting as a part of monitoring, assessing, for system documents the preparation of curricular support for ; universities ; universities /NCEE NCVVO curricular reform; the comprehensive and administrative expert for and public research institutes; Unit all levels and types of education all levels in the ; experts /NCEE NCVVO curricular reform; the comprehensive administrative and expert for area of assessment and grading: Unit / curricular documents; NCVVO the preparation of and reporting for individual parts of the education system individual and reporting for in the ; experts /NCEE NCVVO curricular reform; the comprehensive and administrative expert for area of assessment and grading; Unit of the comprehensive curricular reform; expert working groups for for groups working expert curricular reform; of the comprehensive the preparation of curricular support for and administrative expert on the basis of curricular documents on the basis of curricular documents cational outcomes defined in the curriculum : Unit for the preparation of a comprehensive the preparation of a comprehensive for : Unit IMPLEMENTATION developed assessment models : Formative INDICATORS : Criteria and principles defined for establishing thefor establishing and principles defined : Criteria INDICATORS : IMPLEMENTATION : Criteria (standards, levels of achievement) defined for defined of achievement) levels : Criteria (standards, INDICATORS the preparation of a comprehensive for : Unit IMPLEMENTATION : Examination materials prepared INDICATORS : Unit for the preparation of a comprehensive the preparation of a comprehensive for : Unit IMPLEMENTATION : Unit for the preparation of a comprehensive the preparation of a comprehensive for : Unit IMPLEMENTATION and report- : Manuals prepared on assessing, grading INDICATORS Prepare examination materials on the basis of edu- MEASURE 2.5.5.Prepare examination assessment and grading models for hybrid MEASURE 2.5.6. Develop Prepare manuals on monitoring, assessing, grading MEASURE 2.5.4.Prepare manuals on monitoring, assessing, MEASURE 2.5.3. Define criteria (standards, levels of achievement) of achievement) levels (standards, criteria MEASURE 2.5.2. Define BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT COMPETENT AGR • • • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 70 IMPLEMENTATION: Unit for the preparation of a comprehensive system for monitoring, assessing, grading and reporting as a part of the comprehensive curricular reform; NCVVO/NCEE; universities; public research institutes; Unit for expert and administrative support for the preparation of curricular documents INDICATORS: Model developed for hybrid models for assessment and grading

• MEASURE 2.5.7. Experimental introduction of the hybrid model for assessment and grading COMPETENT BODY: MSES IMPLEMENTATION: Unit for the preparation of a comprehensive system for monitoring, assessing, grading and reporting as a part of the comprehensive curricular reform; NCVVO/NCEE; AZOO/ETTA; ASOO/AVETAE; school teams; Unit for expert and administrative support for the preparation of curricular documents; CARNet INDICATORS: Detailed syllabus prepared for experimental introduction of the hybrid model into the education system. School teams established. Experimental implementation carried out. Scientific and expert evaluation of experimental implementation.

• MEASURE 2.5.8. Prepare a new model for reporting on the development of children and the level of the acquisition of educational outcomes (learning outcomes) COMPETENT BODY: MSES IMPLEMENTATION: MSES; Unit for the preparation of a comprehensive system for monitoring, assessing, grading and reporting as a part of the comprehensive curricular reform; universities; public research institutes; Unit for expert and administrative support for the preparation of curricular documents INDICATORS: Ordinances and manuals prepared on how to report on the development of children and on the level of their acquisition of educational outcomes (learning outcomes). Adoption of the model for reporting on the development of children and on the level of acquisition of educational outcomes (learning outcomes).

• MJERA 2.5.9. Train teachers, school principals and other educational staff on the application of new assessment, grading and reporting models COMPETENT BODY: MSES IMPLEMENTATION: Unit for the preparation of a comprehensive system for monitoring, assessing, grading and reporting as a part of the comprehensive curricular reform; AZOO/ETTA; ASOO/AVETAE; NCVVO/NCEE; MSES; Unit for expert and administrative support for the preparation of curricular documents INDICATORS: Training syllabus prepared. Training programme carried out.

71 - - ) in teaching and learning must be developed and ) in teaching and learning must be developed : Universities : Universities ICT in teaching and learning, as well as models for the the for as models in teaching and learning, as well ). This opportunity was only given to Croatia after joining given only ). This opportunity was LLP in 2009, and Croatian education institutions were eventually able eventually were LLP in 2009, and Croatian education institutions grading’ course into all study programmes aimed at the education aimed at the education programmes into all study grading’ course of future teachers of future Develop and introduce the ‘Assessing and and the ‘Assessing and introduce 2.5.10. Develop MEASURE : Universities : Universities IMPLEMENTATION and introduced. : Courses developed INDICATORS BODYCOMPETENT been launched to provide and store digital educational content related to been launched to provide have been investing in the development of digital educational content at of digital educational in the development investing been have mathematics and physics: the ‘Nikola Tesla’ National Distance-Learning Distance-Learning National Tesla’ the ‘Nikola mathematics and physics: additional needs. Therefore, not been adapted to students with special is essential in the Croatian education system and is closely in line with in line with closely and is education system is essential in the Croatian such as Socrates, Minerva, eContent and the Lifelong Learning Pro eContent and the Lifelong such as Socrates, Minerva, been made. In addi nevertheless secondary education, some progress has ucational resources). In addition to defining these models, it is necessary ucational resources). teachers must be trained in order to develop digital competences. teachers must be trained in order to develop of digital educational content at all levels in the development to invest the primary and secondary education curriculum and the materials have curriculum and the materials have the primary and secondary education tion technologies ( application of ICT all levels of education for more than a decade through EU programmes more than a of education for all levels gramme ( the participate in centralised LLP programmes in 2010. to equally initiatives taking their own tion to education institutions and individuals MSES has of the initiative electronic content, a national-level to develop preparation of digital educational content (in particular using open ed- use and distribution place and facilitate the preparation, development, of digital educational resources. For this reason, a national repository this reason, a national repository of digital educational resources. For - of education — primary education, secondary education (including vo learning). The aim will be that 50 per cent of all education and lifelong 2020, in ac- by educational content should be accessible in digital form Member States States EU Member trends of the 21st century. educational development content standards. This includes defining pedagogical models for the for the models content standards. This includes defining pedagogical comprehensive electronic content in the curriculum for primary and primary and electronic content in the curriculum for comprehensive cational education and training) and higher education, as well as adult cational education and training) and higher education, as well cordance with adopted standards. content, tools and methods for the use of information and communica- the use of information content, tools and methods for It is necessary to gather existing digital educational materials in one one in materials educational digital existing gather to necessary is It The use of technology for enhancing the teaching and learning process enhancing the teaching for The use of technology Web Portal. However, the content of the web portal only covers part of part covers only portal web the of content the However, Portal. Web 2.6. DEVELOPMENT OF DIGITAL EDUCATIONAL CONTENT, TOOLS TOOLS CONTENT, EDUCATIONAL DIGITAL OF 2.6. DEVELOPMENT AND LEARNING TEACHING IN ICT THE USE OF AND METHODS FOR A prerequisite to achieving this objective is to define digital educational is to define digital this objective A prerequisite to achieving Although Croatia’s experience has not resulted in the development of of in the development has not resulted experience Although Croatia’s •

EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION, PRIMARY EDUCATION AND SECONDARY EDUCATION 72 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 73 - in teaching - INDI AVETAE , publishers INDICA AVETAE , universities, public , universities, AVETAE in teaching and learning in in teaching and learning equipment at the individual school level for its for school level individual equipment at the : Universities and research institutes, publishers, and research : Universities : MSES : MSES : CARNet in teaching and learning in teaching and learning and for the development of the development in teaching and learning and for in teaching (in order to develop their digital competences), as well as well competences), digital their develop to order (in in teaching research institutes use of ICT tent and the use of ICTtent and the use of and learning. Evaluation of the application of different models. models. of the application of different and learning. Evaluation the use of ICT other relevant experts experts other relevant experts other relevant digital educational content with curricular documents work Develop programmes and train teachers for the the programmes and train teachers for MEASURE 2.6.3. Develop Develop digital content for repositories aligned digital content for MEASURE 2.6.2. Develop Develop standards for digital educational con- standards for Develop MEASURE 2.6.1. Experimental application of different models for models MEASURE 2.6.4. Experimental application of different Proposal developed for solutions at the national level. solutions for Proposal developed : Universities and research institutes, publishers, and research : Universities IMPLEMENTATION teachers to use in their for : Digital content developed INDICATORS , ASOO/ : AZOO/ETTA IMPLEMENTATION , ASOO/ , AZOO/ETTA /NCEE : NCVVO IMPLEMENTATION : Study developed on models for using ICT on models for developed : Study INDICATORS , ASOO/ /ETTA : AZOO IMPLEMENTATION Croatia : Programmes developed. Number of teachers certified. Number : Programmes developed. TORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT : Model proposed for using ICT proposed for : Model CATORS BODYCOMPETENT national repositories from Europe and the rest of the world. national repositories institutions through to research communities. The national repository The national repository communities. through to research institutions lished. Users of the national repository will be all participants in the in the participants be all will repository of the national Users lished. should be the central place for the storage, preparation, distribution and preparation, distribution storage, the the central place for should be as invest in and in ICT as invest application in teaching. for digital multimedia educational content will be developed and estab- and will be developed educational content digital multimedia for evaluation of educational content, with the possibility of connecting to with the possibility of connecting of educational content, evaluation educational process, from primary, secondary and higher education and higher education secondary primary, process, from educational It is also essential to invest in the training of teachers for the use of the use of of teachers for in the training is also essential to invest It ICT • • • • - 32 . As a conse- . As a EU ). The duration of general ). The duration of general 31 higher level of pupil- centred approaches — is also shorter and lasts four of pupil- centred approaches — is also shorter and lasts four higher level mobilisation of the whole reform potential. reform mobilisation of the whole major structural changes, which have almost always been related to the been almost always have which major structural changes, requires a political, professional and public consensus, as well as the as the and public consensus, as well requires a political, professional a single teacher taught by all classes are mainly ry education — in which related to modifying the number of education levels, their duration or the number of education levels, related to modifying their complexity. introduced in Croatia due to rarely the country). The entry of children into the formal education system at education system The entry of children into the formal the country). latest in the also one of the is of seven age the average and whose main features are greater individualisation of teaching and a of teaching are greater individualisation main features and whose to nine years, which (by retaining the duration of secondary education) (by which duration of secondary education) retaining the to nine years, of the duration of pre-tertiary education as a also implies the extension the time and manner of implementing career guidance for students to for of implementing career guidance the time and manner envisages the extension of the general compulsory education from eight of the general the extension envisages student population is also one of the shortest education of the whole enrol in either grammar schools (gymnasia) or vocational schools — are or vocational schools (gymnasia) enrol in either grammar Strategy This levels. education existing the of duration of extension quence, our students spend the shortest time in compulsory education. compulsory in time shortest the spend students our quence, duration of compulsory education (Table 1 duration of compulsory education (Table whole. The comprehensive and complex nature of the proposed changes nature of the proposed changes and complex The comprehensive whole. (lasting eight years as opposed to the prevailing nine years). Lower prima Lower nine years). as opposed to the prevailing (lasting eight years EDUCATION Since the 19th century, Croatian education has only undergone a few few a undergone only has education Croatian century, 19th the Since years as opposed to the prevailing six years (or five years, depending on years, depending five (or six years as opposed to the prevailing years Member States, Croatia currently has the shortest Croatia currently States, Compared to other EU Member Changes in the structure of the education system — which are generally generally are which — system education the of structure the in Changes OBJECTIVE 3: MODIFY THE STRUCTURE OF PRIMARY PRIMARY OF STRUCTURE THE 3: MODIFY OBJECTIVE

EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 74 Table 1. Average entry age into formal compulsory education and duration of compulsory education in EU Member States (Eurydice, 2013).

COUNTRY AGE OF DURATION OF COUNTRY AGE OF DURATION OF ENTRY INTO COMPULSORY ENTRY INTO COMPULSORY COMPULSORY EDUCATION COMPULSORY EDUCATION EDUCATION EDUCATION

hungary 5 11 (13) ItalY 6 10

NETHERLANDS 5 13 CYpRUS 5 10

Luksemburg 4 12 ROMANIA 6 10

Portugal 6 12 SlovaKIA 6 10

Latvia 5 11 BULGARIA 6 9

Malta 5 11 Bugarska 7 9

Poland 5 11 CZECH 6 9 RepubliC

VB – England 5 11 Austria 6 9

VB – scotland 5 11 Estonia 7 9

Denmark 6 10 LitHUANIA 7 9

germany 6 10 GERMANY 6 9 (5 states) (12 STATES)

Ireland 6 10 Slovenia 6 9

Greece 5 10 Finland 7 9

spain 6 10 sweden 7 9

France 6 10 croatia 7 8

75 ) are average or below-average. or below-average. ) are average PISA increasing the competitiveness of Croatian society and the increasing the competitiveness increasing the quality of educational outcomes at the national level. level. of educational outcomes at the national increasing the quality reduction of the average age of entry into general compulsory of entry into general age reduction of the average reducing inequality in the formal education system. One of the One of the education system. in the formal reducing inequality retention of the current duration of secondary education; the impact on the well-being of children and students; of children the impact on the well-being of adaptation to the Croatian context; the level in terms of demographic factors, existing the feasibility of society and of competitiveness impact on the level the positive providing better conditions for individuals to acquire the core to acquire the core individuals better conditions for providing facilitating more substantial changes in the pre-tertiary education facilitating more substantial changes extension of general compulsory education as a whole from eight as a whole compulsory education of general extension extension of pre-tertiary education as a whole by one year (as a (as one year by of pre-tertiary education as a whole extension by reducing the impact that socioeconomic and cultural status socioeconomic and cultural status reducing the impact that by knowledge and skills in certain subjects; knowledge knowledge assessments ( knowledge individualisation, electivity and autonomy of the work of education of the work and autonomy electivity individualisation, childhood and pre-school in early institutions, professionals infrastructure and staff, as well as in terms of broader potential for well as in terms of broader potential infrastructure and staff, as lasting four years; lasting four secondary education also indicate a lower level of acquisition of level also indicate a lower secondary education increasing by in the curriculum area), (primarily system result of the above changes). result of the above to nine years; extension of lower primary education from four to primary education from four of lower extension to nine years; achievement. In an international perspective, research on student In an international perspective, achievement. the economy. populations has shown that the Croatian education system is not that the Croatian education system populations has shown education from seven to six years and six months; and to six years education from seven of students’ families has on differences in student educational in student educational has on differences of students’ families context; in a globalised economy education and teachers. currently characterised by a high level of equity; a high level characterised by currently competences for lifelong learning, for strengthening social strengthening social learning, for lifelong for competences exclusion; social preventing and for cohesion changes; ways in which equity can be ensured in the education system is the education system equity can be ensured in in which ways five years, with subject-teaching in general compulsory education years, with subject-teaching in five Results achieved in the State Matura examinations at the end of Matura examinations in the State achieved Results The results achieved by Croatian fifteen-year-olds in international Croatian fifteen-year-olds by The results achieved — — — — — — — — — — — — — are proposed: are as follows: attention has been paid to: During the preparation of the proposals for structural changes, special structural changes, for During the preparation of the proposals On the basis of the above-mentioned background, the following changes changes following the background, above-mentioned the of basis the On The main reasons for changing the structure of the education system education system of the the structure changing reasons for The main — — — — — — — — — — — — —

EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 76 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 77 between the ages of 17 years and 9 months and 18 years and 9 months, and 9 months and 18 years of 17 years the ages between between the ages of 18 years and 9 months and 19 years and 9 months, and 9 months and 19 years of 18 years the ages between between six and seven years of age. Earlier inclusion of children in Earlier inclusion of age. years seven six and between impact is expected on the level of competitiveness of society and the of competitiveness on the level impact is expected individualisation in the system and ensuring the comprehensive the comprehensive and ensuring in the system individualisation means that the children who will enrol in the first grade will be enrol in the first will the children who means that three-year vocational schools will be postponed, with the school year school year schools will be postponed, with the vocational three-year on the labour market are more competitive thus ensuring that they In addition, the is also more competitive. and that the economy students, since they will be more mature to make decisions about will be more mature to make students, since they and four-year students attending grammar schools (gymnasia) thus ensuring that they are more competitive on the labour market on the labour market are more competitive thus ensuring that they is also more competitive. and that the economy start at a later age (between 11 and 12 years of age). The duration of age). (betweenstart at a later age 11 and 12 years continuity thus ensuring specialist teaching, remains unchanged, fact that the majority of students will come of age upon completingfact that the majority of students will come of age and the economy. ending on 1st June. Students will therefore enter the labour market enter the labour market will therefore Students ending on 1st June. their own education and career pathways. Consequently, a positive a positive Consequently, education and career pathways. their own schools will be postponed, with the school year vocational four-year and 16 years of age, due to the fact that the school year begins on due to the fact that the school year of age, and 16 years future students and will also increase the competitiveness of society the competitiveness future students and will also increase enter the labour market will therefore Students ending on 1st June. and tradition, as well as positively affecting the level of educational the level affecting as positively and tradition, as well the formal education system will affect the reduction of the impact will affect system education the formal affect competences. This in turn can positively acquisition of core of competitiveness outcomes and the level the quality of educational of equity in the system and it will positively affect the well-being of the affect and it will positively of equity in the system economy. of subject-teaching at the primary and secondary school level secondary school level of subject-teaching at the primary and outcomes at the national level. or enrolling in grammar schools/gymnasia choose between of socioeconomic differences and will ensure the possibility of earlier and will ensure the of socioeconomic differences of society and the economy. development of pupils. This means that subject-teaching will of pupils. This means that subject-teaching development duration of four years to five years, thus increasing the level of the level years, thus increasing to five years duration of four children who reach the age of six by the first day of the school year school of the the first day six by of reach the age children who (1st September) will enrol in the first grade of primary school. Thisfirst grade of primary will enrol in the September) (1st vocational schools will enrol higher education institutions between between schools will enrol higher education institutions vocational vocational schools) will be postponed. It will take place between 15 15 place between will take be postponed. It will schools) vocational Lower primary education will be extended from the current will be extended primary education Lower The age of entry into the labour market for students attending for into the labour market of entry The age The age of entry into the labour market for students attending for into the labour market of entry The age The age of entry into higher education will be postponed and of entry into higher education will be postponed The age The age of horizontal differentiation (i.e. the age when students (i.e. the age of horizontal differentiation The age The age of entry into primary education will be reduced and education will of entry into primary The age 19 and 20 years of age. This will ensure a higher level of maturity of This will ensure a higher level of age. 19 and 20 years 1st September. This change can have a positive impact on the level on the level impact a positive can have This change 1st September. — — — — — — The outcomes of the proposed changes will be the following: will changes of the proposed The outcomes — — — — — — inclusion in the labour market. inclusion these programmes will positively affect the possibility of their equal possibility of their the affect will positively these programmes been adapted to the cultural particularities of Croatian society and to society and to cultural particularities of Croatian been adapted to the important for the proposal to introduce changes in the structure of the the proposal to introduce changes important for increasing has been slightly teachers, which in the number of employed in formal education six months earlier is a change that is considered considered is that change a is earlier months six education formal in in the school year of 2012/2013 (338 191, which represents 64.74 per cent represents 64.74 (338 191, which of 2012/2013 in the school year last for more than a decade, with the full dedication of all stakeholders. of all stakeholders. with the full dedication more than a decade, last for school year 1977/78 until today, the number of primary school children 1977/78 until today, school year the smallest On the other hand, the number of children was students). and classes has not changed. All these indicators demonstrate that the and classes has not changed. the understanding and patience of all those included in the educational in terms of being profound such as this one. Despite to face a challenge total number of students in the school year of 2008/09 (8 generations). of 2008/09 year total number of students in the school a duration of four years’ for subject-teaching has been adapted to the the to adapted been has subject-teaching for years’ four of duration a In the period from the the structure of the education system. and for the characteristics of our education system. The inclusion of children of our education system. the characteristics proposing to include children at an estimated that was as acceptable. It proposed changes are feasible. proposed changes process. The education system in Croatia has not yet had the opportunity in Croatia has not yet process. The education system impacts as demonstrated above. positive organisation and funding, the proposed changes are essential due to the organisation and funding, the proposed changes of 2017/18 will be between 328 000 and 332 000. Such information is is information 328 000 and 332 000. Such of 2017/18 will be between generation since it indicates that the inclusion of a new education system to the correspond would (9 generations) of students in this school year same period, the number of primary schools In the the last 20 years. over earlier age into formal education could lead to parents' resistance. The could lead to parents' resistance. The education into formal earlier age of years and the retention to five primary education of lower extension of the number of students in the school year of 1986/87). On the basis of 1986/87). year of the number of students in the school year the number of students in the school of demographic projections, of initial teacher education. was the greatest at the beginning of the school year of 1986/87 (522 413 of 1986/87 (522 413 at the beginning of the school year the greatest was Demographic data show a significant decrease in the number of children. a significant decrease data show Demographic FEASIBILITY OF THE PROPOSED CHANGES THE PROPOSED OF FEASIBILITY CONTEXT Changing the structure of the education system is a long process that will Changing the structure of the education system Croatian education system and, in particular, to the existing structure the existing to particular, and, in system education Croatian The change also requires various interim solutions that will demand interim solutions that will demand also requires various The change The consequences of such a demographic trend are serious for education trend are serious for The consequences of such a demographic The proposal to introduce changes into the education structure has the education structure has into changes The proposal to introduce The negative trend in the number of students is opposite to the trend trend in the number of The negative ADAPTING THE PROPOSED CHANGES TO THE CROATIAN TO THE CROATIAN CHANGES THE PROPOSED ADAPTING

EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 78 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 79 - - - - : Government of the Republic of Croatia IMPLE- of the Republic : Government : MSES : Government of the Republic of Croatia, MSESIM of Croatia, of the Republic : Government 33 BODY ment of teachers and other educational staff ment of teachers and other educational sources identified the structure of the education system additional employ and/or the redistribution and conditions for tions and self-government units regarding infrastructural, material units regarding infrastructural, material tions and self-government and human resources education system. Public debate held. Adoption of the model for model for of the Public debate held. Adoption education system. education system education system changing the structure of the education system. changing the structure of the education Provide infrastructural and material conditions MEASURE 3.3. Provide Analyse the needs of individual education institu- education the needs of individual MEASURE 3.2. Analyse Draft a model for changing the structure of the changing MEASURE 3.1. Draft a model for Infrastructural, material and human resources provided. Infrastructural, material and human : Expert group for drafting the model for changing drafting the model for : Expert group for PLEMENTATION changing the structure of the for developed : Model INDICATORS , universities, public research institutes : MSES, universities, IMPLEMENTATION and human re- infrastructural, material for : Needs INDICATORS : INDICATORS of Croatia of the Republic : Government MENTATION BODYCOMPETENT BODYCOMPETENT COMPETENT necessary to plan and draft a model for the proposed changes and analyse and analyse changes the proposed model for to plan and draft a necessary structural and material conditions and the redistribution and additional additional and redistribution the and conditions material and structural sional and public consensus must be reached. Following this, it will be Following must be reached. public consensus sional and units regarding infrastructural, material and staff preconditions of these preconditions of material and staff infrastructural, units regarding the needs of individual education institutions and of self- government government and of self- education institutions of individual the needs to new and complex social circumstances, contemporary teachers must social circumstances, contemporary teachers must and complex to new reflect on their teaching practices based on the also be able to critically and learning. In order for schools to be able to appropriately respond respond schools to be able to appropriately and learning. In order for preparation of curricular documents. preparation of curricular proposed changes. Other measures will include the provision of infra of measures will include the provision Other proposed changes. for the experimental introduction of the structural changes will be the of the structural changes introduction the experimental for fession, which require profound changes in their approach to teaching in their approach to teaching changes require profound which fession, employment of teachers and other educational staff. The prerequisite The prerequisite other educational staff. of teachers and employment considerably broaden their set of professional competences. They must must competences. They broaden their set of professional considerably considerable challenges for education systems and the teaching pro education systems for considerable challenges PROFESSION Rapid social and technological changes in the contemporary world create world contemporary the in changes technological and social Rapid OBJECTIVE 4: IMPROVE THE QUALITY OF TEACHING TEACHING OF THE QUALITY 4: IMPROVE OBJECTIVE AND ENHANCE THE STATUS OF THE TEACHING THE TEACHING OF AND ENHANCE THE STATUS With the aim of meeting this strategic objective, a broad political, profes political, broad a objective, strategic this of meeting aim the With • • •

- - - 35 It should also be mentioned that Croatia is one is one should also be mentioned that Croatia It 36 Good teachers are those that create an encouraging create an encouraging are those that Good teachers 34 become major issues in all societies that recognise quality education as education as in all societies that recognise quality become major issues indicate that the situation is relatively favourable compared to other other to compared favourable relatively is situation the that indicate 2013). in this area (Eurydice, needs of the labour market ing and retaining the best individuals in the education system — as well well — as education system in the best individuals ing and retaining the into consideration, and that adapt teaching to students’ individual ca- students’ individual adapt teaching to and that into consideration, learning setting, that recognise and take students’ needs and interests needs and interests students’ and take that recognise learning setting, salary of employees who have acquired academic qualifications in the the acquired academic qualifications in have who salary of employees regarding employment in the education sector also remains open, espe in regarding employment relatively high interest is expressed by them for teacher and education education and teacher for them by expressed is interest high relatively have this interest is that — despite the fact that teachers reasons for students’ needs. students’ studies, especially for studies at teacher faculties. One of the likely at teacher faculties. One of the likely studies for studies, especially schools 1:14, which is within the European average. However, the ratio for the ratio for However, is within the European average. schools 1:14, which is better than the European average. secondary education is 1:11, which are in the process of selection and enrolment in study programmes), a a programmes), in study are in the process of selection and enrolment a in profession stable relatively a as perceived is profession teaching of the teacher education study the transformation by also been triggered all levels, whereas the number of students has been in decline in Croatia the number of students has been in decline in Croatia whereas all levels, as systematically fostering the development of teaching potential — have — have of teaching potential the development fostering as systematically development. factor in social a key achievement of their students, and to adapt their teaching practices to to their teaching practices and to adapt of their students, achievement training study programmes, the analyses of enrolment data show that that of enrolment data show programmes, the analyses training study Matura examinations. in secondary education and State achievements period of economic crisis. The interest for teacher studies has probably teacher studies has probably for period of economic crisis. The interest programme with the possibility of study programme into a university of Philos- and obtaining a Doctor progressing up to the doctoral level pabilities. Furthermore, teachers use their competences to encourage encourage to competences their use teachers Furthermore, pabilities. for accomplishing their human and professional potential. their human and professional accomplishing for economy (Statistical Yearbook of the Republic of Croatia, 2012) — the — the Croatia, 2012) of of the Republic Yearbook (Statistical economy over the past decade. over the monitor countries in Europe that does not systematically of the few ophy degree. ophy every child to reach a high level of educational achievement as a basis basis a as achievement educational of level high a child to reach every cially taking into account the salary that may be earned in the profession. in the profession. be earned into account the salary that may taking cially considerably lower average salaries compared to employees with aca with employees to compared salaries average lower considerably the of areas other in sector or public in the working qualifications demic candidates for teacher and pedagogical studies do not have the highest the highest do not have studies teacher and pedagogical candidates for Strengthening the capacity of the teaching profession in terms of attract profession the capacity of the teaching Strengthening Moreover, there has been a slight increase in the number of teachers at increase in the number of teachers at there has been a slight Moreover, European countries. In Croatia, the teacher/student ratio for primary primary for ratio teacher/student European countries. In Croatia, the However, when it comes to attracting the best candidates into teacher it comes to attracting the best candidates into teacher when However, The issue concerning the real career intentions of these candidates The issue concerning the real career intentions of these candidates The most recent comparative data on the teacher/student ratio in Croatia Croatia in ratio teacher/student the on data comparative recent most The According to data from the Statistical Yearbook (2012), the average net net the average (2012), Yearbook to data from the Statistical According According to analyses of registered higher education applicants (who (who education applicants of registered higher to analyses According

EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 80 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 81 - - - 37,38 ) invest more in teachers, and manage and manage more in teachers, ) invest in Croatia generally reflects the situation in most most in situation the reflects generally Croatia in ). Lower achievements of our students in tasks that are are of our students in tasks that achievements ). Lower 40 39 , 2010 OECD ), natural sciences and foreign languages. However, it should be it should be However, languages. ), natural sciences and foreign ICT have been largely conditioned by the implementation of the Bologna the implementation of the Bologna by conditioned been largely have high proportion of inadequatly qualified teachers in certain Croatian in certain Croatian qualified teachers inadequatly high proportion of in those fields. necessarily result in better quality of teachers’ work or a higher social social higher a or work teachers’ of quality better in result necessarily noted that the current teacher shortage in the field of natural science, of natural science, in the field noted that the current teacher shortage ICT and mathematics inadequately qualified teachers work in poorly developed regions whose whose regions developed work in poorly qualified teachers inadequately ject groups: mathematics, information and communication technologies ject groups: mathematics, information reduces the chances for quality education of children in these regions. quality education of children in these regions. reduces the chances for regions, whereas the qualifications of teachers in other regions is quite in other regions is quite the qualifications of teachers regions, whereas problem is the fact that the highest proportion of Another satisfactory. status of teachers, but that other measures for the professionalisation professionalisation the but that other measures for status of teachers, used as an indirect measure of the quality of educational work in schools of educational work used as an indirect measure of the quality as the application (such of knowledge levels the testing of higher used for uals in the profession, one of the identified problems is the relatively is the relatively one of the identified problems uals in the profession, ucational achievements (e.g. PISA (e.g. achievements ucational also be achieved by ensuring better working conditions and ensuring the ensuring better working by also be achieved to are ready who in the profession, the retention of the best individuals tion) indicate that special attention must be paid to the enhancement indicate that special attention must be paid to the enhancement tion) achieved by students in national knowledge-assessment examinations examinations students in national knowledge-assessment by achieved to attract and retain them in the profession by means of high salaries salaries of high means by profession them in the retain and attract to that these be noted, however, should conditions. It working and good in education does not that increasing investment assessments also show ary of employees who have obtained academic qualifications in Croatia. Croatia. in qualifications academic obtained have who of employees ary ed assessments of in international comparative the best results achieve tia and Europe in the area of initial teacher education. These changes tia and Europe in the area of initial teacher education. These changes participate in lifelong learning and professional development. learning and professional participate in lifelong population generally has a lower education level, which additionally additionally which education level, a lower has population generally full professionalisation of the teaching profession. This could ensure This could ensure of the teaching profession. full professionalisation of knowledge, knowledge linking, conceptual understanding and deduc knowledge of knowledge, of pre-tertiary education. at all levels of the quality of educational work outcomes and in international comparative assessments may also be also be assessments may outcomes and in international comparative of the teaching profession need to be introduced at the same time. need to be introduced of the teaching profession , which is the lowest average sal- average lowest is the 6 321 HRK, which sector amounts to education continuing education of teachers and in-service teacher training. It can can continuing education of teachers and in-service teacher training. It (e.g. (e.g. ( Moreover, there is a shortage of qualified teachers in the following sub- following the of qualified teachers in there is a shortage Moreover, Process in higher education, with the main trend in Europe being the the being Europe in trend main the with education, higher in Process European countries. This situation is also reflected in the lower results results lower the in reflected also is situation This countries. European Regarding the possibility of attracting and retaining the best individ the possibility of attracting Regarding Over the past decade, significant changes have occurred both in Croa- in both occurred have changes significant decade, past the Over This can be achieved through the systematic enhancement of initial and enhancement of initial and through the systematic This can be achieved The results achieved by our students in external evaluation of learning of learning evaluation students in external our by The results achieved Analyses show that the most economically developed countries that also that also countries developed that the most economically show Analyses ‘universitisation’ of initial teacher education. Obtaining a Master of of initial teacher education. Obtaining a Master of ‘universitisation’

- - - - - 42 concern concern 43 41 ) qualification has now become a precondition for entering for entering a precondition become has now ) qualification MA between theoretical knowledge of school subjects, educational sciences educational sciences subjects, school of theoretical knowledge between based on a lifelong education model combined with work-based learn- education model combined with work-based lifelong on a based has been expressed regarding the ability of teacher trainers to use the regarding the ability of teacher trainers to use the has been expressed ing their ability to supervise educational practice in partnership with ing their ability to supervise educational practice in partnership with not in initial teacher education at our universities. The main challenge The main challenge not in initial teacher education at our universities. On sev of teacher educators at all levels. issues on the role and profile identity, as well as the differences in their dominant approaches to in their dominant approaches to as the differences as well identity, mary school teachers, a five-year integrated study programme is now in in is now programme study integrated a five-year mary school teachers, considered to be is generally ing. The quality of such teachers’ training school vocational of needs educational the of terms in inappropriate it is possible to continue initial education at a graduate university study study university graduate a at education initial continue to possible is it learning-outcome-based curricula, combined with the need for changing with the need for learning-outcome-based curricula, combined school teachers still persists for the most part in this area. In Croatia, area. In Croatia, the most part in this persists for school teachers still student-centred approach in teaching at the university level, regard level, university the at teaching in approach student-centred students. The difference between these models is also reflected in the these models is also reflected in the between students. The difference studies, since it now enables access to third cycle or doctoral study or doctoral study to third cycle enables access it now studies, since professional three-year from transformation undergone have studies their completion, studies. Upon university studies into undergraduate agement and teacher leadership; civic education; incidental- learning learning incidental- education; civic leadership; teacher and agement in learning. and peer-learning methods; and increasing self-regulation traditional approaches to teaching and learning. Once again, this raises teaching and learning in schools. there is serious of practical skills), and school practice (development than on the content of disciplines. tence profiles and learning outcomes man- class/school diversity; for education as: such approaches and topics a successive model is applied according to which teacher competences competences teacher which to according applied is model successive a is the however, A special challenge, are acquired at the graduate level. in certificate programmes acquire their teacher competences and who the teaching profession in primary and secondary schools in Croatia. Croatia. schools in primary and secondary in profession the teaching secondary and for primary school teachers for initial education tween pre-school edu- of initial education of teachers in a concurrent model programmes have changed their orientation by focusing more on compe focusing by their orientation changed programmes have programme of early childhood and pre-school education. Regarding pri and pre-school education. Regarding childhood programme of early teachers, subject- and secondary-school the training of place. Regarding programmes for teachers. This in turn has strengthened the scientific the scientific has strengthened This in turn teachers. for programmes of initial teacher education is the introduction of competence- and of initial teacher education is the introduction of competence- and and in Croatia, eral occasions, both in the European Union education of secondary school teachers who teach vocational subjects subjects teach vocational who education of secondary school teachers orientation of these study programmes. Nevertheless, the duality be the duality Nevertheless, programmes. study orientation of these concern over the potential reduction of time spent in school practice. school in spent time of reduction potential the over concern cation institutions and primary schools has been applied. Pedagogical Pedagogical and primary schools has been applied. cation institutions different perceptions that teachers have of their professional role and role and of their professional perceptions that teachers have different In many relevant sources containing discussions on the right balance sources containing discussions on the right balance relevant In many In most European countries (Eurydice 2013), initial teacher education initial teacher education 2013), In most European countries (Eurydice These topics are still not covered adequately or systematically, especially especially or systematically, adequately These topics are still not covered These changes have also been accompanied by the introduction of new the introduction of new also been accompanied by have These changes This change has had a particularly important consequence for teacher teacher for important consequence has had a particularly This change Arts (

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PRIMARY EDUCATION AND SECONDARY EDUCATION 83 - - - ); the the ); AVETAE ); the Agency for for Agency the ); ETTA ); the National Centre Centre ); the National ); faculties of teacher educa ); faculties of teacher AMEUP NCEE There is a variety of forms and a large number of programmes number of programmes and a large of forms There is a variety 44 both in the country and abroad. However, these forms, programmes and programmes and these forms, both in the country and abroad. However, ing professional development; the lack of alignment between the initial the initial the lack of alignment between development; ing professional in providing and the inadequate inclusion of universities ing system; implementation The systematic in-service teacher training programmes. ing only takes place on a ‘one-off’ basis, it does not provide sufficient sufficient basis, it does not provide place on a ‘one-off’ takes ing only support. its application lacks monitoring and mentors and regarding the ability of professionals in early childhood childhood early in professionals of ability the regarding and mentors towards the continuing professional development of teachers and for of teachers and for development the continuing professional towards of teaching are the quality and effectiveness of the the improvement teach of training professional continuing connecting period; traineeship at the individual and institutional level is currently hindered by the lack the lack hindered by is currently and institutional level at the individual monitoring and gathering the lack of systematic teacher training and by teaching are the following: the lack of a long-term strategy for continu- lack of a long-term strategy for the teaching are the following: train in-service teacher the traineeships and education system, teacher agencies is free of charge, the information is available to the public and to the public and is available the information is free of charge, agencies in most cases such train- this, Despite the registration process is easy. training. groups target aimed at different and topics of in-service teacher training, and are planned separately not been harmonised — they topics have the harmonisation of competences of teachers of for do not allow they tion; and non-governmental organisations. In-service teacher training is organisations. tion; and non-governmental provided are teachers All levels. meetings) expert (state national and training and teacher development. Such in-service teacher training has teacher training has in-service Such development. training and teacher institu- following the by is carried out and fostered a long tradition and ( Agency Training Teacher and Education the tions: and pre-school education/teachers employed at education institutions at education institutions employed education/teachers and pre-school high-quality mentorship. to provide per year, and a relatively high proportion of teachers participate in such high proportion of teachers participate in such and a relatively per year, following: improving the quality of the mentorship system during the during the of the mentorship system the quality improving following: for External Evaluation of Education ( of Education External Evaluation for ers with the competence standards; and the teacher licensing system. of needs analyses and long-term planning of professional development development and long-term planning of professional of needs analyses for in-service agencies responsible of efficient coordination between The precon- of data on in-service teacher training at the national level. opportunities for experiential/incidental learning and reflection, and and learning and reflection, experiential/incidental opportunities for organised at the institutional, regional (through county expert boards) boards) county expert regional (through organised at the institutional, quality assurance in higher education, few countries have specific qual- countries have higher education, few quality assurance in ditions for in-service teacher training to make a genuine contribution contribution a genuine in-service teacher training to make ditions for different profiles. In-service teacher training organised by competent competent by organised training teacher In-service profiles. different with the opportunity for in-service teacher training of at least 20 hours hours 20 least at of training teacher in-service for opportunity the with In Croatia, there is a formally established system of in-service teacher in-service teacher of system established there is a formally In Croatia, Croatia has contributed to the introduction of general measures for for measures general of introduction the to contributed has Croatia The barriers to the improvement of the quality and effectiveness of of of the quality and effectiveness The barriers to the improvement While the implementation of the Bologna Process both in Europe and Whileand Europe in both Bologna Process the of the implementation Vocational Education and Training and Adult Education ( Education Adult and Training and Education Vocational Programmes ( Programmes EU and Mobility for Agency

- - 45 thereby includes several conditions that form the framework for for the framework conditions that form includes several thereby 46 mastery of a high level of specific knowledge and skills that enable of specific knowledge mastery of a high level initial formal education programmes with harmonised theoretical initial formal lifelong development of competences through formal continuing through formal of competences development lifelong awareness of the teaching occupation as having a social value that a social value as having of the teaching occupation awareness acquisition of professional competences that require a long period acquisition of professional is important for the promotion of other key social and human social key the promotion of other is important for situations; the teacher to act autonomously in complex and problematic complex in the teacher to act autonomously the periodic assessment of acquired competences (re-licensing); and practical components, which, along with the acquisition of and practical components, which, professional development, non-formal independent learning and non-formal development, professional professional knowledge and skills, also enable the acquisition of knowledge professional as building the teacher’s and norms, as well values professional identity; professional of initial university education and formal introduction into the education and formal of initial university ending in the acquisition of a first licence; occupation, typically values and whose members have a high status in society; members have and whose values — — — — — has far-reaching consequences for the regulation and realisation of the the regulation and realisation of has far-reaching consequences for is currently the case in Croatia. is currently ity assurance mechanisms for initial teacher education. In countries In countries education. initial teacher for mechanisms ity assurance recommendations in the area of education and professional development development and professional recommendations in the area of education report entitled ‘Quality Assurance in Teacher Education in Europe’ Education in Teacher Assurance report entitled ‘Quality conducted, 50 per cent of being was that, at the time the analysis reveals study programmes, a combination of several procedures is typically is typically procedures several a combination of programmes, study assurance mechanisms on the other hand, quality sional development, specific part of education policy that is related to the knowledge, skills, is related to the knowledge, specific part of education policy that used, such as on-site visits, curricula analyses, self-evaluation reports reports self-evaluation curricula analyses, as on-site visits, used, such teaching as a profession: teaching occupation. The professionalisation of the teaching occupa teaching occupation. The professionalisation tion that apply regular procedures for the accreditation and evaluation of of and evaluation the accreditation for regular procedures that apply are much more diverse and in some cases they do not even exist. The The exist. even not do they cases in some and diverse much more are profession has been set as the main strategic objective. profession for continuing professional development programmes — and the latter latter the and — programmes development professional continuing for of teachers at all levels (from the pre- school to the secondary level), as as level), secondary the to school pre- the (from levels all at teachers of the teaching and ehnacing the status of the quality of teaching work or other basic documents. Within the system of continuing profes continuing of system the Within documents. basic other or cation system and teacher support over the last decade, the improving improving the decade, last the over support teacher and system cation countries analysed did not apply specific quality assurance procedures specific quality assurance procedures did not apply countries analysed well as on the basis of insight into the dynamics of the Croatian edu- as on the basis of insight into the dynamics well values, authority, status, ethics, control and the practical part of the the of part practical the and control ethics, status, authority, values, European countries did not have strict regulations, and one third of the the of third one and regulations, strict have not did countries European Understanding and treating the teaching occupation as a profession a profession as teaching occupation treating the and Understanding On the basis of insights into global and especially European trends and trends and European into global and especially On the basis of insights 4.1. PROFESSIONALISATION OF THE TEACHING PROFESSION TEACHING THE OF 4.1. PROFESSIONALISATION — — — — —

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PRIMARY EDUCATION AND SECONDARY EDUCATION 85 - /NCEE and NCVVO AVETAE ) and a Code of Ethics for Teachers for ) and a Code of Ethics : MSES : National Council for Education, local panels for local panels for Education, Council for : National CROQF existence of professional associations whose codes of ethics and codes of ethics associations whose of professional existence ing model approved. Legal act adopted (Ordinance on Licensing). Legal act adopted (Ordinance ing model approved. licensing for the acquisition and retaining of the license to work in the acquisition and retaining of the license to work licensing for sessment of level to which the system is operational. the system to which sessment of level the possibility of career flexibility based on the National Compe- based on the the possibility of career flexibility the Teaching Profession and of the Code of Ethics for Teachers for and of the Code of Ethics Profession the Teaching tion of the teaching occupation: a National Competence Standard Competence Standard tion of the teaching occupation: a National the profession and professional practice, provide ways to reward to reward ways provide practice, and professional the profession for the Teaching Profession based on the Croatian Qualifications Profession the Teaching for education institutions other acts define professional values, regulate criteria for entering criteria values, regulate define professional other acts behaviour. non- professional to penalise as ways as well excellence, Mechanisms for the implementation of licensing developed. As- the implementation of licensing developed. for Mechanisms Develop a system of career advancement with of career advancement a system MEASURE 4.1.3. Develop Develop a model and introduce a system of (re-) a model and introduce a system 4.1.2. Develop MJERA - the professionalisa documents for MEASURE 4.1.1. Prepare key Framework ( Framework , ASOO/ /ETTA : AZOO IMPLEMENTATION : Public debate held on the licensing model. Licens- INDICATORS : Preparation of the National Competence Standard for for Competence Standard : Preparation of the National INDICATORS BODYCOMPETENT : Expert teams, CROQF IMPLEMENTATION CROQF BODYCOMPETENT — material position of teachers and the introduction of targeted measures of targeted material position of teachers and the introduction system of quality assurance that would conduct periodic assessments conduct periodic assessments of quality assurance that would system tions have only partially been met. Education programmes of faculties been met. Education programmes partially only tions have introduction into the profession for do exist grammes and procedures the profession on the basis of the work of professional associations. associations. of professional on the basis of the work the profession profiles, and of all levels and learning process in education institutions in society. teaching profession and for passing professional examinations. However, these systems and these systems However, examinations. passing professional and for procedures have not been established on the basis of clearly defined, defined, been established on the basis of clearly not procedures have for fostering and awarding excellence and innovation. excellence and awarding fostering for formally introduced and verifiable competence standards. The other competence standards. The other and verifiable introduced formally a the need for in particular developed, are also inadequately features of teacher education have indeed been upgraded to university level pro- level university to upgraded been indeed have education teacher of of acquired competences, or the need for independent regulation of of regulation independent for need or the competences, of acquired would contribute to the general raising of the quality of the teaching raising of the quality of the teaching contribute to the general would on increasing of status of the effect a feedback also have would which with the aforementioned features, it can be concluded that these condi- it can features, with the aforementioned viduals in the profession is the systematic improvement of the general of the general improvement is the systematic viduals in the profession When comparing the current state of the teaching profession in Croatia When teaching profession comparing the current state of the An important precondition for attracting and retaining the best indi An important precondition for Attracting and retaining the best individuals in the teaching profession in the teaching profession and retaining the best individuals Attracting • • • — - : MSES - Education, MSES IMPLE for Council : National : Universities : MSES in teacher and education study programmes in teacher and education study salary of public sector employees who have acquired academic acquired have who employees salary of public sector tence Standard for the Teaching Profession the Teaching for tence Standard grammes of teacher education (e.g. scholarships) of teacher education (e.g. qualifications dates for studying at faculties of teacher education at faculties of teacher studying dates for Apply high criteria for selecting the best candi- for high criteria Apply MEASURE 4.1.5. the enrolment of the best candidates MEASURE 4.1.6. Stimulate Improve the income level of teachers income level the Improve MEASURE 4.1.4. Legal act adopted (Ordinance on Career Advancement of Teachers). Advancement on Career adopted (Ordinance Legal act : MSES IMPLEMENTATION salaries is aligned with the average of teacher : Level INDICATORS : Model for career advancement criteria developed. criteria developed. career advancement for : Model INDICATORS : Faculties of teacher education : Faculties IMPLEMENTATION pro- study : Quality of candidates enrolling in the INDICATORS : MSES, faculties of teacher education IMPLEMENTATION to stimulate students of faculties established : System INDICATORS : Expert team of the National Council for Education Council for of the National : Expert team MENTATION BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT international recommendations and national competence standards recommendations and national competence standards international ing outcomes. yet is learning, and teaching to approaches traditional the change to need shifts from the content of disciplines to competence profiles and learn- words, compe- In other role and profile of teacher educators at all levels. the main European and global strategic objectives in education. objectives the main European and global strategic another challenge for the area of initial teacher education regarding the regarding education teacher initial of area the for challenge another in Europe for teacher educators are being analysed (both tence profiles of both initial teacher education programmes and postgraduate teacher development of curriculum the focus whereby education programmes, quiring broader teacher competences that are defined in European/ in defined are that competences teacher broader quiring INITIAL TEACHER EDUCATION SYSTEM EDUCATION TEACHER INITIAL world shows that the enhancement of initial teacher education is one of teacher education is initial of the enhancement that shows world (Eurydice, 2013). These standards serve as an orientation in the creation These standards serve 2013). (Eurydice, Initial teacher education focuses on teaching how to teach and on ac on and teach to how teaching on focuses education teacher Initial The analysis of documents and surveys from Europe and the rest of the from Europe of documents and surveys The analysis The introduction of competence-based curricula, combined with the the with combined curricula, competence-based of introduction The 4.2. FUNCTIONAL AND STRUCTURAL ENHANCEMENT OF THE THE OF ENHANCEMENT AND STRUCTURAL 4.2. FUNCTIONAL • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 87 : University units responsible for initial teacher for units responsible : University : University management boards management : University BODY based on the national competence standard. teacher competences for all categories of teachers in secondary all categories teacher competences for teachers who completed non-teaching study programmes (education (education programmes completed non-teaching study teachers who grammes and postgraduate teacher education programmes based grammes and postgraduate teacher education programme development of teacher competences at the university level for the profiles of the profiles for level of teacher competences at the university of satisfaction of benefi- centres. Level of teachers trained in the new education, National Council for Education Council for education, National of institutions and programmes in the area of education evaluation programmes of adopted new Number of teachers). of all categories on the National Competence Standard for the Teaching Profession the Teaching for Competence Standard on the National centres for subject teachers of primary and secondary schools) centres for ciaries and participants. with faculties of teacher education Develop programmes for the acquisition of programmes for MEASURE 4.2.3. Develop education vocational Re-define both initial teacher education pro- both initial teacher MEASURE 4.2.1. Re-define : University management bodies in coordination management : University IMPLEMENTATION centres. Percentage teacher education of new : Number INDICATORS : University and faculty bodies responsible for responsible for and faculty bodies : University IMPLEMENTATION (thematic of the state of play provided : Overview INDICATORS Develop new institutional units for the acquisition the institutional units for new MEASURE 4.2.2. Develop COMPETENT BODYCOMPETENT be harmonised and the quality of the level of education of all categories of education of all categories level be harmonised and the quality of the ment of the quality of teaching in education institutions.t ment of the quality of teaching in education neither in terms of the rapidity of changes (especially in the development in the development (especially the rapidity of changes neither in terms of results: the harmonisation of curricula in initial teacher education; the education; teacher in initial curricula of harmonisation the results: and implementation of competence-based curricula) nor in terms of in terms of nor of competence-based curricula) and implementation further enhancement of initial made. The changes the adequacy of the and global with harmonisation its requires therefore education teacher alignment of the status of institutions for the education of all categories education of all categories the of institutions for alignment of the status research strategies; the launching of international teacher education teacher education with a European dimension leads to the following following to the leads dimension European a with education teacher projects in the area of initial teacher education; and the greater mobility initial teacher education; and the greater in the area of projects programmes are being developed for upgrading the competences required the competences upgrading for are being developed programmes for teachers at universities and mentors in education institutions) and in education institutions) and mentors teachers at universities for of creating university-based teachers. The process educating future for - the improve affect will directly This of future teachers will be improved. of teachers; the creation of networks of education experts for developing developing for of education experts of networks of teachers; the creation higher education institutions. at respective of students and professors By meeting this objective, core professional competences of teachers will core professional meeting this objective, By Initial teacher education in Croatia does not fully follow such trends, such trends, follow fully not Croatia does education in teacher Initial European development trends. European development • • • - - AVETAE AVETAE AVETAE : University units responsible for initial teacher units responsible for : University / education, ASOO of teacher : Faculties : Faculties of teacher education, ASOO/ : Faculties and university staff participating in exchange programmes. exchange staff participating in and university age mobility in the area of initial teacher education mobility in the area of initial teacher age ployees of agencies, schools of agencies, ployees ployees of agencies and schools of agencies ployees port of teacher educators , ASOO/ education, AZOO/ETTA and schools of agencies employees of teacher competences for all categories of vocational teachers of vocational all categories competences for of teacher Join international research projects and encour- international research projects MEASURE 4.2.5. Join Develop programmes for the training and sup- programmes for Develop MEASURE 4.2.4. : Teacher education centres at universities and at universities education centres : Teacher IMPLEMENTATION : Number of adopted programmes for the acquisition the acquisition programmes for of adopted : Number INDICATORS : Teacher education centres at universities, em- centres at universities, education : Teacher IMPLEMENTATION : Number of research projects. Number of students Number of research projects. : Number INDICATORS : Teacher education centres at universities, em- education centres at universities, : Teacher IMPLEMENTATION BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT , 2012). Trainees of all profiles in general education and vocational vocational and general education Trainees of all profiles in EC, 2012). be adapted to their specific needs, which requires the careful selection be adapted to their specific needs, holders responsible for continuing professional training of teachers. The continuing professional holders responsible for non-alignment (or lack) of regulations — as well as the insufficiently as the insufficiently lack) of regulations — as well non-alignment (or standing to improve both the quality of teaching and the educational both the quality of teaching and the educational standing to improve - the stake and cooperation between strategy hinders the quality of work understanding of individual and institutional responsibility. understanding of individual achievements of their students. There is currently no long-term strategy of their students. There is currently achievements traineeship the with system education teacher initial the connect and training of teachers. The lack of such a and continuing professional profession and their ‘professional dedication to their work in the future’ in the future’ to their work dedication and their ‘professional profession fessional support within the education institution. Such support shouldsupport Such institution. education the within support fessional from in-service teacher training (as only one of the elements of pro of elements the of one only (as training teacher in-service from development continuing professional towards development) fessional harmonise would of teachers, which development the professional for of theory and educational practice, the retention of young teachers in the of theory and educational practice, the retention of young and adequate personal and pro- education and training need systematic of teachers. Such a paradigm change implies deepening teachers’ un a paradigm change of teachers. Such clear legal provisions regulating this area — are obstacles to the clear to the clear regulating this area — are obstacles clear legal provisions derstanding of the teaching and learning process and using this under- derstanding of the teaching and learning ( OF TEACHERS OF Teacher traineeships are crucial for ensuring the successful connection successful the ensuring for crucial traineeships are Teacher The fulfilment of this objective presumes a change of paradigm, moving moving of paradigm, a change presumes objective of this fulfilment The AND THE SYSTEM OF CONTINUING PROFESSIONAL DEVELOPMENT DEVELOPMENT PROFESSIONAL CONTINUING OF THE SYSTEM AND 4.3. CONNECTING AND ENHANCING THE TRAINEESHIP SYSTEM SYSTEM TRAINEESHIP THE AND ENHANCING 4.3. CONNECTING • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 89 - - , /NCEE , NCVVO AVETAE Vocational teachers’ experience teachers’ experience Vocational 47 and faculties implementing initial AVETAE , ASOO/ : MSES, AZOO/ETTA ber of training programmes for mentors. Level of satisfaction of of satisfaction mentors. Level ber of training programmes for ing and mentorship during teacher traineeships teacher education programmes) participants. faculties implementing initial teacher education programmes el for an effective system for mentoring trainees (representatives (representatives for mentoring trainees system an effective el for , ASOO/ of AZOO/ETTA Establish an effective system of support, monitor- of system MEASURE 4.3.1. Establish an effective - the preparation of a mod responsible for : Panel IMPLEMENTATION trainees. mentoring for the system for developed : Model INDICATORS BODYCOMPETENT - is operational. Num the system to which Assessment of the extent being proactive and taking responsibility for personal and professional professional and personal for responsibility taking and proactive being in Croatia. There is also a weak connection of vocational education and connection of vocational in Croatia. There is also a weak profiles teachers of different regarding the impact by is a lack of synergy monitored. Such measures would allow the identification of priority areas the identification allow measures would monitored. Such learning; defining learning outcomes and producing the curriculum (or the curriculum producing and outcomes learning defining learning; some of its parts); and motivating and encouraging students to achieve students to achieve and encouraging motivating and some of its parts); requiring special attention. Participation in in-service teacher training in in-service Participation requiring special attention. should be based on a professional development plan (at the individual lev the individual (at plan development a professional on should be based as a process that is based on reflection upon their own educational prac- upon their as a process that is based on reflection improvement. for recognition of the need tice and based on the genuine training with labour market needs. training with labour market exploited and there has not been sufficiently of work gained in the world the best possible results with respect to their own capabilities. to their own the best possible results with respect training has on the quality of teachers’ direct educational work should be work teachers’ direct educational on the quality of training has and good preparation of mentors. preparation of and good efficiency and expediency of continuing professional development. The development. expediency of continuing professional efficiency and development result is that teachers will understand professional expected on the fulfilment of set strategic objectives at the institutional level. on the fulfilment of set strategic objectives es; taking an active role in organising adequate conditions for students’ students’ adequate conditions for role in organising es; taking an active el and at the level of the education institution) and should be harmonised of the education institution) el and at the level continuing professional development system should be the following: following: the be should system development professional continuing competenc teacher competences and general in the area of development quality of direct work with children/students. quality of direct work with recognised needs and with the efficient use of available resources. available and with the efficient use of with recognised needs with the education institutions’ development plans and focused on the plans and focused with the education institutions’ development vice teacher training. Additionally, the effects that in-service teacher that in-service teacher the effects training. Additionally, vice teacher Regardless of the support provided by the European Union through the the European Union by of the support provided Regardless low in these programmes is very Erasmus+ programme, participation Furthermore, this process is active, cooperation-oriented, harmonised cooperation-oriented, Furthermore, this process is active, The fulfilment of this objective will greatly contribute to the quality, contribute to the quality, will greatly The fulfilment of this objective The new values that should be acquired by teachers through an effective teachers through an effective that should be acquired by values The new - in-ser teachers’ needs for be carried out of should analysis A systematic • , /NCEE , NCVVO AVETAE , /NCEE , NCVVO AVETAE advisers; schools advisers; AVETAE ; and /NCEE ; NCVVO AVETAE , education institutions’ expert , education institutions’ expert AMEUP , ASOO/ /ETTA : MSES, AZOO , ASOO/ : MSES, AZOO/ETTA , AZOO/ETTA Education, Council for : National AMEUP AVETAE boards - as individ training, as well ing participation in in- service teacher national teacher competence standard. - at the sys of individuals development monitoring of professional ments for monitoring the quality of professional training pro- monitoring the quality of professional ments for ; ASOO/ ETTA of teacher education; AZOO/ search institutes; faculties aligned with the development continuing professional strategy for ual and institutional needs for professional training. Results of an training. Results professional ual and institutional needs for and on stakeholders’ needs and on stakeholders’ development continuing professional for term national strategy the Teaching for Competence Standard aligned with the National training on the quality of direct educational work of teachers: re- of direct educational work training on the quality training. National professional of the needs for annual analysis ty in the area of continuing professional development of teachers development ty in the area of continuing professional tem level and the level of the education institution and the level tem level grammes. Percentage of education institutions with developed of education institutions with developed grammes. Percentage participating in international programmes and projects. plans for continuing professional training. continuing professional plans for faculties implementing initial teacher education programmes, pro- initial teacher education programmes, faculties implementing the education area scientific institutions in associations, fessional initial teacher education programmes. faculties implementing development based on the National Competence Standard for the the for Standard Competence on the National based development and ASOO/ cation institutions; AZOO/ETTA Establish a model for continuing professional professional continuing a model for 4.3.2. Establish MEASURE Encourage international cooperation and mobili- international MEASURE 4.3.4 Encourage Establish a model for the implementation and the implementation MEASURE 4.3.3. Establish a model for ; ASOO/ of MSES; AZOO/ETTA Profession: Research teams for monitoring the effects of in-service teacher of in-service monitoring the effects for teams Research : Working groups for the preparation of a long- the preparation groups for : Working IMPLEMENTATION : Degree of implementation of the system for monitor- for of the system of implementation : Degree INDICATORS / : AMPEU IMPLEMENTATION and number of individuals of institutions : Percentage INDICATORS : Expert panels and teams for the quality of edu- : Expert panels and teams for IMPLEMENTATION : Developed and approved mechanisms and instru- and approved : Developed INDICATORS Teaching Profession, on defined priority areas at the system level level system priority areas at the on defined Profession, Teaching BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT . /NCEE ; NCVVO AVETAE AMPEU/ ASOO/ • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 91 - - - - 50 , AVETAE , National ASHE, National ASHE, ASOO/ Schools can provide high-quality Schools can provide 48 Contemporary education systems systems education Contemporary 49 / , AZVO /NCEE : MSES, NCVVO , 2012). European education policy places emphasis European EC, 2012). internal quality assurance in initial teacher education and in the system of continuing professional development of teachers development of continuing professional system Introduce a harmonised system of external and of external MEASURE 4.4.1. Introduce a harmonised system / , AZVO /NCEE : NCVVO IMPLEMENTATION Council for Education Council for BODYCOMPETENT best candidates to the teaching profession and if these candidates are candidates these if and profession teaching the to candidates best ment in education, the quality assurance system in the area of profes area of in the system the quality assurance education, ment in - of quality assurance in the profes system introducing a comprehensive the sustainable and for allow would a system into a coherent unit. Such ing practice. The application of competence standards in initial educationing practice. The application of competence their ded- of future teachers and must strengthen both the motivation throughout their career. development professional ication to their own ment of teachers ( ment, and that reward excellence. reward that and ment, sional development of teachers. This would result in connecting initial initial in connecting result would teachers. This of development sional sional development of teachers will contribute to the enhancement of of teachers sional development a broader quality assurance system in Croatian education. a broader quality assurance system teacher education, traineeship of teachers and in-service teacher trainingteacher education, traineeship of teachers the capacity for introducing innovations and supporting the development the development and supporting introducing innovations the capacity for and that, besides a focus on standard knowledge of a given subject and of a given on standard knowledge and that, besides a focus teach own their examining for and self-reflection for capacities teachers’ therefore pay special attention to quality assurance in the area of initial to quality assurance in the area of initial special attention pay therefore - develop education and subsequent professional ance in initial teacher to the educational success of students. to the educational success the educational process and its outcomes. In addition, the recognition the status of the to raising will contribute of excellence and rewarding teaching profession. - and develop further training with conditions that encourage provided of leader capacities as the key competence for all teachers. all competence for of leader capacities as the key on initial teacher education that is based on clear competence standardson initial teacher education that is based of future development on the of subject-teaching methods, also focuses education and lifelong professional development of teachers. development professional education and lifelong education if measures are systematically introduced for attracting the attracting introduced for are systematically education if measures development of research competences, reflective practice, strengthening of research competences, reflective development continuous enhancement of teachers’ professional capacities as part of professional continuous enhancement of teachers’ PROFESSIONAL DEVELOPMENT PROFESSIONAL European reference documents contain clear guidelines for quality assur quality for guidelines clear contain documents reference European The initial analysis of the situation in Croatia has recognised the need for for of the situation in Croatia has recognised the need The initial analysis Teachers’ professional development should place an emphasis on the should place an emphasis on the development professional Teachers’ The quality of teachers is the most important school factor contributing most important school of teachers is the The quality ASSURANCE OF INITIAL TEACHER EDUCATION AND CONTINUING AND CONTINUING EDUCATION TEACHER INITIAL OF ASSURANCE 4.4. ESTABLISHMENT OF A COMPREHENSIVE SYSTEM OF QUALITY QUALITY OF SYSTEM COMPREHENSIVE A OF 4.4. ESTABLISHMENT As an important component of the whole system of quality manage system As an important component of the whole • , of teacher education, AZOO/ETTA : Faculties : National Council for Education, Academy of Education, Academy Council for : National , AZOO/ETTA of teacher education, : Faculties AVETAE AVETAE itial and lifelong teacher education programmes with stakeholders’ with stakeholders’ programmes teacher education itial and lifelong in the area of self- reflection, strategic planning and leadership for reflection, strategic planning and leadership in the area of self- ing excellence of teacher education students and employed teach- and employed of teacher education students ing excellence uation of the quality of outstanding individuals, in accordance with in accordance with of outstanding individuals, uation of the quality ties implementing initial teacher education programmes ties implementing initial teacher education leadership and strategic thinking. Level self-reflection, that develop - and innova of improvement of examples and leadership. Number tion in the teaching practice. authority and responsibilities being clearly distributed being clearly and responsibilities authority programmes for continuing professional development of teachers development continuing professional programmes for the introduction of improvement and innovation into the teaching into and innovation the introduction of improvement teacher education the extent teachers. Assessment of for the competence framework is operational. the system to which practice of teacher capacities in the area of self-reflection, strategic planning strategic planning of teacher capacities in the area of self-reflection, conducting research in the area of education and professional for education policies and educational practice ers education of publications in the area of educational sciences. es. Number development of teachers for the purpose of creating and enhancing the of teachers for development Number of education policies created based on research results. Number Strengthen institutional and individual capacities institutional and individual MEASURE 4.4.4. Strengthen Encourage the development of teacher capacities of teacher capacities the development MEASURE 4.4.3. Encourage - recognising and reward for MEASURE 4.4.2. Introduce a system Educational Sciences, scientific organisations in the education area - of all universi at the level : Coordination body IMPLEMENTATION of courses/modules in initial education and : Number INDICATORS - assurance of in quality for established : Mechanisms INDICATORS : National Council for Education, faculties of Education, faculties of Council for : National IMPLEMENTATION - the eval procedures established for : Clear criteria and INDICATORS in science and higher : Education experts IMPLEMENTATION area of educational scienc- in the of projects : Number INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT ASOO/ , school teams for quality for , school teams AZOO/ETTA ASOO/ • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 93 - - 52 53 51 build cooperation between the school and stakeholders outside the the school and stakeholders build cooperation between build cooperative relationships among teachers and encourage and encourage relationships among teachers build cooperative build mutual trust among teachers; have a clear vision of development, and give direction to the and give a clear vision of development, have strengthen the role of teachers and encourage their professional their professional strengthen the role of teachers and encourage provide conditions for quality teaching and learning; for conditions provide foster excellence in teaching; excellence foster enrich the school curriculum; school community. school’s development; school’s exchange of good practice; of good exchange development; — — — — — — — — - manage highlight the importance of pedagogical strongly management and on the enhancement of the central focused ment, i.e. management school processes — teaching and learning. most important of institutions. It is therefore essential to pay special attention to the area attention to the special to pay essential is therefore It institutions. sional development of employees; and provision of the functioning of and provision of employees; sional development system in general. system agement always depends on the specific context in which the school which the school in depends on the specific context always agement the institution on a daily basis. Research and school practice has shown has shown school practice and basis. Research on a daily the institution that successful school principals: tutions as learning communities. However, even within this paradigm, within this paradigm, even tutions as learning communities. However, render the position of school principals extremely as high expectations, the maximum potential of education institutions and the education the education of education institutions and the maximum potential parental involvement. operates, the students’ socioeconomic backgrounds and the level of of and the level operates, the students’ socioeconomic backgrounds education institutions (school principals) are: taking care of the quality are: taking care of the quality principals) education institutions (school - planning; profes with students; development of teaching and working organisational/administrative management of the school and its work. of the school and its work. management organisational/administrative of professionalisation of the role of school principals in order to achieve achieve to order in principals school of the role of of professionalisation determines the quality of the functioning of schools and other education of the functioning of schools and determines the quality comes to constructing procedures and mechanisms that strengthen thecomes to constructing procedures and demanding. what remains important is the role that school principals play when it when school principals play remains important is the role that what MANAGEMENT IN EDUCATION INSTITUTIONS IN EDUCATION MANAGEMENT Contemporary approaches to examining the role of education institutioneducation of role the examining to approaches Contemporary This vision is closely related to the understanding of education insti related to the This vision is closely The usual tasks and work that should be carried out by the managers of the managers that should be carried out by The usual tasks and work The wide range of tasks and responsibilities of school principals, as well and responsibilities of school principals, as well of tasks The wide range OBJECTIVE 5: IMPROVE THE QUALITY OF OF QUALITY THE IMPROVE 5: OBJECTIVE At the same time, it has become clear that the success of school man At Along with the role of teachers, the role of school principals most strongly strongly most principals school of role the teachers, of role the with Along — — — — — — — — - - - - been adequately defined. The obligations and responsibilities of school been adequately her duties and to leaving office has been appropriately regulated, which regulated, been appropriately office has to leaving duties and her - upon as a profes of education institutions is looked if the management the role of school for need to be prepared candidates must be achieved: institutions to untrained school principals. institutions to untrained position of school principal, which are interested in the who individuals in pre-school institutions and although it is law is not prescribed by There manner of obtaining it has not been regulated yet. the mitories), results in school principals not being prepared for the management of the management prepared for results in school principals not being sion with clearly defined competence standards. sion with clearly ucational outcomes has encouraged all developed countries to launch to launch countries all developed outcomes has encouraged ucational agement, the interest of the education profession for the role of school the for profession the interest of the education agement, assuming of the position of school principal, to the performance of his/ of to the performance assuming of the position of school principal, achievements of children and students. These changes can be introduced introduced be can changes These students. and children of achievements the function of manager. There is also no adequate system for attracting for There is also no adequate system the function of manager. and management determining the pedagogical are no suitable criteria for activities to contribute to the quality assurance of the work of school of school work assurance of the to the quality to contribute activities of associa activities legislation, more expedient apparent in improved rel of conceptualisation better and production literature richer tions, the few one of are thus We policy. education for support provide that principal; school principals must be supported to optimally perform their perform principal; school principals must be supported to optimally principals and education institutions, and especially of the educational of the and especially principals and education institutions, prescribed for primary and secondary schools (as well as student dor as student well (as schools and secondary primary for prescribed principals. This is particularly the last 20 years. in Croatia for principal has increased principals must be defined based on good practice examples and to the examples and to good practice principals must be defined based on future changes that are expected in education. This especially refers to refers in education. This especially that are expected future changes education institutions. of school principals need to be taken into account after they have left left have into account after they of school principals need to be taken development for the office; and continuous support must be provided of the profession. evant documents. However, there has been a lack of concrete activities there has been a lack of concrete activities documents. However, evant duties; the status of school principals must be strengthened; the qualities competences of candidates. None of the important elements related to competences of candidates. None would allow a selection of higher-quality candidates. Obtaining a license Obtaining a candidates. higher-quality of selection a allow would 5.1. RE-DEFINING THE ROLE OF SCHOOL PRINCIPALS SCHOOL OF THE ROLE 5.1. RE-DEFINING School principals are currently not trained for the purpose of assuming not trained for School principals are currently In line with the global trends in the theory and practice of school man- trends in the theory and practice In line with the global European countries that still entrusts the management of education of education that still entrusts the management European countries In order to professionalise the work of school principals, the following of school principals, the following the work In order to professionalise The role of school principals in pre-tertiary education institutions has not This results in the need for changes that are in the interest of school that are in the interest of school changes This results in the need for The undisputable importance of management for the fulfilment of ed of fulfilment the for management of importance The undisputable

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PRIMARY EDUCATION AND SECONDARY EDUCATION 95 - - , National Council for Education Council for : MSES, National : MSES, AZOO/ETTA student dormitories). - of the Croatian educa the development for and the strategy/vision tion system. the system (kindergartens, secondary schools, primary schools, the system pals education institutions defined standards (relevance, clarity, objectivity, measurability). measurability). objectivity, clarity, (relevance, defined standards education institutions documents regulating the role of school principals in all parts of the role of school principals in all documents regulating Prepare competence standards for school princi- MEASURE 5.2.1. Prepare competence standards for Define the role of school principals. Prepare the role of school principals. Define MEASURE 5.1.1. Level of harmonisation with the defined role of school principals of harmonisation with Level : Expert team in the area of managing/running IMPLEMENTATION of quality of prepared and adopted. Level : Standards INDICATORS : Expert team in the area of managing/running : Expert team in the area of managing/running IMPLEMENTATION and adopted prepared : Documents INDICATORS BODYCOMPETENT BODYCOMPETENT ity indicators; the preparation of licensing programmes; and a greater preparation of licensing programmes; ity indicators; the responsibilities; a more efficient distribution of work among educational work efficient distribution of responsibilities; a more responsibilities related to: the quality of education; teaching and learning; quality of education; related to: the responsibilities staff; the preparation of competence standards; the launching of suitable of competence standards; the launching staff; the preparation training programmes for future school principals; the defining of qual- future school principals; for training programmes of school principals. autonomy the ability to define a vision; monitoring and evaluation of the educa evaluation monitoring and to define a vision; the ability management; human potential student achievements; tional process; of school defining the role institutions. Re- with other and cooperation the scope and limits of the area covered by the standards reduces the the reduces standards the by covered area the of limits and scope the the position, professional development and evaluation. The defining of The defining and evaluation. development the position, professional principals will result in: a clearer understanding of their obligations and of their obligations understanding will result in: a clearer principals possibility of irregularities in the election procedure for school princi procedure for possibility of irregularities in the election the role of school of contributing to the professionalisation pals, thereby principals. principals’ education, training, licensing, (re)election, introduction into (re)election, principals’ education, training, licensing, PRINCIPALS 5.2. PREPARING COMPETENCE STANDARDS FOR SCHOOL SCHOOL FOR STANDARDS COMPETENCE 5.2. PREPARING values of future school principals. They provide the basis for school school for the basis provide of future school principals. They values Competence standards define the compulsory knowledge, skills and and skills knowledge, compulsory the define standards Competence • • ASHE / : MSES, AZVO ASHE ASHE / : AZVO : MSES mentation of the evaluation. school principal and adopt criteria and instruments for the imple- school principal and adopt criteria and instruments for BODYschool principals COMPETENT specialist education tional education and training of school principals tional education and the accreditation process. education institutions education institutions Develop a system for evaluating the work of the of the the work evaluating for a system MEASURE 5.4.1. Develop Adopt a syllabus for the education and training of for a syllabus 5.3.3. Adopt MJERA Accredit institutions that would implement institutions that would MEASURE 5.3.2. Accredit Create the legal preconditions for the institu- for Create the legal preconditions MEASURE 5.3.1. : Relevant higher education institutions : Relevant IMPLEMENTATION programmes adopted : Specialist INDICATORS : Expert team in the area of managing/running : Expert team in the IMPLEMENTATION : Legal acts adopted INDICATORS / : AZVO IMPLEMENTATION of quality of institutions. Level of accredited : Number INDICATORS BODYCOMPETENT BODYCOMPETENT being qualified to assume the position of school principal, based on an of school principal, based on an being qualified to assume the position implementing acts. looked upon in the context the of professionalisation of the position of the position the of professionalisation upon in the context looked revocation of the licence, the responsibility of the role of school prin- of the licence, the revocation standards. The first (basic) licence would be obtained prior to assuming would be obtained prior to assuming standards. The first licence (basic) specialised institutions. The whole subject matter of the education The whole specialised institutions. the performance of the school principal’s duties. The licence should be duties. The licence should be of the school principal’s the performance appropriate legal provisions. and regulated by the position. The obligation of licensing could be determined during the position. The obligation of licensing could be determined during and training of future school principals must be regulated by law and law by school principals must be regulated and training of future procedure, the issuing and renewal of the licence must be well-devised be well-devised of the licence must procedure, the issuing and renewal principal must be institutionalised within the framework of within the framework principal must be institutionalised of school principal. By conducting periodic licensing and by possible possible conducting periodic licensing and by of school principal. By objective validation of the level of training according to competence of training according to competence of the level validation objective cipal would be strongly highlighted. The licensing programme and and programme licensing The highlighted. strongly be would cipal 5.4. PREPARATION OF A LICENSING PROGRAMME AND PROCEDURE LICENSING PROGRAMME A OF 5.4. PREPARATION 5.3. INSTITUTIONALISATION OF THE EDUCATION OF FUTURE FUTURE OF THE EDUCATION OF 5.3. INSTITUTIONALISATION SCHOOL PRINCIPALS SCHOOL The development of a school principal licence will provide evidence of of evidence of a school principal licence will provide The development The education and training of candidates for the role of school the role of school of candidates for and training The education • • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 97 - not only to students with difficulties to students with difficulties not only ,54 : MSES : MSES /NCEE : NCVVO : MSES IMPLEMENTATION licensing developed tion and retaining of the license to work in education institutions in education tion and retaining of the license to work of school principals with issued licences. ational. Percentage gramme and Procedure petence framework for school principals; instruments prepared. prepared. principals; instruments school for petence framework of the work of school principals. Level of alignment with the com- of alignment Level of school principals. of the work dinance on Licensing) and mechanisms for the implementation of the implementation and mechanisms for dinance on Licensing) Launch a system of (re-)licensing for the acquisi- for of (re-)licensing MEASURE 5.4.3. Launch a system Prepare the Ordinance on the Licensing Pro- Prepare the Ordinance MEASURE 5.4.2. , National Council for Education for Council , National : AZOO/ETTA IMPLEMENTATION evaluation the for established procedures and Criteria : INDICATORS , National Council for Education for Council : MSES, National IMPLEMENTATION - adopted, legal acts adopted (Or : The licensing model INDICATORS is oper- the system to which : Assessment of the extent INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT Assessment of the extent to which the system is operational. the system to which extent Assessment of the system of support for children and students, which brings together brings together children and students, which of support for system successful schools (at the micro-level) pay special attention to providing special attention to providing pay the micro-level) successful schools (at students support to individual systems is student- oriented intervention at the school level. Such inter Such level. school the at oriented intervention student- is systems achievements, the development of their personal potential and their and their of their personal potential the development achievements, of a comprehensive within this area is the provision the main objective and gifted students, but to everyone. achievements. For this reason, both successful education systems and systems education both successful reason, this For achievements. for providing additional support to students in order to enhance their to students support additional providing for overall well-being. However, these forms are not systematic. Therefore, Therefore, are not systematic. these forms However, well-being. overall career counselling, as well as specific support for children/students with children/students for support specific as well as counselling, career difficulties and gifted children/students. currently provided, focusing on the improvement of their educational on the improvement focusing provided, currently Such mechanisms include learning support, psychological support and include learning support, psychological mechanisms Such various support mechanisms within education institutions and beyond. beyond. and institutions education within mechanisms support various vention establishes mechanisms for identifying learning difficulties and identifying learning establishes mechanisms for vention SUPPORT SYSTEM SUPPORT In the Croatian education system, several forms of student support are forms several In the Croatian education system, One of the most effective forms of enhancing the quality of education One of the most effective OBJECTIVE 6: DEVELOP A COMPREHENSIVE STUDENT STUDENT COMPREHENSIVE A 6: DEVELOP OBJECTIVE • • - , founders of early childhood and pre- of early : MSES, founders : MSES : MSES IMPLEMENTATION compulsory implementation of procedures for early identification early for compulsory implementation of procedures of possible compulsory implementation of identification ised procedures for early identification of children’s special educa- identification of children’s early ised procedures for itation professionals, speech and language pathologists, and mobile pathologists, and mobile speech and language itation professionals, school education institutions, founders of primary schools school education institutions, founders on the Enrolment of school (Ordinance to attend primary readiness panel is composed of psychologists, ry school, so that the expert and diagnostic instruments (in early childhood and pre-school and diagnostic instruments (in early appropriate standardised procedure and diagnostic instruments (in appropriate standardised procedure and tions implementing the early identification procedure tions implementing the early tional needs. and primary schools for the implementation of standardised proce- and primary schools for psychophysical maturity of children for school by applying the applying school by maturity of children for psychophysical primary schools). pathologists who have been trained for the application of standard- been trained for have pathologists who of possible difficulties with children between three and five and three between of possible difficulties with children education institutions); expert members of mobile expert teams members of mobile expert expert prima- readiness to attend determining children’s panel for expert speech and language and educational rehabilitation professionals expert teams) with financial and spatial conditions in kindergartens with financial and teams) expert difficulties of children during the process of determining the difficulties of children during the process dures for early identification of children’s difficulties identification of children’s early dures for years of age by applying the appropriate standardised procedure applying by of age years Change the procedure for determining children’s determining children’s for the procedure MEASURE 6.1.2. Change Provide staff (psychologists, educational rehabil- staff (psychologists, MEASURE 6.1.1. Provide : School principals, school support staff and : School principals, school support staff IMPLEMENTATION of pre-school and primary education institu- : Number INDICATORS Children in Primary Schools) by regulating the composition of the regulating the composition of the by Children in Primary Schools) BODYCOMPETENT BODYCOMPETENT — — hancement, as well as for creating the conditions for the high-quality the high-quality the conditions for creating as for hancement, as well in a child’s social environment) is of crucial importance for timely and timely importance for is of crucial social environment) in a child’s include a support system for children focused on the fulfilment of every every of on the fulfilment children focused for include a support system needs and possible developmental identification of children’s ment early system of early identification, regardless of whether they are included in whether they identification, regardless of early of system this objective, it is necessary to ensure the following: it is necessary to ensure this objective, effective early intervention, problem prevention and mental health en- and mental problem prevention intervention, early effective early childhood and pre-school education programmes. In order to fulfil pre-school education programmes. childhood and early education of every child. All pre-school children must be included in the child. All pre-school education of every child’s specific needs. It is therefore essential to systematically imple systematically to essential therefore is It needs. specific child’s risks (including risks developmental of identification Early difficulties. DIFFICULTIES OF CHILDREN OF DIFFICULTIES IDENTIFICATION OF DEVELOPMENTAL NEEDS AND POSSIBLE AND NEEDS DEVELOPMENTAL OF IDENTIFICATION 6.1. ESTABLISHING STANDARDISED MECHANISMS FOR EARLY EARLY FOR MECHANISMS STANDARDISED 6.1. ESTABLISHING An education system based on equal educational opportunities must opportunities must on equal educational based system An education • • — —

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PRIMARY EDUCATION AND SECONDARY EDUCATION 99 - - : Expert : Kindergartens IMPLEMENTATION monitoring psychophysical development, parent counselling and development, monitoring psychophysical support to gifted children in kindergartens Establish mechanisms for early intervention, intervention, early MEASURE 6.2.1.Establish mechanisms for : Amendment of the Ordinance on the Enrolment of on the Enrolment of the Ordinance : Amendment INDICATORS Children in Primary schools. Children BODYCOMPETENT be plan-driven and evaluated. In addition, kindergartens must provide must provide In addition, kindergartens and evaluated. be plan-driven kindergartens need to play a key role in coordinating and implementing a key kindergartens need to play kindergartens and meeting their specific needs, it is essential, upon iden- kindergartens and meeting their specific nisms for identification, intervention, counselling and monitoring must identification, intervention, nisms for natural and inclusive environment as much as possible. Expert teams in environment natural and inclusive is being enrolled. ly important. It is also essential to provide assistance and support in a assistance and support essential to provide also is important. It ly regard to children’s transition to other institutions (from kindergartens to regard to children’s social care and protection. In the early childhood and pre-school period, In the early social care and protection. support system to be comprehensive, it is essential to provide support withsupport provide to essential is it comprehensive, be to system support the child and obligatory cooperation with institutions in which schools) systematic, timely, expert and interdisciplinary assistance and support to expert timely, systematic, systems responsible for children and their rights (social welfare, health welfare, children and their rights (social responsible for systems specific forms of support to gifted children. specific all activities since they are in day-to-day direct contact with children and are in day-to-day since they all activities includes to children their parents. The assistance and support provided as well as to children from socially vulnerable groups and their parents. socially as to children from as well and expert needs, to establish timely, developmental tifying children’s the foundations are laid both for the comprehensive future development development future comprehensive the for both laid are foundations the parents is of particular importance,to children with difficulties and their parents, with the aim of raising the quality of parenthood and the quality participants in early childhood and pre-school education, as well as other childhood and pre-school education, as well participants in early of life of the child in the family, especially for parents of children withchildren of parents for especially family, in the the child of of life education system and inter-sectoral cooperation is therefore especial is therefore and inter-sectoral cooperation education system od in the development of an individual and is therefore subject to special and is therefore of an individual od in the development support Systematic education. their of quality the for and individual an of difficulties and those from socially vulnerable groups. In order for the for order In groups. vulnerable socially from those and difficulties care and the judiciary). Cooperation between all institutions within the all institutions within Cooperation between care and the judiciary). continuous support that includes early intervention, the monitoring of a intervention, continuous support that includes early and parent counselling. The mecha- development psychophysical child’s FOR CHILDREN AND STUDENTS IN EDUCATION INSTITUTIONS IN EDUCATION AND STUDENTS CHILDREN FOR Systematic care for the needs of children and their parents includes all care for Systematic - MONITOR INTERVENTION, EARLY MECHANISMS FOR ING, COUNSELLING AND OTHER FORMS OF SUPPORT FOR FOR SUPPORT OF AND OTHER FORMS COUNSELLING ING, CHILDREN AND PARENTS IN KINDERGARTENS IN AND PARENTS CHILDREN The early childhood and pre-school period is an extremely important peri period is an extremely childhood and pre-school The early 6.2. ESTABLISHMENT OF A COMPREHENSIVE SUPPORT SYSTEM SYSTEM SUPPORT COMPREHENSIVE A OF 6.2. ESTABLISHMENT With a view to ensuring systematic support to children and parents in support to systematic to ensuring a view With • - - : Schools individual counselling of students by a psychologist (at the school (at a psychologist by counselling of students individual monitoring, individual counselling and professional informing of informing counselling and professional monitoring, individual ment and parent counselling. ment and individual counselling. Number of hours of individual counsel- of hours of individual counselling. Number individual students and parents with the school psychologist, homeroom students and parents with the school psychologist, students and their parents by the homeroom teacher with regard to students and their parents by at school; school success and other aspects of life teams in kindergartens teacher, teachers and other educational staff teachers teacher, tional staff trained - develop of psychophysical the monitoring intervention, early for or student dormitory) developing metacognitive, social and metacognitive, developing or student dormitory) counselling), as guidance (career emotional skills and professional well as parent counselling; well with regard to the learning of different subjects. with regard to the learning of different individual counselling of students and their parents by teachers counselling of students and their parents by individual Organise a system of individual counselling of of individual MEASURE 6.2.2. Organise a system : Number of kindergartens with effective mechanisms with effective of kindergartens : Number INDICATORS - teachers and other educa : School psychologists, IMPLEMENTATION used the possibility of of students who : Number INDICATORS BODYCOMPETENT — — — kinds of support to students, it is necessary to establish a mechanism for to establish a mechanism for kinds of support to students, it is necessary identification, monitoring and counselling of students and their parents,identification, monitoring and counselling normally allow and they often come into conflict with their environment. environment. their with conflict into come often they and allow normally scarce occupations). Due to this, a great number of children and youth, youth, and of children number great this, a to Due occupations). scarce sion about their further education. The selection of secondary and highersion about their further education. The the success of these students at school and for their personal well-being. students at school and for the success of these making the right Simultaneously, goals. also the realisation of their life as being well-informed as well the realistic assessment of their abilities, career of organised and well-structured adequate support in the form ties usually achieve significantly poorer results than their abilities would their abilities poorer results than significantly achieve ties usually particularly those who cannot receive help in their own families, need help in their own cannot receive those who particularly education not only largely affects their future academic success, but but success, academic future their affects largely only not education in (especially employment and education further for possibilities the of counselling in order to make the right decision. the counselling in order to make decision requires the identification of their own interests and motivation, motivation, and own interests of their the identification requires decision which includes the following: which Students who lack developed methods for effectively coping with difficul with coping effectively for methods lack developed who Students MECHANISMS FOR IDENTIFICATION, COUNSELLING AND AND COUNSELLING IDENTIFICATION, MECHANISMS FOR DORMITORIES STUDENT AND IN SCHOOLS MONITORING In order for schools and student dormitories to be able to provide these schools and student dormitories to be able to provide In order for Coping with these challenges appropriately is therefore essential both for for essential both is therefore appropriately Coping with these challenges At the end of primary and secondary education, students must make deci make must students education, secondary and primary of end the At • — — —

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PRIMARY EDUCATION AND SECONDARY EDUCATION 101 : Schools experts, trade : MSES experts, : MSES IMPLEMENTATION , schools, education centres for students : MSES, schools, education centres for ber of hours of teachers’ work. ber of hours of teachers’ half-day school attendance during which the extended expert pro- expert the extended school attendance during which half-day number of hours of teachers’ direct educational work with students work direct educational hours of teachers’ number of ling. Number of schools implementing the individual counselling counselling the individual of schools implementing ling. Number selling of students with difficulties and their parents with a speech selling of students with difficulties rehabilitation professional unions gogues, educational rehabilitation professionals in schools; mobile rehabilitation professionals educational gogues, and language pathologist, a social pedagogue and/or a educational and/or a social pedagogue pathologist, and language programme. expert teams expert cedure is carried out cooperative institutions cooperative Organise a system of additional individual coun- of additional individual MEASURE 6.2.4. Organise a system Provide human, financial and spatial resources for human, financial and spatial resources 6.2.5. Provide MJERA with difficulties, school founders with difficulties, school vidual counselling. Number of hours of individual counselling. of hours of individual vidual counselling. Number Include counselling work with students into the students into the with work 6.2.3. Include counselling MEASURE - pathologists, social peda and language : Speech IMPLEMENTATION who used indi- of students with difficulties : Number INDICATORS : Adequate solutions in regulations defining the num- solutions in regulations : Adequate INDICATORS : School professionals and/or professionals in professionals and/or : School professionals IMPLEMENTATION BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT between schools, student dormitories and other institutions (between between between all participants in the process of identifying, monitoring and of process in the all participants between health centres, Ministry of Interior, etc.). health centres, Ministry of Interior, ries; between schools/student dormitories and social welfare centres, centres, welfare social and dormitories schools/student between ries; support to students with difficulties, as well as systematise cooperation well as as support to students with difficulties, supporting students with difficulties. This implies, on the one hand, This implies, on the one hand, supporting students with difficulties. student or school the within mechanisms cooperation strengthening aimed at all students, students with difficulties must also be provided also be provided students with difficulties must aimed at all students, them with adequate professional guidance. It is necessary to establish is necessary to establish guidance. It them with adequate professional of academic, emotional and social additional forms systematise and/or port mechanisms aimed at all students. Therefore, besides counselling besides counselling students. Therefore, at all port mechanisms aimed pathologist and/or educational rehabilitation professional, primarily in primarily rehabilitation professional, educational pathologist and/or - schools and student dormito primary and secondary schools; between - general sup to specific mechanisms in addition opportunities requires expert team). On the other hand, this implies strengthening cooperation On the other hand, team). expert order to meet the specific needs related to their difficulties and to provide to their difficulties and to order to meet the specific needs related dormitory (between staff, parents and the teachers, other educational children and youth. Empowering them and providing them with equal them and providing Empowering children and youth. with additional counselling with a social pedagogue, speech and language speech and language pedagogue, with additional counselling with a social Students with difficulties represent a particularly vulnerable group of vulnerable group with difficulties represent a particularly Students • - : Schools, student dormitories , local and regional self-gov , local and regional : MSES, AZOO/ETTA ber of students included in half-day school attendance during school attendance half-day included in ber of students local and regional self-government units local and regional self-government ries, teachers, other educational staff aspects of the work of education assistants. Number of recruited, of education assistants. Number of aspects of the work trained and licensed education assistants. curriculum dormitory) these into the school (student approving, recruiting, funding, training and licensing education recruiting, funding, training approving, assistants port groups for students with difficulties in their school curricula. students with difficulties port groups for ernment units - Num is carried out. procedure expert the extended during which which the extended expert procedure is carried out. procedure expert the extended which Number of students involved in the work of peer support groups. in the work of students involved Number Launch peer support groups and incorporate MEASURE 6.2.7. Launch peer support groups and incorporate Establish an equitable and effective system for system and effective Establish an equitable MEASURE 6.2.6. : Number of schools with half-day school attendance attendance school with half-day of schools : Number INDICATORS : Expert team composed of experts from MSES, of experts : Expert team composed IMPLEMENTATION that regulates all relevant of an ordinance : Adoption INDICATORS in schools and student dormito- : Professionals IMPLEMENTATION incorporated peer sup- of schools that have : Number INDICATORS BODYCOMPETENT BODYCOMPETENT , schools, student dormitories and relevant services in services and relevant , schools, student dormitories AZOO/ETTA be ensured that all schools systematically and continually organise the organise the and continually be ensured that all schools systematically zette', No 87/08, 86/09, 92/10, 105/10, 90/11, 5/12, 16/12, 86/12 and 94/13) 94/13) and 86/12 16/12, 5/12, 90/11, 105/10, 92/10, 86/09, 87/08, No zette', manner and in accordance with students' real needs. It should therefore should therefore manner and in accordance with students' real needs. It and additional instruction in accordance with students' real needs; b) schools) implement remedial and additional instruction in a systematic systematic implement remedial and additional instruction in a schools) occasional or continual problems in mastering the subject matter, solving real needs; c) in accordance with students' subjects, topics or activities, to learn), (learning how support to students in acquiring metacognitive social and emotional skills. students who show special interest in a certain subject or educational special interest in a certain subject or educational show students who following: a) remedial instruction for students who need assistance in need assistance in students who remedial instruction for a) following: extra-curricular activities for students who show interest in certain interest in certain show students who for activities extra-curricular content. However, only a small number of schools (mainly secondary secondary a small number of schools (mainly only content. However, explicitly obliges schools to organise remedial instruction for students students schools to organise remedial instruction for obliges explicitly who need assistance in learning, as well as additional instruction for for instruction additional as well as learning, in assistance need who STUDENT DORMITORIES STUDENT LEARNING SUPPORT MECHANISMS IN SCHOOLS AND AND IN SCHOOLS MECHANISMS SUPPORT LEARNING The Act on Education in Primary and Secondary Schools ('Official Ga- Schools ('Official on Education in Primary and Secondary The Act • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 102 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 103 - - experts, trade experts, : MSES : MSES IMPLEMENTATION : Schools : Schools ber of hours of teachers’ work ber of hours of teachers’ held related to remedial instruction, additional instruction and held related to remedial instruction, additional rated them in the school curricula. staff remedial instruction, additional instruction and extra-curricular and extra-curricular remedial instruction, additional instruction staff unions tive, emotional and social skills are incorporated into curricula of emotional and social skills are incorporated tive, prepared programmes for of schools that have all schools. Number al instruction and extra- curricular activities. Number of lessons Number activities. curricular al instruction and extra- tion and extra-curricular activities into the number of hours of into the number activities tion and extra-curricular students with work direct educational teachers’ activities in accordance with students’ real needs. Number and students’ real needs. Number in accordance with activities tion, additional instruction and extra-curricular activities in accord- activities and extra-curricular tion, additional instruction real needs ance with students’ percentage of students included in additional instruction, remedi of students included in additional instruction, percentage extra-curricular activities. extra-curricular them into the school emotional and social skills and incorporate developing metacognitive, emotional and social skills and incorpo- emotional metacognitive, developing curriculum Create programmes for developing metacognitive, metacognitive, developing Create programmes for 6.2.10. MJERA Ensure regular implementation of remedial instruc- Ensure regular implementation 6.2.9. MJERA - additional instruc instruction, 6.2.8. Include remedial MEASURE : Elements regarding the development of metacogni- : Elements regarding the development INDICATORS : School principals, teachers, other educational : School principals, teachers, other educational IMPLEMENTATION : Adequate solutions in regulations defining the num- solutions in regulations : Adequate INDICATORS : Percentage of schools regularly implementing of schools regularly : Percentage INDICATORS : School principals, teachers, other educational : School principals, IMPLEMENTATION BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT adapted to children and students with difficulties in terms of facilities, the necessary specific equipment. of them have a few and only additional support in schools and student dormitories. Such support in- additional support in schools and student dormitories. Such programme and learning through a special programme. dents with difficulties is prejudice, which still exists equally among chil- among equally exists still which prejudice, is difficulties with dents asstaff, educational other and principals school teachers, students, dren, institutions are still not adequately education Moreover, difficulties. cludes individualised teaching and learning, learning through an adaptedcludes individualised difficulties, it is necessary to establish a systematic form of high-quality systematic a to establish it is necessary difficulties, well as among parents of children and students without developmental and students without developmental as among parents of children well It is therefore necessary to transform kindergartens, schools and student kindergartens, necessary to transform is therefore It In order to facilitate the development of the potential of students with of the potential of students In order to facilitate the development The main obstacle to the full integration/inclusion of children and stu • - , local and regional self-government units, self-government : MSES, local and regional , kindergartens, schools, student : AZOO/ETTA by the Ordinance on Ensuring Access to Buildings to Persons with to Persons to Buildings the Ordinance on Ensuring Access by kindergartens, schools, student dormitories kindergartens, schools, meeting those needs at regular and homeroom classes, in lectures meeting those needs at regular and homeroom and those attending ing the 3rd and 7th class of primary school schools and student dormitories and adapt facilities to children and to children facilities and adapt dormitories student and schools and student Equip kindergartens, schools students with difficulties. tens, schools, student dormitories tens, schools, student equipment. tories equipped with specific modern and employees of kindergartens, schools and student dormitories of kindergartens, schools and student dormitories and employees students with difficulties, and to the specific needs of children and student dormitories in to the role of kindergartens, schools and and workshops teachers, as their parents, well the 2nd class of secondary school, as the inclusion of children and students with tion programmes for professionals in early childhood and pre-school education, other in early professionals pation of children and students with difficulties in the educational and students with difficulties in the pation of children process. education has been completely adapted to the standards as defined education has been completely educational staff and school principals have completed sensitisa- completed educational staff and school principals have difficulties. dormitories with specific equipment essential for adequate partici- equipment essential dormitories with specific dormitories . Percentage of kindergartens, schools and student dormi- of . Percentage 78/13) No Sensitise all children, students, their parents MEASURE 6.2.12. Sensitise all children, students, their Remove physical barriers in kindergartens, barriers in kindergartens, physical 6.2.11. Remove MEASURE Official Gazette’, Gazette’, (‘Official Mobility with Reduced and to Persons Disabilities : Founders of education institutions, kindergar- : Founders IMPLEMENTATION facilities of pre-tertiary accessibility of all : Physical INDICATORS : Expert teams composed of experts from AZOO/ : Expert teams composed of experts IMPLEMENTATION practitioners , faculties and experienced ETTA attend- : All pre-school children and pupils, students INDICATORS BODYCOMPETENT BODYCOMPETENT sional and continuous process that includes students of all ages, as well as well sional and continuous process that includes students of all ages, ually strive to remove obstacles to their full integration. obstacles to their to remove strive ually technological development and increase Croatia’s international com and increase Croatia’s technological development petitiveness. It is the education system that plays the key role in caring the key that plays is the education system It petitiveness. for gifted students, since it is the only factor that enables systematic factor that enables systematic the only is it students, since gifted for early identification and support for the development of gifted students. for the development identification and support early development of a knowledge society that will facilitate economic and society that will facilitate economic and of a knowledge development dormitories into a friendly environment for children and students withstudents and children for environment friendly a into dormitories contin- which will and valuable equally feel will which they in difficulties, Systematic care for gifted students is strategically important for the the important for gifted students is strategically care for Systematic - gifted students as a profes necessary to organise care for is therefore It • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 105 - - , expert team composed of experts team composed of experts , expert ETTA AZOO/ : MSES : MSES, AZOO/ETTA : MSES : Schools ble work though programmes with different levels of complexity, of complexity, levels though programmes with different ble work interest; and access to specific knowledge resources. interest; and access to specific knowledge identification of potentially gifted students identification of potentially work work; and individual including: optional programmes; group ing, encouraging and monitoring of gifted students students. students students the programmes and forms of work with gifted students. Number gifted students. Number with of work the programmes and forms gifted of schools implementing programmes for and percentage after-school activities; contacts with experts from a specific area of from a specific area contacts with experts after-school activities; pert team, faculties gifted students in order to enable the optimal identification, school that include the mastering of regular or differentiated syllabi or differentiated that include the mastering of regular for the education of gifted students and of experienced practitioners of gifted students and of experienced the education for procedures for the identification of potentially gifted students identification of potentially the procedures for for the education of gifted students and of experienced practitioners the education of gifted students and of experienced for with a tutor; earlier enrolment; acceleration; extra-curricular and extra-curricular with a tutor; earlier enrolment; acceleration; Revise ordinances regulating the education of MEASURE 6.2.16. Revise Organise work with gifted students to ena- with gifted students to MEASURE 6.2.15. Organise work Prepare school work plans for gifted students gifted plans for MEASURE 6.2.14. Prepare school work Develop and/or standardise instruments and standardise instruments and and/or Develop MEASURE 6.2.13. : 2 per cent of students in every school are included in : 2 per cent of students in every INDICATORS ex teams, AZOO/ETTA : Schools, school expert IMPLEMENTATION : Standardised instruments and procedures for the and procedures for instruments : Standardised INDICATORS : IMPLEMENTATION : Revised ordinances regulating the education of gifted : Revised INDICATORS , expert team composed of experts team composed of experts , expert /ETTA : AZOO IMPLEMENTATION : School expert team : School expert IMPLEMENTATION gifted plans for annual work of schools with : Number INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT be adapted to gifted students. be adapted to gifted is necessary to individualise their education so that it is in accordance so that it is their education to individualise is necessary troducing diversified and flexible methods and forms of work that can forms of methods and and flexible troducing diversified as continuous cooperation between all institutions responsible for the for responsible institutions all between cooperation continuous as education of gifted students. education with their aptitudes, abilities and interests. This is only possible by in- possible by abilities and interests. This is only with their aptitudes, In order to facilitate the development of gifted students’ potential, it potential, it of gifted students’ to facilitate the development In order • • • • - - - - - : MSES number of professionals should not be below the number specified the number be below should not number of professionals Standard. Pedagogical in the applicable State itation experts) and (2) teaching staff in early childhood and pre- staff in early and (2) teaching itation experts) student dormitories) so that every kindergarten, primary school, secondary school and kindergarten, primary so that every team that will consist of at least student dormitory has an expert educational rehabil- psychologists, school support staff (pedagogues, school education, primary education and secondary education, so and student dormitories have formed expert teams in accordance expert formed and student dormitories have 2023 in secondary schools and tens and primary schools; and by two professionals. One of the expert team members must be a psy the expert One of professionals. two of dif the provision contain the competences needed for that they pedagogue, depending on the institution’s specific needs. The total depending on the institution’s pedagogue, ferent forms of support to children/students, including support to of support to children/students, forms ferent expert (e.g. speech and language pathologist, social pedagogue) or a pathologist, social pedagogue) speech and language (e.g. expert chologist, whereas the other must be an educational rehabilitation chologist, whereas children/students with difficulties and to gifted children/students with children/students with the number of children and students (by 2020 in kindergar- Employ an adequate number of professionals number of professionals an adequate MEASURE 6.3.1 Employ , founders of education institutions , founders : MSES IMPLEMENTATION : All kindergartens, primary schools, secondary schools INDICATORS Prepare/revise competence frameworks for (1) for competence frameworks MEASURE 6.3.2. Prepare/revise BODYCOMPETENT mechanisms for cooperation both within education institutions and with both within education institutions cooperation mechanisms for staff, as well as changes in their initial education and/or continuing continuing in their initial education and/or well as changes staff, as trained professionals in early childhood and pre-school education, teach childhood and pre-school education, in early trained professionals with difficulties in the regular the inclusion of children and students tion of teams in education institutions composed of adequately trained trained of adequately composed in education institutions tion of teams to children and students,direct support Besides providing experts). tion essentialthe and support of forms coordinate all teams will expert these pre-school education, teachers, school principals and other educational pre-school education, teachers, school port to children and students must include the preparation (or revision) revision) the preparation (or port to children and students must include development. professional professionals (psychologists, pedagogues and educational rehabilita pedagogues (psychologists, professionals ers and school principals. This is especially important when it comes to comes it when important especially is This principals. school and ers educational process. childhood and in early all professionals for of competence frameworks other relevant institutions, experts and organisations that take care of care take that organisations and experts institutions, relevant other children and youth. Strategic capacity building in education institutions for providing sup- providing capacity building in education institutions for Strategic SYSTEM FOR CHILDREN AND STUDENTS CHILDREN FOR SYSTEM Furthermore, a comprehensive support system requires adequately adequately requires system support Furthermore, a comprehensive 6.3. BUILDING CAPACITY FOR A COMPREHENSIVE SUPPORT SUPPORT COMPREHENSIVE A FOR CAPACITY 6.3. BUILDING An effective support system for children and students requires the forma the students requires for children and system support An effective • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 106 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 107 - /ETTA : MSES, AZOO : AZOO/ETTA : Higher education institutions implementing : Higher education institutions implementing hood and pre-school education, primary education and secondary education, primary education and hood and pre-school in early childhood and pre-school education, primary education childhood in early mary education and secondary education with the new competence secondary education with the new mary education and them, including support to children/students is incorporated into support staff; higher edu initial and specialist education of school - of profession the development so that it includes programmes for specialist education of school support staff and (2) initial education of school support staff and (2) initial specialist education tion, primary education and secondary education. tion, primary education and secondary and secondary education; National Council for Education Council for and secondary education; National Number of school support staff. for the competence frameworks frame- programmes aligned with the competence adopted new adopted. Competence frameworks for teaching staff in early child- in early teaching staff for frameworks adopted. Competence training of school support staff. Number of new programmes for programmes Number of new training of school support staff. childhood and pre-school education, primary teaching staff in early al competences for the provision of different forms of support to of different the provision al competences for pre-school education, primary education and secondary education, pre-school education, primary education fessional associations/chambers fessional fessional associations/chambers fessional framework, so that the development of professional competences competences of professional the development so that framework, forms of support to children/students of different the provision for education adopted. education and secondary education. cation institutions implementing initial education of teaching staff cation institutions implementing initial of teaching staff in early childhood and pre- school education, pri- childhood and pre- school early of teaching staff in children/students, including support to children/students with support to children/students including children/students, difficulties and to gifted children/students works for teaching staff in early childhood and pre-school educa- early teaching staff in for works with difficulties and to gifted children/students (1) school support staff and (2) teaching staff in early childhood and staff in early (1) school support staff and (2) teaching Enhance the system of professional training of of professional MEASURE 6.3.4. Enhance the system Align (re-define) programmes for (1) initial and programmes Align (re-define) MEASURE 6.3.3. : Expert teams of higher education institutions IMPLEMENTATION programmes aligned with of adopted new : Number INDICATORS : Competence frameworks for school support staff school for frameworks : Competence INDICATORS expert teams, pro- expert /ETTA andAZOO : University IMPLEMENTATION : Number of new programmes for the professional the professional programmes for of new : Number INDICATORS - pro and school experts, , university /ETTA : AZOO IMPLEMENTATION BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT inclusive education and the other for supporting the education of giftedof education the supporting for other the and education inclusive establish two national networks of school support — one for supporting support — one for of school national networks establish two children/students. Establishing an inclusive education support network will require linkingrequire will network support education inclusive an Establishing Besides capacity building of education institutions, it is necessary to Besides capacity building of education institutions, it is necessary to • • s). This network will This network METs). : MSES, AZOO/ETTA units and : Local and regional self-government : MSES, AZOO/ETTA : AZOO/ETTA IMPLEMENTATION : AZOO/ETTA ing inclusive education has been established and forms of coop- and forms education has been established ing inclusive network’s operations and working full-time and working operations network’s - creating an effec (thereby mutual support student dormitories for student dormitories childhood and pre-school education, and teachers. sionals in early area of inclusive education. Persons appointed to be responsible appointed to education. Persons area of inclusive tion of mobile expert teams’ work in every county and the City of in every teams’ work tion of mobile expert tive system of good practice exchange and efficient pathways for and efficient pathways practice exchange of good system tive county offices, : Relevant the City of Zagreb IMPLEMENTATION trainings, organising practice exchange, etc.) practice exchange, trainings, organising for counselling and supervision in the area of inclusive education. counselling and supervision in the area of inclusive for eration have been defined. Annual training plans prepared in the eration have education. or organisation of expert support to kindergartens, schools and support or organisation of expert county departments enced practitioners; relevant that will organise and co- that will organise in AZOO/ETTA network education support maintaining a database, organising and (creating ordinate activities expert team expert dent dormitories and realisation of inclusive the development dent dormitories for cooperation with institutions outside the education system) cooperation with institutions outside Zagreb - the organisa MEASURE 6.3.8. Establish a coordination centre for Establish a network of kindergartens/schools/ Establish a network MEASURE 6.3.7. Establish mechanisms for the provision and/ the provision MEASURE 6.3.6. Establish mechanisms for Establish a coordination centre for the inclusive the inclusive centre for Establish a coordination MEASURE 6.3.5. : In every county, a network of institutions implement- of institutions a network county, : In every INDICATORS : Experts from kindergartens, schools and stu- : Experts from kindergartens, schools IMPLEMENTATION : Expert teams composed of experts from AZOO/ : Expert teams composed of experts IMPLEMENTATION - organisations and experi non-governmental , faculties, expert ETTA - profes school principals, : Training of professionals, INDICATORS / centre established in AZOO : Functional coordination INDICATORS coordinating the national for with one person responsible ETTA Counselling and supervision carried out. Counselling and supervision carried BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT Annual plans prepared for funding kindergartens, schools and stu- funding kindergartens, Annual plans prepared for AZOO/ETTA also function as a system of school and teacher support. of school as a system also function a certain number of education institutions in larger towns into centres into centres towns institutions in larger number of education a certain ( teams expert of mobile network a functional all institutions implementing inclusive education, the transformation of the transformation education, inclusive implementing all institutions of excellence in the area of inclusive education and the establishment ofthe establishment education and inclusive area of in the of excellence • • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 108 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 109 - , AVETAE AVETAE ASHE, ASOO/ : AZOO/ETTA , ASOO/ : MSES, AZOO/ETTA / , AZVO : MSES, AZOO/ETTA bile expert teams at county level established. level teams at county bile expert - (creat that will organise and coordinate activities in AZOO/ETTA trainings and practice ing and maintaining a database, organising students through building their capacity in this area (specific addi- in this area (specific students through building their capacity non-governmental members of expert sionals, school principals); support staff, school principals) and members of relevant non-gov and members of relevant support staff, school principals) research institutes, universities, National Council for Education Council for National research institutes, universities, tional trainings of school support staff, school principals, teachers, tion system with a network of summer and winter schools, courses of summer and winter schools, a network with tion system regional learning’ at the national, ‘advanced and programmes of and local levels - childhood and pre-school education, profes in early professionals into county are transformed per cent of secondary schools in every professionals in early childhood and pre-school education, school in early professionals ernmental organisations establishment of new and development of existing centres for centres for of existing and development establishment of new organisations; National and University Library and other libraries and University organisations; National exchange...) counselling, supervision) development into centres of excellence for the education of gifted the education for into centres of excellence development the education of gifted students for centres of excellence (from universities and research institutes); practitioners (teachers, practitioners (teachers, and research institutes); (from universities (from universities and research institutes), practitioners (teachers, practitioners (teachers, and research institutes), (from universities Provide financial and expert support for the expert support financial and MEASURE 6.3.12. Provide Provide expert support to schools for their their support to schools for expert MEASURE 6.3.11. Provide Establish a coordination centre for the network the network Establish a coordination centre for MEASURE 6.3.10. - supplement or substitute the competi Gradually MEASURE 6.3.9. - of mo work the for centre established : Coordination INDICATORS expert : AZOO/ETTA IMPLEMENTATION in AZOO/ : Functional coordination centre established INDICATORS ETTA the education of gifted students : Experts for IMPLEMENTATION : A minimum of 10 per cent of primary schools and 10 INDICATORS : Experts for the education of gifted students : Experts for IMPLEMENTATION BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT institutions that have developed into centres of excellence in the area centres of excellence into developed institutions that have will also This network and other organisations). institutes, associations schools, universities, research institutes, associations, etc.); education institutes, associations, etc.); education research schools, universities, programmes for the education of gifted students (cooperation between between students (cooperation education of gifted the for programmes function as a system of school and teacher support. function as a system of the education of the gifted; and other relevant institutions (faculties, the gifted; and other relevant of the education of The support network for the education of gifted students will incorporate: of gifted students the education for network The support • • • • - - - AVETAE , the term ‘early school leav , the term ‘early 55 , ASOO/ /ETTA : MSES, AZOO isting centres for working with gifted students that operate outside with gifted students that working isting centres for relevant organisations relevant students (from universities and research institutes); practitioners practitioners institutes); and research (from universities students tion, school support staff, school principals); and members of other and staff, school principals); tion, school support one centre for working with gifted students that operates outside with gifted students that operates working one centre for ex least five of at the development for provided of schools. Support of schools. working with gifted students that operate outside of schools that operate with gifted students working - and pre- school educa childhood in early professionals (teachers, : Support provided for the establishment of at least for provided : Support INDICATORS ; experts for the education of gifted the education for : MSES; experts IMPLEMENTATION BODYCOMPETENT intervention mechanisms and to ensure procedures for reintegrating reintegrating mechanisms and to ensure procedures for intervention include the application manent drop-out. Compensatory measures may ing’ refers to ‘young people who have dropped out of school before the before school of out dropped have who people ‘young to refers ing’ recognition of school-leaving risks, to design and introduce systems systems risks, to design and introduce recognition of school-leaving school leaving must be considered as an important part of education education of part important an as considered be must leaving school in order dropped out of school back into the system have students who statistically defined as a percentage of persons between the ages of 18 and the ages persons between of defined as a percentage statistically since it deprives them of the opportunity for acquiring the knowledge acquiring the knowledge for them of the opportunity since it deprives as their highest educational attainment) and are no longer in education. and are no longer as their highest educational attainment) and skills that are essential for employment and, more generally, for for generally, more and, employment skills that are essential for and to successfully complete their education. The proposed measures will to successfully per- or temporary to related intervention and prevention on focus also policy. It is therefore essential to ensure the existence of systems of early early of systems of existence the ensure to essential therefore is It policy. for registering and monitoring early school leaving, to develop early early to develop leaving, school registering and monitoring early for one, it is particularly important to ensure that all students successfully important to ensure that all students successfully one, it is particularly education level. obstacle to economic development, productivity and competitiveness, as competitiveness, and productivity development, economic to obstacle is the provision of this Strategy one of the main goals Since exclusion. every to education quality of accessibility and opportunities equal of of work or by better involving the local community. better involving or by of work (amounting to only 4.2 per cent), early 4.2 per cent), early to only rate in the EU (amounting school- leaving early means of connecting with the world of education by forms of alternative coping with life more successfully. If early school leaving becomes more more becomes leaving school early If successfully. more life with coping complete their planned educational path at the primary and secondary complete their planned educational path completion of secondary education and are no longer in education’. It is It in education’. and are no longer education completion of secondary widespread, it will become a serious social problem in terms of being an widespread, it will become a serious social social and poverty to related is it since cohesion social disrupting as well Early school leaving can be a serious problem in the life of young people of young can be a serious problem in the life school leaving Early statistical data indicate that Croatia has the lowest that EU statistical data indicate that Croatia has the lowest the fact Despite 6.4. EARLY SCHOOL LEAVING SCHOOL 6.4. EARLY 24 who have not completed primary education (or have primary education have not completed primary education (or have 24 who According to the definition used in the EU According

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PRIMARY EDUCATION AND SECONDARY EDUCATION 110 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 111 , education institu- AVETAE : MSES : MSES : MSES : MSES ing back into the education system information system developed and introduced in all education and introduced developed system information institutions. leaving at the national level, consisting of quantitative and qualita- consisting of quantitative level, at the national leaving leaving. students who are at risk of early school leaving at the level of edu- at the level school leaving are at risk of early students who the specific needs and capabilities of students who are reintegrat- students the specific needs and capabilities of supporting the reintegration of students into the approaches for tions tutes school carried out on the causes of early indicators. Research tive tion of school-leaving risks tion of school-leaving education institutions, the world of work education institutions, the world education system. education institutions, social welfare centres welfare institutions, social education on the causes of early school leaving on the causes of early curricula for the acquisition of relevant qualifications, adapted to the acquisition of relevant curricula for cation institutions (and in cooperation with other institutions) cation institutions (and who are at risk of early school leaving are at risk of early who Develop compensatory mechanisms and flexible compensatory mechanisms and flexible MEASURE 6.4.4. Develop Develop and introduce support measures for and introduce support measures for MEASURE 6.4.3. Develop Implement systematic monitoring and research Implement systematic MEASURE 6.4.2. Develop and introduce a system of early recogni- early of a system and introduce 6.4.1. Develop MEASURE , local and regional self-government units, : MSES, local and regional self-government IMPLEMENTATION and types of established personalised : Number INDICATORS , ASOO/ : AZOO/ETTA IMPLEMENTATION for supporting students models developed : Specific INDICATORS , local and regional self-government units, units, regional self-government : MSES, local and IMPLEMENTATION National defined. school leaving : Elements of early INDICATORS research insti- and public : MSES, universities IMPLEMENTATION school early monitoring established for : System INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT in education institutions, it is essential to re-define the current system system in education institutions, it is essential to re-define the current and work, to prevent unacceptable forms of student behaviour, as well as well of student behaviour, unacceptable forms prevent to and work, forms and types of commending, rewarding and disciplining students and disciplining and types of commending, rewarding forms of preventive measures since it has proven to be insufficiently effective. to be insufficiently it has proven measures since of preventive Education institutions are obliged, in line with their educational role role with their educational in line Education institutions are obliged, Regarding the issue of early school leaving and the broader issues of the the of issues broader the and leaving school early of issue the Regarding 6.5. PREVENTIVE MEASURES • • • • - relating 58 Certain well-devised Certain well-devised 56 : MSES and the Action Plan for the Decade of Roma Inclusion of Roma the Decade Plan for and the Action 57 tion institutions. designed. New system of preventive measures introduced at educa- of preventive system designed. New Re-define the system of preventive measures of preventive system the MEASURE 6.5.1. Re-define : MSES IMPLEMENTATION measures of preventive system and effective : New INDICATORS BODYCOMPETENT by Roma children by using additional support mechanisms. One part of using additional support children by Roma by have often proven ineffective in their application. ineffective often proven have must be organised by means of early intervention, which implies the full which intervention, means of early must be organised by children in quality pre-school education lasting two inclusion of Roma ment of duties, non- fulfilment of obligations and violent behaviour behaviour fulfilment of obligations and violent ment of duties, non- implemented are rarely procedure expert extended measures such as an certain to the criteria applied in imposing it comes institutions when responsibilities and rights of parents, educational staff and students and students rights of parents, educational staff responsibilities and defined. not been appropriately have of behaviour regarding such forms support within the education institution. Another part of the support tion programmes and educational performance: the longer the duration the longer tion programmes and educational performance: to education, access to quality education for Roma is still far from being Roma to education, access to quality education for student through mechanisms for this Strategy this support is ensured by and providing against unacceptable forms of behaviour. Finally, the the Finally, of behaviour. against unacceptable forms and providing a thus having behaviour, a much broader scope of children’s/students’ the education institution. address their causes and consequences in cooperation with students’ students’ with cooperation in consequences and causes their address preventing in cooperation inter-sectoral to regard with approach atic as advise and assist students in solving problems they face. Schools are face. Schools they problems in solving and assist students as advise to measures take problems and social students’ to monitor obliged also positive impact on their behaviour and on their sense of belonging to to of belonging sense on their and behaviour their on impact positive - and a lack of system there is disparity measures. Moreover, preventive for the negative effects of severe social and cultural disadvantage faced social and cultural disadvantage of severe effects the negative for families, social welfare institutions and other competent bodies. and other competent institutions welfare families, social equal. of students in knowledge competitions and sports activities is rewarded. is rewarded. competitions and sports activities of students in knowledge developed. Even in schools were such practices do exist, only the success only do exist, such practices in schools were Even developed. due to their complexity. There is an extreme disparity between education education between disparity extreme an is There complexity. their to due ROMA NATIONAL MINORITY NATIONAL ROMA years. Namely, a correlation exists between attending pre-school educa- between a correlation exists Namely, years. In order to enhance the education of Roma, it is essential to compensate In order to enhance the education of Roma, Preventive measures need to be developed to enable the rewarding of of to enable the rewarding measures need to be developed Preventive In spite of the evident effects of the activities under the National Roma National under the of the activities effects In spite of the evident Plan The system for commending and rewarding students is also insufficiently students is also insufficiently commending and rewarding for The system The current legal definitions of preventive measures due to the infringe measures due of preventive The current legal definitions 6.6. PROVIDING SUPPORT TO CHILDREN AND STUDENTS OF THE THE AND STUDENTS OF CHILDREN TO SUPPORT 6.6. PROVIDING •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 113 - : Local and regional self-gov : MSES , local and regional self-government units : MSES, local and regional self-government , local and regional self-government units self-government : MSES, local and regional bers who have completed a secondary school programme through completed a secondary have bers who integrated pre-school education integrated pre-school education late enrolment (compared to the current figures) late enrolment (compared school education, Roma associations, local self-government units, local self-government associations, school education, Roma centres social welfare school education, Roma associations, local self-government units, units, associations, local self-government school education, Roma centres social welfare the areas where pre-school education institutions are not accessible pre-school education institutions the areas where - previ national minority who programmes to members of the Roma four and the school starting age in two-year quality programmes of in two-year and the school starting age four four and the school starting age in two-year quality programmes of in two-year and the school starting age four education institutions ernment units dropped out of school ously of integrated pre-school education for Roma in existing pre-school in existing Roma education for of integrated pre-school education institutions quality alternative programmes of pre-school education for Roma in Roma programmes of pre-school education for quality alternative (in cooperation with Roma associations, primary schools, etc.) associations, (in cooperation with Roma Provide free late enrolment in secondary school MEASURE 6.6.4. Provide Set up playrooms for pre-school children in for MEASURE 6.6.3. Set up playrooms Establish and fully fund two-year, high-quality fund two-year, MEASURE 6.6.2. Establish and fully Fully fund two-year, high-quality programmes fund two-year, Fully MEASURE 6.6.1. BODY settlements COMPETENT Roma , local and regional self-government units, , local and regional self-government : MSES IMPLEMENTATION minority mem- national : Increased number of Roma INDICATORS : Playrooms in Roma settlements established in Roma : Playrooms INDICATORS : Experts in the area of early childhood and pre- : Experts in the area of early IMPLEMENTATION : Full inclusion of Roma children between the age of age the children between : Full inclusion of Roma INDICATORS : Experts in the area of early childhood and pre- : Experts in the area of early IMPLEMENTATION : Capacity of pre-school education institutions IMPLEMENTATION of age the children between : Full inclusion of Roma INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT be particularly stimulated, which will be regulated by a special ordinance. regulated by will be stimulated, which be particularly members of the Roma national minority, in order to encourage them to in order to encourage national minority, members of the Roma acquire qualifications even after early school leaving. school after early even acquire qualifications the educational performance. It is necessary to establish playrooms for for playrooms establish to necessary is It performance. educational the of the teaching for curriculum A playing. while Croatian language the pre-school children in Roma settlements where children would, learn learn would, children where settlements Roma in children pre-school of students from the Roma national minority in secondary schools must national minority Roma of students from the of attendance (and the higher the quality of programme), the higher higher the programme), of quality the higher the (and attendance of Romani language and culture will also be prepared. Finally, the enrolment the Finally, will also be prepared. and culture language Romani Late enrolment in secondary education programmes will be allowed for for be allowed secondary education programmes will Late enrolment in • • • •

- : MSES and culture BODY and culture COMPETENT guage - lan Romani teaching curriculum for 6.6.5. Prepare a MEASURE : AZOO/ETTA IMPLEMENTATION language Romani teaching prepared for : Curriculum INDICATORS buildings. In addition, the Decision regulates work in one or two shifts in one or two regulates work buildings. In addition, the Decision in education institutions, whereby the preparation of a project must must of a project the preparation in education institutions, whereby for the full inclusion include the fulfilment of the necessary conditions considera into take should and period upcoming the in implemented school equipment; employment of teachers and support staff; and man- of teachers and support staff; school equipment; employment and schools, i.e. to harmonise education institutions with demographic, and schools, i.e. to harmonise education economic and educational variables. geographic, agement of school institutions. agement aimed at the construction of new buildings and renovation of existing of existing buildings and renovation aimed at the construction of new the of needs the and specificities geographic trends, demographic tion and Education Programmes was adopted in 2011(‘Official Gazette‘, No Gazette‘, adopted in 2011(‘Official and Education Programmes was their equipment. The State Pedagogical Standard of Pre-school Education Pre-school of Standard Pedagogical State The equipment. their IT and other prerequisites for the optimal spatial, staff, health, technical, the development of a high-quality, more accessible, more adaptable and adaptable more accessible, more high-quality, a of development the of education institutions, their organisation in a national network and network their organisation in a national of education institutions, of students with physical disabilities. of students with physical in cooperation and in accordance with the needs of the local economy, efficient education system. The Network implies the creation of optimal Network system. The efficient education ensuring adequate working conditions in education institutions. conditions ensuring adequate working - con basis, ensuring equal working education institutions on a common conditions regarding: school size; number of classes; investment in the of classes; investment conditions regarding: school size; number ditions for all education institutions. In order to fulfil this purpose, it fulfil this purpose, it all education institutions. In order to ditions for community. will be necessary to optimise of the network of pre-school institutions of pre-school institutions will be necessary to optimise of the network (‘Official Gazette’, No 63/08 and 90/10) contains regulations stipulating regulations contains 90/10) and 63/08 No Gazette’, (‘Official Sports Halls and School Playgrounds (2013), which is applied to projects projects to applied is which (2013), Playgrounds School and Halls Sports Regulations for the Facilities and Equipment of School Buildings, School and Equipment of School Buildings, the Facilities for Regulations Important preconditions for high-quality education are the availability are the availability high-quality education for Important preconditions The optimisation of the school and programme network should be further The optimisation of the school and programme network The purpose of pedagogical standards is to enhance the operation of is to enhance the operation of standards The purpose of pedagogical The Network of Primary and Secondary Schools, Student Dormitories Dormitories Student Schools, Secondary and Primary of Network The The Ministry of Science, Education and Sports issued the Decision on issued the Decision The Ministry of Science, Education and Sports OBJECTIVE 7: PROVIDE OPTIMAL WORKING WORKING OPTIMAL 7: PROVIDE OBJECTIVE INSTITUTIONS EDUCATION FOR CONDITIONS 70/11). The Network determines the conditions that are to contribute to determines the conditions that are to contribute to 70/11). The Network •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 115 - - - - and due to a continuous decline in 60 59 kindergartens and schools that are very well equipped, whereas some some equipped, whereas well kindergartens and schools that are very has resulted in a decrease in the number of children included in pre-ter- has resulted in a decrease in the number ing pre-tertiary education. The number of primary school children will children primary school number of The ing pre-tertiary education. number of children in Croatia has been systematically decreasing, which decreasing, which systematically number of children in Croatia has been material, staff, technical and other conditions. staff, technical and material, is based on continuous monitoring of the demographic situation and and situation of the demographic continuous monitoring is based on learning, culture and sport. It is also important to encourage the im important to encourage is also sport. It learning, culture and school attendance and that they provide programmes that meet students’ provide school attendance and that they such facilities that are irrationally expensive and whose maintenance is maintenance whose and expensive irrationally are that facilities such specific. There are no clear or strict guidelines for the functional and effi specific. There are no clear or strict guidelines school children. Consequently, what can be expected is the need for a the need for is can be expected what school children. Consequently, to one-shift work transfer spontaneous smaller number of teachers, a stitutions will enable efficient planning and the realisation of spatial, spatial, of realisation the and planning efficient enable will stitutions tions are optimal (state of the buildings, their equipment, etc.). Another tions are optimal (state are provided). The Strategy also aims to ensure that schools are func also aims The Strategy are provided). extended the possibility of offer that they equipped, equally and tionally that the founders of these education institutions have been constructing of these education institutions have that the founders the ensuring of equal opportunities for all children at risk. There are are There risk. at children all for opportunities equal of ensuring the and the potential closing of schools. the number of children, it is expected that fewer children will be enter- that fewer the number of children, it is expected a heavy burden for both the local and state budget. burden for a heavy tiary education. and interests of children and youth. and interests of children provided through the state budget (assuming a sufficient level of funds level a sufficient (assuming through the state budget provided problem is the fact that the working conditions are unequal, thus putting conditions are unequal, problem is the fact that the working plementation of different public needs programmes (for children with- (for public needs programmes plementation of different the needs to meet in order activities and of other education) pre-school population projections at the local level. The network of pre-school in- of pre-school network The at the local level. projections population funding system, and the criteria are insufficiently clear and insufficiently clear and insufficiently and the criteria are insufficiently funding system, formation of schools in the local community into centres for lifelong lifelong centres for schools in the local community into of formation education institutions (kindergartens, schools and student dormitories), institutions (kindergartens,education dormitories), and student schools of them can barely operate under the current conditions. There is no the current conditions. There is no operate under of them can barely clear strategy for capital investment and investment maintenance in the and investment capital investment clear strategy for has been noticed cient construction of pre-school and school facilities. It clearly shows that neither the current network nor the working condi- nor the working network that neither the current shows clearly drastically decrease by 2031, which will also be the case with secondary will also be the case with secondary 2031, which decrease by drastically difficulties, gifted children, national minority children and children in children, national minority children difficulties, gifted which will allow a more efficient (and autonomous) management of funds of management autonomous) (and efficient more a allow will which Besides creating the network, it seems important to enable the trans the enable to important seems it network, the creating Besides It is also necessary to create a network of pre-school institutions that that institutions of pre-school create a network also necessary to is It This Strategy aims to establish a system with an optimal network of of with an optimal network aims to establish a system This Strategy The analysis of the current working conditions in education institutions of the current working The analysis The planned measures must be adapted to demographic trends. The trends. The must be adapted to demographic The planned measures According to population projections to population According - - IN PROGRAMMES EDUCATION ) ) SECONDARY GYMNASIUM ( AND SCHOOL

INSTITUTIONS GRAMMAR - of Croatia, found of the Republic : Government , local and regional self-government units : MSES, local and regional self-government PROVIDING EDUCATION INSTITUTIONS -SCHOOL material and staff working conditions of pre- school institutions by of pre- school institutions working conditions material and staff national level. local and regional self-government units, independent experts local and regional self-government structure of pre-school education by counties/regions. Analyse the the counties/regions. Analyse structure of pre-school education by Prepare guidelines a pre-school network. the creation of for system the situation and guidelines for capacity building the situation and guidelines for for the optimisation of the network of pre-school institutions. of the optimisation of the network for ers of pre-school education institutions counties/regions. Estimate the needs in the pre-school education counties/regions. Estimate the needs Create and adopt the Network of Pre-school MEASURE 7.1.2. Create and adopt the Network Carry out an analysis of the organisation and MEASURE 7.1.1. Carry out an analysis Institutions : Analysis carried out, containing the assessment of carried out, containing the : Analysis INDICATORS , state administration offices, : MSES, AZOO/ETTA IMPLEMENTATION , state administration offices : MSES, AZOO/ETTA IMPLEMENTATION at the of Pre-school Institutions adopted : Network INDICATORS BODYCOMPETENT BODYCOMPETENT PRIMARY

PRE necessary to optimise the network of school institutions and to ensure necessary to optimise the network it is in accordance with the provisions of the state pedagogical standards. of the state pedagogical it is in accordance with the provisions specific developmental needs, as well as the needs of the labour market. well as the needs needs, as developmental specific a special status and make it possible for school facilities to also serve a school facilities to also serve it possible for a special status and make pre-school programmes for along with the current programmes (e.g. tions implies the establishment of a network of institutions that will that will of institutions of a network tions implies the establishment ties to children/students for schooling and the acquisition of core compe the acquisition of schooling and for ties to children/students the labour market. or access to of education the continuation tences for economic needs must be taken into account, as well as the possibilities into account, as well economic needs must be taken equal criteria for selecting primary and secondary schools to be awarded selecting primary and secondary schools to be awarded equal criteria for enable the inclusion of all Croatian children in this education subsystem. of all Croatian children in this education enable the inclusion different purpose or introduce other programmes in school institutions, purpose or introduce other programmes different and demographic, geographic While creating the Network, children). INSTITUTIONS In order to reduce disparities in the system, it is necessary to define define to necessary is it system, the in disparities reduce to order In - into pre-school institu of children of pre-school age Greater inclusion b) To obtain a high-quality primary and secondary education system, it is obtain a high-quality primary and secondary education system, To - ensure equal opportuni conditions will of schooling The harmonisation STITUTIONS 7.1. ESTABLISHING AN OPTIMAL NETWORK OF EDUCATION EDUCATION OF NETWORK AN OPTIMAL ESTABLISHING 7.1. a) • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 117 : Government of the Republic of Croatia, local of the Republic : Government : Government of the Republic of Croatia, local of the Republic : Government , local and regional self-government units self-government : MSES, local and regional local and regional self-government units, independent experts local and regional self-government standards for material and staff working conditions. material and staff standards for regions, containing guidelines for optimisation. Criteria for the optimisation. Criteria for regions, containing guidelines for and regional self- government units government and regional self- and regional self- government units government and regional self- tion institutions and secondary schools providing grammar school providing tion institutions and secondary schools and Secondary Education Institutions Providing Grammar School Grammar Institutions Providing and Secondary Education by counties/regions. conditions in schools working terial and staff optimisation of the school Network adopted. optimisation of the school Network criteria for the optimisation of the school network. the optimisation criteria for (gymnasia) of optimal size. Percentage of schools meeting the of optimal size. Percentage (gymnasia) (gymnasium) programmes (gymnasium) (Gymnasium) Programmes by counties/regions. Analyse the ma- the counties/regions. Analyse Programmes by (Gymnasium) Establish an optimal network of primary educa- of primary MEASURE 7.1.5. Establish an optimal network Prepare an optimal School Network project MEASURE 7.1.4. Prepare an optimal School Network Carry out an analysis of the Network of Primary of the Network Carry out an analysis MEASURE 7.1.3. Estimate the needs in the school education system and define in the school education system Estimate the needs , state administration offices : MSES, AZOO/ETTA IMPLEMENTATION prepared project : Optimal School Network INDICATORS : MSES, state administration offices IMPLEMENTATION primary schools and grammar schools of : Percentage INDICATORS , state administration offices, : MSES, AZOO/ETTA IMPLEMENTATION counties/ by carried out of the Network : Analysis INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT by reducing the number of unnecessary administrative workplaces and workplaces administrative number of unnecessary reducing the by smaller schools and in the areas of special state concern (according to concern (according of special state and in the areas smaller schools their substitution by means of employing school support professionals support professionals school of employing means their substitution by taken into consideration are the possibilities for rationalising the system the system rationalising for are the possibilities into consideration taken for reducing the practice of having inadequately qualified teachers in in qualified teachers inadequately practice of having reducing the for economic, demographic and structural criteria). What also needs to be structural criteria). demographic and economic, (psychologists, pedagogues or educational rehabilitation experts). or educational rehabilitation pedagogues (psychologists, • • •

- - - ), ASOO/ VOCATIONAL CROQF / HKO PROVIDING , state administra- AVETAE ), ASOO/ CROQF , independent experts AVETAE INSTITUTIONS / HKO , local and regional self-government units : MSES, local and regional self-government , local and regional self-government units : MSES, local and regional self-government , local and regional self-government units : MSES, local and regional self-government EDUCATION - the rationalisation/opti needs of regions. Guidelines prepared for school network. misation of the vocational ment units, independent experts regions. Estimate regional capacities for the implementation of the implementation for regions. Estimate regional capacities regions. Carry out an analysis of occupations in demand regarding of occupations in regions. Carry out an analysis gional networks of vocational schools and programmes of vocational gional networks units, independent government tion offices, local and regional self- tional school network and development capacities of vocational schools in counties/ capacities of vocational and development the developmental needs of counties/regions and propose the the developmental practical instruction and linking vocational education and training education and practical instruction and linking vocational preparation of new qualifications standards and corresponding qualifications standards and preparation of new out regarding the alignment of programmes with development out regarding the alignment of programmes with development of Human Potential ( Potential of Human experts cil for the Development of Human Potential ( Potential of Human the Development cil for cational programmes with the development needs of counties/ cational programmes with the development curricula. with the world of work. with the world Prepare a plan for the necessary changes in re- the necessary changes MEASURE 7.1.8. Prepare a plan for Analyse material and staff working conditions material and staff MEASURE 7.1.7. Analyse - of the alignment of vo Carry out an analysis MEASURE 7.1.6. : ASOO/ IMPLEMENTATION carried carried out. Analysis : School capacity analysis INDICATORS , National Council for the Development the Development Council for , National : MSES IMPLEMENTATION - of the voca the optimisation : Guidelines prepared for INDICATORS , sector councils and the National Coun- : MSES, sector councils and the National IMPLEMENTATION prepared. carried out. Recommendations : Analyses INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT - and regional self-govern , state administration offices, local AVETAE SECONDARY

needs of the economy and labour market. The same or similar pro similar or same The market. labour and economy the of needs grammes are implemented at different locations, but real needs based locations, at different grammes are implemented a single pro occupations must be compiled into related grammes for qualification. a given gramme for on demographic and geographic diversity are not taken into account. account. into taken not are diversity geographic and demographic on of Croatia. on the entire territory Such a system is much too expensive and cannot ensure equal quality and cannot is much too expensive a system Such Programmes must therefore be linked — in other words, current pro — in other words, be linked therefore Programmes must PROGRAMMES The current vocational school network system is not in line with the the with line in not is system network school vocational The current c) • • •

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- VOCATIONAL

FOR , local and regional - , state administra AVETAE CENTRES CES ), ASOO/ CCTC, HZZ/ CROQF / , education departments of other AVETAE COMPETENCE / HKO , National Council for the Development of the Development Council for : MSES, National : MSES : MSES : MSES, MRRFEU/MRDEUF CCE, HOK / REGIONAL ministries, HGK ing a tendency toward specialisation in a certain area of work. Clear specialisation in a certain area of work. ing a tendency toward needs of the economy. in counties/regions. nities in the development of vocational education and training in education of vocational nities in the development self-government units self-government admission criteria defined and criteria defined for the implementa- defined admission criteria defined and criteria programmes in line with societal needs and the tion of vocational tion offices, local and regional self- government units, independent units, government and regional self- tion offices, local take care of the development of vocational education and training of vocational care of the development take for vocational education and training vocational for of regional competence centres for vocational education and training vocational of regional competence centres for of Human Potential ( Potential of Human of connection programmes. Level equivalent of schools providing experts cation and training established. Level of reduction of the number cation and training established. Level counties/regions. Establish regional cooperation committees that with the world of work. Percentage of well-equipped schools show of well-equipped Percentage of work. with the world Schools and Programmes Schools and Schools and Programmes Network of Vocational Schools and Programmes of Vocational Network velopment of the national network of regional competence centres of regional competence of the national network velopment Establish an optimal (rational and efficient) and (rational Establish an optimal MEASURE 7.1.10. Prepare a project on the Network of Vocational of Vocational Network on the project 7.1.9. Prepare a MEASURE - participation of local commu MEASURE 7.1.12. Ensure active Human Potential Human : Adoption and implementation of the plan for the de- implementation of the plan for and : Adoption INDICATORS / : ASOO IMPLEMENTATION , National Council for the Development the Development Council for : MSES, National IMPLEMENTATION units self-government : MSES, local and regional IMPLEMENTATION vocational edu- for of institutions : Efficient network INDICATORS : Project prepared for the Network of Vocational of Vocational the Network for prepared : Project INDICATORS : County departments for social affairs, regional : County departments for IMPLEMENTATION Prepare and implement a plan for the development the development MEASURE 7.1.11. Prepare and implement a plan for BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT ESTABLISHING

be established that are connected with the world of work. Their equip- of work. the world be established that are connected with ment and professional staff will be the means of implementing quality staff will be the means of implementing quality ment and professional vocational education and training. vocational Regional competence centres for vocational education and training must vocational competence centres for Regional d) AND TRAINING EDUCATION • • • • / CONDITIONS CCE, HOK / WORKING ADVERSE determining the number of students 61 WITH FACED : MSES , local and regional self-government units : MSES, local and regional self-government , competence centres, schools) CES, competence INSTITUTIONS in the centres with student dormitories. Level of harmonisation of harmonisation student dormitories. Level in the centres with local and regional self-government units, other ministries, inde- local and regional self-government labour market needs. Construct/equip student dormitories in line student dormitories needs. Construct/equip labour market adequacy of accommodation and support for personal and social personal for adequacy of accommodation and support gional competence centres in line with technology development and centres in line with technology development gional competence pendent experts of local community’s responsibility for the quality of work of the of work the quality of for responsibility of local community’s faced with adverse working conditions. Amend regulations in the working faced with adverse faced with adverse working conditions working faced with adverse centres/schools. development. cooperation committees (businesscooperation companies, HGK with the needs of competence centres. with the needs of competence of needs. Level and labour market with technology development Define common criteria for identifying schools criteria common MEASURE 7.1.15. Define Carry out an analysis on school institutions MEASURE 7.1.14. Carry out an analysis : Regional cooperation committees established. Level Level established. cooperation committees : Regional INDICATORS , local and regional self-government units self-government : MSES, local and regional IMPLEMENTATION material equipment of staff and of provision : Level INDICATORS : Analysis carried out, including recommendations : Analysis INDICATORS , state administration offices, , AZOO/ETTA : MSES IMPLEMENTATION Provide staff and material equipment for the re- staff and material equipment MEASURE 7.1.13. Provide / CCTC, HZZ BODYCOMPETENT BODYCOMPETENT SCHOOL ) by the State Pedagogical Standard Pedagogical the State by and as such, they are not required to meet minimum standards as defined are not required and as such, they conditions, it is necessary to define common criteria working adverse areas such as islands, hills and mountains or other areas that are poorly or other areas that are poorly areas such as islands, hills and mountains war). by group of special state concern (affected for obtaining/retaining the status of schools faced with adverse working working the status of schools faced with adverse obtaining/retaining for or classes. Due to special circumstances, a school faced with adverse with adverse a school faced or classes. Due to special circumstances, schools can be considered as facing identifying which of criteria for conditions and incorporate them in the network of all schools. conditions and incorporate them in the network combined classes. The status of schools faced with adverse working working faced with adverse combined classes. The status of schools special regulations. conditions is determined by connected by transport modes, as well as schools in the areas of the first modes, as well transport connected by working conditions may have a smaller number of classes or may form form a smaller number of classes or may have conditions may working Schools faced with adverse working conditions are schools located in conditions are schools located in working Schools faced with adverse e These schools are especially important for the local social community the important for These schools are especially With regard to changes in demographic trends and to the non-alignment in demographic trends and to the regard to changes With • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 121 - - - found of Croatia, Republic of the : Government , local and regional self-government units : MSES, local and regional self-government harmonised regulations. local and regional self-government units, Student Dormitories Dormitories units, Student local and regional self-government schools with aggravating working conditions. Adoption of new of new Adoption conditions. working schools with aggravating school system on the basis of common criteria for identifying identifying common criteria for on the basis of school system conditions. working adverse faced with school institutions ers of education institutions ers of education dormitories by counties/regions. Analyse the material and staff the material and counties/regions. Analyse dormitories by working conditions in student dormitories. working Carry out an analysis of the status of student MEASURE 7.1.16. Carry out an analysis , independent experts : MSES, independent IMPLEMENTATION out singling common criteria for of new : Adoption INDICATORS , state administration offices, , AZOO/ETTA : MSES IMPLEMENTATION BODYCOMPETENT BODYCOMPETENT Association DORMITORIES STUDENT better staff provision, better education programmes, smaller number of better education programmes, smaller better staff provision, been completely and well adapted, and others have been partially adapted partially been have others and adapted, well and completely been high pedagogical standards must be laid down (higher service quality, (higher service quality, standards must be laid down high pedagogical students in bedrooms, better and healthier nutrition, greater safety, etc.). students in bedrooms, better and healthier nutrition, greater safety, schools, and 33 are independent institutions. Student dormitories are usu Student schools, and 33 are independent institutions. the infrastructural, material and staff levels. In addition, basic education levels. the infrastructural, material and staff two to ten students. The dormitories do not have adequately furnished adequately to ten students. The dormitories do not have two lack programmes, they optional and special and equipped facilities for ally located in converted buildings and only seven of them were originally originally were them of seven only and buildings converted in located ally fromstudents in bedrooms ranges and adjusted to needs. The number of ty education and in ensuring the student’s overall development. There are development. overall ty education and in ensuring the student’s programmes need to be defined for student dormitories and adequately for student dormitories and adequately programmes need to be defined people and support to students, parents and schools. proper living rooms, they have old and outdated equipment and they lack old and outdated equipment and they have they rooms, proper living provide support and assistance to students and parents in receiving quali- to students and parents in receiving support and assistance provide occupancy rate being around 6.740 secondary school students and around occupancy rate being around 6.740 external facilities and sports halls. facilities external education system that provide students with accommodation and meals. students that provide education system defined is the network of student dormitories that are well-equipped atwell-equipped of student dormitories that are defined is the network ditions and opportunities for all students, thus reflecting care for young for all students, thus reflecting care ditions and opportunities for constructed to serve the purpose of a student dormitory, five of them have of them have five the purpose of a student dormitory, constructed to serve Student dormitories also play an important role in ensuring equal con dormitories also play Student Student dormitories are education institutions within the secondary secondary the within institutions education are dormitories Student Besides an optimal network of vocational schools, what also needs to be schools, what of vocational Besides an optimal network f) The capacity of the existing student dormitories is 8.702 students, the students, student dormitories is 8.702 The capacity of the existing 56 student dormitories in Croatia, out of which 23 are within secondary of which 56 student dormitories in Croatia, out Within student dormitories, optional and special education programmes student dormitories, Within 1.377 university students university 1.377 • , state admin- AVETAE : Government of the Republic of Croatia of the Republic : Government , local and regional self-government units : MSES, local and regional self-government , local and regional self-government units self-government : MSES, local and regional , state administration offices, local and regional , state administration AVETAE in pre-school and school institutions in counties/regions for the in pre-school and school institutions in counties/regions for facilities new units, other istration offices, local and regional self-government ministries, independent experts in education institutions in counties/regions mitories. Level of alignment with the programme for the establish- the of alignment with the programme for mitories. Level school network. ment of an optimal schools. Provide funds for effective implementation of pedagogical of pedagogical implementation effective funds for schools. Provide school network Association Dormitories units, Student self-government and efficient construction and equipping of kindergartens and BODYtories COMPETENT purpose of constructing, upgrading and renovating the existing or the existing purpose of constructing, upgrading and renovating existing discrepancies. Develop clear guidelines for the functional clear guidelines for discrepancies. Develop existing dormitories regulating material and staff working conditions. and staff regulating material dormitories dormitories. dormitories in the context of the establishment of an optimal of the establishment context dormitories in the Prepare a proposal of measures for reducing reducing MEASURE 7.2.2. Prepare a proposal of measures for Carry out an analysis of the working conditions of the working MEASURE 7.2.1. Carry out an analysis Establish an optimal network of student dormi- MEASURE 7.1.18. Establish an optimal network Prepare a programme for a network of student of student network a programme for 7.1.17. Prepare a MEASURE Preparation and adoption of new uniform standards for the student the student standards for uniform new and adoption of Preparation : Analysis carried out containing recommendations. recommendations. out containing carried : Analysis INDICATORS / , ASOO , AZOO/ETTA : MSES IMPLEMENTATION conditions carried out regarding the working : Analysis INDICATORS , local and regional self-government units : MSES, local and regional self-government IMPLEMENTATION student and well-staffed of well-equipped : Number INDICATORS , AZOO/ETTA : MSES, competent ministries, IMPLEMENTATION of student dor- the network for : Programme prepared INDICATORS BODYCOMPETENT BODYCOMPETENT ASOO/ the system. equipment in education institutions, as well as staff provision within within as staff provision as well equipment in education institutions, equal providing and for system within the education equal development high-quality a in participate to children/students all for opportunities educational process. INSTITUTIONS The harmonisation of working conditions is important for achieving achieving for is important conditions working of harmonisation The There are huge discrepancies when it comes to spatial conditions and when discrepancies There are huge 7.2. HARMONISATION OF WORKING CONDITIONS IN EDUCATION IN EDUCATION CONDITIONS WORKING OF HARMONISATION 7.2. • • • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 123 - - , state admin- AVETAE , state admin- AVETAE : Government of the Republic of Croatia, local of Croatia, Republic of the : Government , local and regional self-government units : MSES, local and regional self-government : Government of the Republic of Croatia, local of the Republic : Government istration offices, local and regional self-government units, other units, other regional self-government local and istration offices, experts ministries, independent independent experts ing extended school attendance ing extended istration offices, local and regional self-government units, other self-government istration offices, local and regional ministries, independent experts standards in all education institutions. standards school institutions included in EU funding. school institutions school attendance will be organised. - the school net units. Preparation of a proposal for self-government and regional self- government units government self- and regional and regional self-government units. Number of pre- school and units. Number and regional self-government tutions with the aim of harmonising working conditions of harmonising working tutions with the aim and regional self- government units government and regional self- provided in the state budget and budgets of local and regional and budgets in the state budget provided facilities. Level of harmonisation of working conditions. of working of harmonisation facilities. Level organising extended school attendance in school institutions by school attendance in school institutions by organising extended counties/regions and prepare a proposal for measures for organis- measures for counties/regions and prepare a proposal for work in towns/cities, municipalities and counties where extended extended municipalities and counties where in towns/cities, work Number of constructed, upgraded and renovated existing or new or new existing upgraded and renovated of constructed, Number Carry out an analysis of the possibilities for of the possibilities for MEASURE 7.3.1. Carry out an analysis Construct and equip pre-school and school insti- Construct and equip MEASURE 7.2.3. , ASOO/ : MSES, AZOO/ETTA IMPLEMENTATION : Analysis carried out and guidelines developed. and guidelines developed. carried out : Analysis INDICATORS : Proposal of measures prepared. Amount of funds INDICATORS , local and regional self-government units, , local and regional self-government : MSES IMPLEMENTATION , ASOO/ : MSES, AZOO/ETTA IMPLEMENTATION : Number of equipped education institutions per year. education institutions per year. of equipped : Number INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT Amount of funds provided in the state budget and budgets of local and budgets in the state budget Amount of funds provided both students and parents. Regarding younger students, organisation in students, younger both students and parents. Regarding implementation of new programmes based on the interests and needs of programmes based on the interests and needs implementation of new local community (i.e. founders of school institutions) is needed regarding is needed of school institutions) local community (i.e. founders the form of extended school attendance is possible. Cooperation with theCooperation with possible. is attendance school of extended the form tion system working in one shift. Extended school attendance must be in in one shift. working tion system one shift in order to facilitate the in troduced in primary schools working possibilities for organising work during school holidays. during organising work possibilities for extended school attendance. Moreover, it is suggested to consider the it is suggested attendance. Moreover, school extended co-funding and identifying the needs and possibilities for introducing introducing and possibilities for co-funding and identifying the needs There is an increasing number of institutions within the primary educa There is an increasing number of institutions 7.3. INTRODUCTION OF EXTENDED SCHOOL ATTENDANCE EXTENDED SCHOOL INTRODUCTION OF 7.3. • • - , local and regional self-government units self-government : MSES, local and regional : MSES in extended school attendance and new duties of educational and of educational duties and new school attendance in extended school attendance in school institutions. Provide the necessary the necessary in school institutions. Provide school attendance facili- with provided of institutions Percentage school attendance. ties. auxiliary technical staff auxiliary sciences in the field of pedagogical tion, experts facilities for the introduction of extended school attendance. of extended the introduction facilities for Gradually introduce programmes for extended extended introduce programmes for Gradually MEASURE 7.3.3. Draft new regulations stipulating teachers’ work teachers’ work stipulating regulations 7.3.2. Draft new MEASURE , teachers : MSES, AZOO/ETTA IMPLEMENTATION extended of institutions implementing : Percentage INDICATORS , National Council for Educa- for Council , National : MSES, AZOO/ETTA IMPLEMENTATION regulations adopted : New INDICATORS BODYCOMPETENT BODYCOMPETENT must be ensured so that they may serve as support centres for early in- early for centres support as serve may they that so ensured be must istry of Science, Education and Sports, Ministry of Health and Ministry of Health Ministry istry of Science, Education and Sports, should become places where children with difficulties attending both both children with difficulties attending should become places where assistance that is education institutions will receive special and formal the formal education system, as well as expert support to parents. The as expert as well education system, the formal educational rehabilitation and diagnostics. These institutions tervention, education. The contribute to the quality of inclusive teams will greatly authority and funds, resulting in better internal organisation and better better and organisation internal in better resulting funds, and authority new oc- The introduction of the education of children with difficulties. procedures and rehabilitation programmes will significantly enhance enhance will significantly procedures and rehabilitation programmes practice in line training must be enhanced in order to bring professional free of charge and rehabilitation procedures, while parents and teachers rehabilitation procedures, while and free of charge for a certain number of special education institutions for children with a certain number of special education institutions for for effective functioning of institutions that provide special programmes programmes special provide that institutions of functioning effective of Social Policy and Youth). It is therefore necessary to distribute tasks, necessary is therefore It and Youth). of Social Policy of special the work expand is necessary to of education rehabilitation. It educational rehabilitation support in providing education institutions by establishment of protective workshops for the training of students for the training of students for for workshops establishment of protective and the labour market occupations that are in line with the needs of life difficulties. Several ministries are competent for these institutions (Min for ministries are competent Several difficulties. cupations and training levels will facilitate access to the labour market. market. will facilitate access to the labour cupations and training levels IMPLEMENTING SPECIAL EDUCATION PROGRAMMES FOR PROGRAMMES FOR EDUCATION IMPLEMENTING SPECIAL will receive expert advice and assistance. Establishing mobile expert and assistance. Establishing mobile expert advice expert will receive work. The introduction of new and up-to-date syllabi, special expert special expert and up-to-date syllabi, of new The introduction work. in the scientific area and achievements with contemporary knowledge will boost prospects for inclusive employment. inclusive will boost prospects for STUDENTS WITH DIFFICULTIES Expert capacities of existing institutions must be strengthened, while while strengthened, be must institutions existing of capacities Expert 7.4. ENHANCEMENT OF THE WORK OF EDUCATION INSTITUTIONS INSTITUTIONS EDUCATION OF WORK THE OF ENHANCEMENT 7.4. Although inclusive education must be encouraged, there remains a need education must be encouraged, Although inclusive • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 125 - : MSES , state administration offices, associa- AVETAE , state administration offices, associa- , state administration AVETAE , local and regional self-government units : MSES, local and regional self-government : MSES , local and regional self-government units regional self-government : MSES, local and : MSES ment provision regarding supplementary teaching materials and regarding supplementary teaching materials ment provision network of education institutions implementing special education institutions implementing special of education network and Regulate obligations with difficulties. children institutions for special programmes for children with difficulties into competence children with special programmes for transformed into competence centres. transformed tions, independent experts programmes. Level of implementation of new teaching aids. Level advisory support services through mobile expert teams services through mobile expert support advisory tions, other ministries, independent experts tions, other ministries, grammes for students with difficulties students with for grammes programmes for children with difficulties. Number of institutions children with difficulties. programmes for programmes for students with difficulties students programmes for funding of institutions implementing special programmes for chil- for implementing special programmes funding of institutions ernment units facilities. existing of renovated employees trained for working in mobile expert teams. Preparation in mobile expert working for trained employees statutes of education institutions implementing special of new of participants’ satisfaction. of education institutions implementing special education pro- special institutions implementing of education dents with difficulties based on their needs BODY dents with difficulties COMPETENT centres for supporting formal education institutions by providing providing institutions by education supporting formal centres for dren with difficulties. Equip existing education institutions for stu- education institutions for MEASURE 7.4.5. Equip existing Prepare syllabi for new qualifications for stu- qualifications new for MEASURE 7.4.4. Prepare syllabi Transform education institutions implementing MEASURE 7.4.3. Transform Distribute tasks, authority and funds between and funds between Distribute tasks, authority MEASURE 7.4.2. Analyse and, if appropriate, revise the network network the revise and, if appropriate, 7.4.1. Analyse MEASURE , local and regional self-gov , AZOO/ETTA : MSES IMPLEMENTATION Number of equipped institutions per year. : Number INDICATORS : MSES, AZOO/ETTA IMPLEMENTATION of Number action plans prepared. : Transformation INDICATORS of equip- of prepared programmes. Level : Number INDICATORS , Ministry of Social Policy and Youth, and Youth, : MSES, Ministry of Social Policy IMPLEMENTATION , Ministry of Social Policy and Youth, and Youth, of Social Policy : MSES, Ministry IMPLEMENTATION of If appropriate, revision carried out. : Analysis INDICATORS IN- and Youth : MSES, Ministry of Social Policy IMPLEMENTATION of Croatia of the Republic of the Government : Decision DICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT , ASOO/ AZOO/ETTA , ASOO/ AZOO/ETTA • • • • • - - : MSES, AZOO/ETTA /ETTA : MSES, AZOO ment centres. self-directed planning self-directed BODYrected planning COMPETENT tres (competence centres) in the area of inclusive education inclusive in the area of centres) tres (competence units government and regional self- plementing special programmes for children with difficulties programmes for plementing special - established expert-develop of centre. Number pert-development expert-development centre. Determine expert-development cen- expert-development centre. Determine expert-development - based on self-di training programmes Develop MEASURE 7.4.7. Define the criteria for obtaining the status of an obtaining the status for the criteria 7.4.6. Define MEASURE : Number of prepared training programmes based on of prepared training programmes based : Number INDICATORS , education institutions im- , education institutions : MSES, AZOO/ETTA IMPLEMENTATION , mentors and advisers, local and advisers, , mentors : MSES, AZOO/ETTA IMPLEMENTATION ex the status of an for obtaining criteria : Defined INDICATORS BODYCOMPETENT institutions. information society (in line with the Programme e-Croatia, 2007). Besides 2007). society (in line with the Programme e-Croatia, information of e-infrastructure and broadband Internet in the development investing in strategic planning and invest institutions, it is necessary to carry out schools: digital beginners, digitally strengthened, digitally capable and capable digitally strengthened, digitally beginners, digital schools: ready for contemporary teaching are the following: connecting schools contemporary teaching are the following: for ready systems. In the area of e-learning, it is essential to launch a coordinated, a launch to essential is it e-learning, of area the In systems. the Digital Agenda pays special attention to the development of e-skills to the development special attention pays the Digital Agenda digitalisation of to ultra-fast Internet; construction of local networks; and teaching in technologies of application the for teachers of training the use of e- services. access for citizens, state administration bodies, education and scientific scientific and education bodies, administration state citizens, for access of electronic content and services. the development is based on proposal and broadband Internet access. The e-School project strategies, and its implementation will significantly the aforementioned tion infrastructure for the educational process, from early childhood childhood the educational process, from early tion infrastructure for the higher education and science and pre-school education through to enhance the operational and educational processes within education enhance the operational and educational processes within education and for support and accessibility; general its and content educational comprehensive and dynamic activity in order to rapidly form into an into an form in order to rapidly activity and dynamic comprehensive EDUCATIONAL PROCESS AND THE SCHOOL OPERATION PROCESS OPERATION THE SCHOOL AND PROCESS EDUCATIONAL E-learning consists of a group of services forming the basic informa the forming E-learning consists of a group of services The activities that will enable schools to become digitally mature and mature and that will enable schools to become digitally The activities The Strategy of the Ministry of Science, Education and Sports for the for of the Ministry of Science, Education and Sports The Strategy 7.5. E-SCHOOL: COMPREHENSIVE INFORMATISATION OF THE THE OF INFORMATISATION E-SCHOOL: COMPREHENSIVE 7.5. 2012–2014 period especially highlights the use of high technology, while while highlights the use of high technology, 2012–2014 period especially According to European benchmarks, there are four maturity levels for for maturity levels to European benchmarks, there are four According • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 127 - - - ) SRCE for operation- for : MSES in the processes taking place within ) for the improvement of school opera- the improvement ) for ICT : CARNet, school : MSES IMPLEMENTATION al processes within education institutions the services of data centres. Level of user satisfaction. the services of data centres. Level founders operation activities. Percentage of education institutions using the of education institutions Percentage operation activities. of user satisfaction. established services. Level BODYes to education institutions COMPETENT education institutions. Percentage of education institutions using education institutions. Percentage Develop services for the use of ICT services for MEASURE 7.5.2. Develop - of servic the provision MEASURE 7.5.1. Establish data centres for : Number of established services supporting school : Number INDICATORS et, University Computing Centre ( Computing : CARNet, University IMPLEMENTATION : Number of established data centres for the needs of data centres for of established : Number INDICATORS BODYCOMPETENT et user base, 83 per cent of schools belong to the two lowest catego lowest belong to the two of schools 83 per cent et user base, include: cooperation between schools in real time; using videoconferenc schools in real time; using between include: cooperation of distance learning or the purposes process for ing during the teaching through (e.g. with other European schools national borders, cooperation stakeholders and founders. stakeholders ries considering the fact that only 17 per cent of Croatian schools are are of Croatian schools 17 per cent only the fact that ries considering schools, such as school operation activities and communication within communication and activities operation school as such schools, services that will enable the use of ICT total funds for common public procurement, as well as faster and easier common public procurement, as well total funds for the school and with the public, which would result in efficient and trans- would the school and with the public, which as a whole. There is a need to establish services based on information and based on information There is a need to establish services as a whole. needs of schools, the school staff, students in line with the tion activities, necessary to develop is therefore It in general. and the education system possibilities provided by broadband Internet access. Such possibilities possibilities Such Internet access. broadband by provided possibilities parent school management, easy monitoring of the staff policy, reduced monitoring of the staff policy, easy parent school management, education institution that are essential for the functioning of the institutioneducation institution that are essential for experimenting from a distance; and cooperation between schools outside schools cooperation between from a distance; and experimenting Learning Programme). the Lifelong funded by e-twinning or projects digitally mature. According to the currently available data from the CAR available the currently to According mature. digitally a few them using only with most of to broadband Internet, connected communication and exchange of e- documents between schools, schools’ of e- documents between communication and exchange communication technologies ( PROCESSES WITHIN EDUCATION INSTITUTIONS WITHIN EDUCATION PROCESSES USE OF ICT FOR OPERATIONAL AND ADMINISTRATIVE AND ADMINISTRATIVE OPERATIONAL FOR ICT OF USE N There are operational and educational processes taking place within theThere are operational and educational • • - - - 62 stakeholders in the education system. stakeholders Quality assurance procedures apply to all institutions and all Quality assurance procedures apply All institutions must develop an internal quality culture and All institutions must develop — — higher level of responsibility of all stakeholders in education. of responsibility of all stakeholders higher level have been tested. However, it is estimated that these procedures are it is estimated that these procedures are been tested. However, have institutional work and better educational outcomes; and (2) ensure a a ensure (2) and outcomes; educational better and work institutional ments are implemented at the national level (national examinations and examinations (national level ments are implemented at the national - enhance the for used sufficiently not are and interrelated inadequately ment of school practice. monitoring of the quality of work of the main stakeholders in the sys the in stakeholders main the of work of quality the of monitoring itive goals in education. This reflects an approach to education policy to education policy This reflects an approach in education. goals itive seems important to connect the existing forms of external and internal of external forms seems important to connect the existing system in Croatia. Neither the evaluation of the system management management system of the the evaluation in Croatia. Neither system assurance system that would: (1) facilitate the integration of various facilitate the integration of various (1) that would: assurance system be the following: would the system according to which decision-making and the defining of development the defining of development decision-making and according to which childhood and pre-school in early professionals principals, tem (school and practice of achieving, upholding and enhancing quality in specific upholding and practice of achieving, and continuous evaluation is based on a permanent It areas of education. of pos of educational practice and the achievement the enhancement potential more effectively. plans are based on relevant and well-argumented indicators. and well-argumented relevant plans are based on evaluation procedures with the purpose of achieving high quality of of quality high achieving of purpose the with procedures evaluation evaluation (as well as develop new ones), and to use their synergistic and to use their synergistic ones), new as develop well (as evaluation erating within the system have been established. There is no systematic systematic is no There established. been have the system within erating the systematic nor has education institutions, of evaluation external staff)education, teachers and other educational been established. of the education system, its institutions and programmes. of the education system, quality nor the monitoring of the efficiency of the work of agencies op- work of of the quality nor the monitoring of the efficiency conducted with the aim of making valid judgements and decisions for and decisions for judgements aim of making valid conducted with the State Matura examinations) and certain models for school self-evaluation self-evaluation school for models certain and examinations) Matura State In this context, the principles for the organisation and functioning of the organisation and functioning of the principles for In this context, Quality assurance is a comprehensive term that refers to the procedures procedures the to refers that term comprehensive a is assurance Quality The Strategy proposes to establish a comprehensive education quality proposes to establish a comprehensive The Strategy There is no clearly structured and coherent education quality assurance structured There is no clearly OBJECTIVE 8: ESTABLISH AN EDUCATION QUALITY QUALITY AN EDUCATION 8: ESTABLISH OBJECTIVE ASSURANCE SYSTEM ASSURANCE Within the framework of quality assurance, systematic analyses are are analyses systematic of quality assurance, the framework Within With the purpose of assuring and enhancing the quality of education, it the purpose of assuring and enhancing the quality of With Various forms of external evaluation of students’ educational achieve educational students’ of evaluation external of forms Various — —

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PRIMARY EDUCATION AND SECONDARY EDUCATION 129 better results and learning outcomes. between education institutions and stakeholders involved. education institutions and stakeholders between its own mechanisms, forms of evaluation and quality monitoring and quality monitoring of evaluation mechanisms, forms its own methods. Both the particularities of the context and the opinions and the particularities of the context methods. Both the into consideration. learning outcomes. role in the education system and among its stakeholders. It uses It and among its stakeholders. role in the education system standards and preparing plans and projects for achieving those achieving for and projects and preparing plans standards the internal capacity to strengthen is essential It standards. planning. and project strategic- guidelines for enhancing the quality of work and for achieving achieving and for of work enhancing the quality guidelines for as a form of positive impact that does not pose a risk, but instead impact that does of positive as a form and experiences of all stakeholders in the system are thereby taken taken are thereby in the system of all stakeholders and experiences authorised external assessment bodies. authorised external encourages positive motivation, networking and cooperation networking motivation, positive encourages environment and material conditions of the institution, human and and material conditions environment as as well programmes and methods, work organisational capacities, establish their own quality system. This includes setting internal setting internal This includes system. quality their own establish and self-evaluation self-analysis, institutions for of education Evaluation results are to be used as corrective mechanisms and results are to be used as corrective Evaluation Quality assurance is not seen as having a controlling or coercive a controlling or coercive Quality assurance is not seen as having The quality assurance system should use various evaluation evaluation should use various system The quality assurance Quality covers a number of factors, including the specificities of the a number of factors, including the Quality covers All institutions must be subject to periodic reviews conducted by conducted by be subject to periodic reviews All institutions must — — — — — bodies and agencies, as well as monitoring their impact. as well bodies and agencies, institutions and (2) incorporate mechanisms for coordinating reform reform coordinating for mechanisms incorporate (2) and institutions governing different of common planning and activities interventions, mostly depends on the capacities of the institutions and bodies in charge depends on the capacities of the institutions and bodies in charge mostly and assuring high quality and success in their work; and (3) establish theestablish (3) and work; their in success and quality high assuring and assurance, it is essential to: (1) raise the overall quality of management of quality of management the overall raise assurance, it is essential to: (1) internal build the and transform functionally (2) education system; the education system have not significantly contributed to the improvement contributed to the improvement not significantly have education system qualified of lack a to due largely was This schools. Croatian in education of of managing the education system at all levels. of managing the education system efficient management of the quality assurance system. of the quality assurance efficient management capacity of national agencies that are obliged to provide support to edu- to provide that are obliged capacity of national agencies in the process of developing cation institutions and other stakeholders SYSTEM 8.1. RAISING THE QUALITY OF MANAGEMENT OF THE EDUCATION THE EDUCATION OF MANAGEMENT OF THE QUALITY 8.1. RAISING Initiatives that have so far been undertaken to raise the quality of the quality of the raise to been undertaken so far have that Initiatives It is therefore essential to (1) raise the management capacities of relevant capacities of relevant raise the management essential to (1) is therefore It The achievement of reform interventions proposed by this Strategy this Strategy proposed by interventions of reform The achievement With the aim of achieving the strategic objective of education quality quality education of objective strategic the achieving of aim the With — — — — — , AVETAE : MSES : Government of the Republic of Croatia IMPLE- of the Republic : Government ment system. Specialist programmes developed regarding this area regarding programmes developed Specialist ment system. in the bodies responsible for education system management (local management education system in the bodies responsible for / , ASOO AZOO/ETTA state administration offices in counties, ures of competent governing bodies and agencies ures of competent governing and regional self-government units, state administration offices in units, state administration offices and regional self-government planning, coordinating and monitoring of education policy meas- planning, coordinating and monitoring coordinating and monitoring of education policy measures of the bodies competent governing of education policy. counties, Ministry of Science, Education and Sports) counties, Ministry of Science, Education Establish and ensure mechanisms for common MEASURE 8.1.2. Establish and ensure mechanisms for Ensure professional competences of employees employees competences of MEASURE 8.1.1. Ensure professional : Establishment of mechanisms for common planning, : Establishment of mechanisms for INDICATORS , local and regional self-government units, : MSES, local and regional self-government IMPLEMENTATION - in the education manage of trained experts : Number INDICATORS : MSES MENTATION /NCEE NCVVO BODYCOMPETENT BODYCOMPETENT is to launch the transformation of education institutions (kindergartens,institutions education of transformation the launch to is non-coordinated manner, lacking a clear strategic vision that would that would clear strategic vision lacking a manner, non-coordinated an by certain measures has not been accompanied implementation of relevant government agencies need training in the area of education area of education need training in the agencies government relevant regarding the transformation of different parts of the education system. system. parts of the education of different regarding the transformation schools and student dormitories) into organisations that continually into organisations that continually schools and student dormitories) and pre-school education, primary education and secondary education greater challenges faced by the Croatian education system. by faced greater challenges achieve synergy and address weaknesses of the system. In addition, the of the system. weaknesses and address synergy achieve planningthe for basis a as serve would that assessment impact adequate governing structures and to the inadequate management competences competences management inadequate the to and structures governing policy and system management in order to be able to respond to ever ever to respond to able be to in order management policy and system planning, coherent education policy management and harmonised action and education policy management planning, coherent - weakness decisions. These making relevant and for of education policy strategic analysis, for capacities inadequate of consequence the are es of key stakeholders in the education system. in the education stakeholders of key work on the enhancement of their quality or their own development. quality or their own on the enhancement of their work 8.2. FUNCTIONAL TRANSFORMATION AND CAPACITY BUILDING OF BUILDING OF AND CAPACITY TRANSFORMATION 8.2. FUNCTIONAL Reform measures have often been implemented separately and in a and in a separately often been implemented measures have Reform One of the main intentions of this Strategy in the area of early childhood childhood early of area the in Strategy this of intentions main the of One The majority of education institutions are relatively small organisations The majority of education institutions are relatively THE NATIONAL AGENCIES THE NATIONAL Administrative staff at the level of central and local government and in government of central and local staff at the level Administrative • •

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PRIMARY EDUCATION AND SECONDARY EDUCATION 131 ). - - AVE , AVETAE : MSES /NCEE , NCVVO AVETAE 63 : MSES : MSES /NCEE , NCVVO BODY COMPETENT mation of the agencies - of transforma support in line with the needs of beneficiaries. Level ternal evaluation of the national agencies responsible for education responsible for of the national agencies ternal evaluation building the and for functional transformation gathered data for tion of the agencies with regard to new functions. with regard to new tion of the agencies posed of external experts (international group) (international experts posed of external of Usability national agencies. of the evaluation pendent external formation and building the capacity of the agencies formation capacity of the agencies. cation institutions. Harmonisation of new and adapted forms of and adapted forms cation institutions. Harmonisation of new - MEASURE 8.2.3. Launch functional and organisational transfor Prepare a strategic plan for the functional trans- MEASURE 8.2.2. Prepare a strategic plan for Implement self-evaluation and independent ex MEASURE 8.2.1. Implement self-evaluation : Strategic plan prepared and adopted : Strategic INDICATORS , ASOO/ AZOO/ETTA : Self-evaluation: IMPLEMENTATION and inde- : Implementation of quality self-evaluation INDICATORS , ASOO/ /ETTA : AZOO IMPLEMENTATION of support to edu- forms and types of new : Number INDICATORS , ASOO/ AZOO/ETTA group, : Expert working IMPLEMENTATION ; External evaluation: Expert working group com- Expert working ; External evaluation: /NCEE NCVVO TAE BODYCOMPETENT BODYCOMPETENT by introducing new forms of support, while capacity building implies implies capacity building of support, while forms introducing new by increasing their expertise (increasing the number of competent advisers, advisers, competent of number the (increasing expertise their increasing increase, especially in the following areas: curriculum development; development; curriculum areas: following the in especially increase, projects; development self-evaluation; strategic planning; management; resources needed for the enhancement of their quality and development. development. of their quality and the enhancement needed for resources tial. Support is currently provided to education institutions by national institutions by to education provided is currently tial. Support ; the Agency — ETTA Training Agency Teacher (Education and agencies — NCEE of Education External Evaluation Centre for and the National transformation of national agencies and build their capacity. The aim The aim and build their capacity. of national agencies transformation institutions, etc.). associates and cooperative tories, their needs for different forms of expert support will additionally will additionally expert support forms of different tories, their needs for to the real needs of the institutions. to the real needs of and therefore have difficulty in providing all the necessary professional necessary professional all the in providing difficulty have and therefore ; Education — AVETAE and Adult Education and Training Vocational for of functional transformation is to expand the work of these agencies of these agencies work the is to expand of functional transformation continuing training of staff, organising a network of permanent external of permanent a network continuing training of staff, organising quality enhancement; continuing professional development; institution development; continuing professional quality enhancement; By giving more autonomy to kindergartens, schools and student dormi- to kindergartens, schools and more autonomy giving By However, such support is still inadequate and does not entirely respond not entirely support is still inadequate and does such However, Providing them with continued systematic support is therefore essen- support is therefore systematic them with continued Providing projects; etc. It is therefore necessary to carry out the functional necessary to carry out the functional is therefore etc. It EU projects; • • • - - , AVETAE ) at the Ministry EQA , fac- /NCEE , NCVVO AVETAE 64 : MSES : MSES ); ensure the efficient management of the pre-school ); ensure the efficient management EQA strengthening organisational and human capacities for the capacities for strengthening organisational and human analysing the efficiency of implemented procedures and reporting the efficiency of implemented analysing planning quality assurance policy in education institutions; planning quality assurance policy in education preparing methodology and materials that can be used in the preparing methodology and materials coordinating all programmes and activities in the area of quality coordinating all programmes and activities sionally trained advisers. Capacity level of the agencies with regard of the agencies Capacity level trained advisers. sionally ulties, institutes, professional associations professional ulties, institutes, to needs. the number of advisers and professional trainings) and professional of advisers the number assurance ( gathered data for decision-making and development. decision-making and gathered data for assurance and enhancement at the national level; assurance and enhancement at the national application and use of quality assurance procedures at all levels; application and use of quality assurance and disseminating results. pendent external evaluation of the national agencies. Usability of Usability national agencies. of the evaluation pendent external posed of external experts (international group) experts posed of external external evaluation of the agencies evaluation external quality assurance process; Build internal capacity of the agencies (increase the agencies capacity of internal 8.2.4. Build MEASURE Establish a unit responsible for education quality education MEASURE 8.3.1. Establish a unit responsible for Implement regular periodic self-evaluation and periodic self-evaluation Implement regular MEASURE 8.2.5. - of profes trainings. Number of professional : Number INDICATORS / , ASOO : AZOO/ETTA IMPLEMENTATION , ASOO/ AZOO/ETTA self-evaluation: : For IMPLEMENTATION and inde- : Implementation of quality self-evaluation INDICATORS ; for external evaluation: expert working group com- working expert evaluation: external ; for /NCEE NCVVO BODYCOMPETENT BODYCOMPETENT — — — — — and competence levels among the stakeholders of the education system of the education system among the stakeholders and competence levels (i.e. enhancement and assurance quality for procedures implement that already exist within the system or have yet to be developed. In order to to be developed. yet or have within the system exist already of Science, Education and Sports. ensure successful management, the following activities must take place: must take activities the following ensure successful management, ence and synergetic impact of different approaches and procedures that approaches impact of different ence and synergetic competent ministries, local and regional self-government units, agen competent ministries, local and regional self-government kindergartens, schools and student cies within the education system, dormitories). 8.3. MANAGING THE EDUCATION QUALITY ASSURANCE SYSTEM ASSURANCE QUALITY THE EDUCATION 8.3. MANAGING veloping the education quality assurance system ( the education quality assurance system veloping The management of such a complex system requires clearly defined roles defined clearly requires system complex a such of management The The management of the quality assurance system must ensure the coher assurance system of the quality The management The proposal of this Strategy is to establish a unit for managing and de- is to establish a unit for The proposal of this Strategy • • • — — — — —

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PRIMARY EDUCATION AND SECONDARY EDUCATION 133 - - - , NCEE / NCVVO and Institute and Institute ETTA AZOO/ : MSES : MSES IMPLEMENTATION self-evaluation of education institutions; self-evaluation external evaluation of education institutions; evaluation external outcomes. of learning evaluation of external enhancing the system and school education quality assurance system education quality and school of the extent to which the management of the system is operational. of the system the management to which of the extent : Legal solution adopted. Unit established. Assessment Assessment established. adopted. Unit : Legal solution INDICATORS BODYCOMPETENT — — — better recognise their development needs and to take measures for the the for measures take needs and to better recognise their development by three approaches: by have a great transformational potential for the further development of the further development for potential transformational a great have institutions, as well as within the licensing system (as provided for by by for provided (as as within the licensing system institutions, as well in their work. Moreover, an integral part of the quality assurance system quality assurance system an integral part of the Moreover, in their work. (pro staff educational of work the of evaluation and monitoring the is institutions in the education system and for achieving better outcomes better outcomes achieving and for education system institutions in the self-evaluation has been developed for kindergartens ( for has been developed self-evaluation support); and results and outcomes (student achievements and the and the achievements support); and results and outcomes (student and material resources; key processes (quality of teaching and student of teaching and student processes (quality and material resources; key of educational goals). achievement on Education in Primary and Secondary Schools; Vocational atia (Act ation is to enable kindergartens, schools and student dormitories to to dormitories student and schools kindergartens, enable to is ation methodologically and realistic is that work own their of self-analysis a the framework of self-evaluation and external evaluation of education evaluation and external of self-evaluation the framework 4 and 5 of this Strategy). the measures within Objectives principals and other educational staff). educational other and principals within regulated be will This fessionals in early childhood and pre-school education, teachers, school childhood and pre-school education, teachers, school in early fessionals of the work of institutions. These areas are: the management of human of human These areas are: the management institutions. of of the work of enhancing educational processes and promoting professional and and and promoting professional of enhancing educational processes of introducing self-evalu organisational learning. The main purpose of their achievement the and for practice enhancement of their own of by means manner, effective in a more efficient and educational goals ent process of reflecting upon one’s own practice with the purpose own practice with the purpose ent process of reflecting upon one’s clearly defined. clearly EDUCATION INSTITUTIONS EDUCATION Self-evaluation of kindergartens and schools is a legal obligation in Cro of kindergartens and schools is a legal Self-evaluation Self-evaluation consists of the analytical assessment of relevant areas areas assessment of relevant consists of the analytical Self-evaluation Self-evaluation of education institutions is a systematic and transpar- and institutions is a systematic of education Self-evaluation 8.4. ENHANCEMENT OF THE SYSTEM OF SELF-EVALUATION OF OF SELF-EVALUATION OF THE SYSTEM OF 8.4. ENHANCEMENT Education, ‘Official Gazette’, No 63/08 and 90/10). The methodology for for The methodology and 90/10). No 63/08 Gazette’, Education, ‘Official Interconnecting and coordinating these approaches and procedures may may procedures and approaches these coordinating and Interconnecting Education and Training Act; State Pedagogical Standard of Pre-school of Pre-school Standard Pedagogical State Education and Training Act; The framework for the education quality assurance system is determined assurance system the education quality for The framework 2012) and for primary and secondary schools ( and for 2012) — — — - , 2010). Within the the Within , 2010). NCEE implement projects for the achievement of planned goals; achievement the for implement projects goals. of the set development monitor the achievement train their staff on how to carry out critical self-analysis, how how to carry out critical self-analysis, train their staff on how prepare a structured development plan; prepare a structured development carry out an in-depth self-analysis based on real indicators of their carry out an in-depth self-analysis development; determine priority areas for and plan the goals, plan their achievement define development the implementation of self-evaluation, for the preparation of the preparation for of self-evaluation, the implementation programmes. to implement a self- evaluation and how to plan organisational to plan and how evaluation to implement a self- programmes. and development self-evaluation processes of self-analysis, planning. exchange when it comes to self-evaluation and development and development it comes to self-evaluation when exchange form of monitoring; form own work; own development plans and for the implementation of development of development the implementation plans and for development development; Education institutions have inadequate internal capacities for for inadequate internal capacities have Education institutions There is no complementary external evaluation of institutions. evaluation There is no complementary external There is inadequate external support to institutions in the support to institutions external There is inadequate practice institutions and good There is no cooperation between — — — — — — — — — — — rying out self-evaluation by including it into the number of hours of including it into the number of hours of by rying out self-evaluation tion. Besides school principals, the school team for quality is the most tion. Besides school principals, the school team for the internal capacities of institutions for self-evaluation, which includes includes which self-evaluation, for institutions of capacities internal the for car- time is provided and ensuring that enough the training of staff process belongs to school principals role in this The key teachers’ work. and schools. However, the following problems have been noticed in in been noticed have problems the following and schools. However, tional Education and Training and Adult Education has also developed also developed Education has and Adult and Training tional Education schools (2011). of vocational self-evaluation for the methodology student dormitories) for self-evaluation for student dormitories) proposed: practice, which reduce the possibility of achieving the full development the full development the possibility of achieving reduce practice, which potential of this approach: pacities for its application. The primary goal is therefore to strengthen is therefore its application. The primary goal pacities for - Voca for the Agency programmes, of its quality assurance framework / in Zagreb, 2010; NCVVO Research Social for expected to: expected who, as visionaries, promote a quality culture, evaluation and self-reflec as visionaries, promote a quality culture, evaluation who, Self-evaluation is a complex developmental approach. Institutions are developmental is a complex Self-evaluation To achieve more effective self-evaluation, the following measures are measures are following the self-evaluation, more effective achieve To This approach is demanding and most institutions lack the internal ca- 1. Strengthening the internal capacities of institutions (kindergartens, schools, schools, institutions (kindergartens, the internal capacities of 1. Strengthening A self-evaluation approach has certainly taken hold in our kindergartens taken approach has certainly A self-evaluation — — — — — — — — — — —

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PRIMARY EDUCATION AND SECONDARY EDUCATION 135 - - , supervisors/advis AVETAE AVETAE , ASOO/ : AZOO/ETTA self-evaluation and establish a system of external support for the support for of external a system and establish self-evaluation of schools self-evaluation self-evaluation. Assessment of the extent to which the structured the structured to which of the extent Assessment self-evaluation. is operational. of continued school support system pervisors/advisers/critical friends; launch the work of the networks friends; launch the work pervisors/advisers/critical ers/critical friends, associations, faculties ers/critical Strengthen internal capacities of institutions for internal capacities of institutions for MEASURE 8.4.1. Strengthen , ASOO/ /ETTA : AZOO IMPLEMENTATION of institutions for of internal capacities : Level INDICATORS Establish and coordinate regional networks of su- MEASURE 8.4.2. Establish and coordinate regional networks BODYCOMPETENT be provided by licensed supervisors, qualified advisers from competent from advisers licensed supervisors, qualified by be provided benchmarks for evaluation; the exchange of ideas and applied methods the exchange evaluation; benchmarks for in the text. ination of good practice can take place through school support network place through school support network practice can take ination of good support to and, besides providing must be organised regionally network important. In every institution, members of the quality team should be of the quality institution, members In every important. launching of common initiatives, creative programmes, etc. programmes, creative launching of common initiatives, schools, its function will be to strengthen cooperation between schools. schools. cooperation between schools, its function will be to strengthen schools and for fostering more effective self-evaluation. This support can self-evaluation. more effective fostering schools and for agencies or qualified independent external associates (who can also be can also (who external associates or qualified independent agencies the institution’s development policy and containing well-structured policy and containing well-structured development the institution’s a greater number of associates; the exchange of good practice, tools and of good a greater number of associates; the exchange trained both on the use of methodological/analytical procedures and on on and procedures methodological/analytical of use the on both trained as as well in their institution, can apply techniques they supervision the for the enhancement of work with children; teaching and learning; the the enhancement of work for evaluation that will be periodically carried out by an external expert board. expert an external by carried out that will be periodically evaluation or through networking of so-called ‘critical friends’. The critical friends’ The critical friends’. of so-called ‘critical or through networking experience of enhancing the quality of work in schools). of work of enhancing the quality experience on how to become ‘critical friends’ of other institutions. ‘critical to become on how could meet the needs of all schools, the Strategy proposes that the dissem Strategy could meet the needs of all schools, the colleagues working in other schools and who have the knowledge and and the knowledge have and who in other schools colleagues working development plans. This report will be the starting point for an external an external plans. This report will be the starting point for development Due to the fact that there are not enough qualified experts in Croatia who experts in Croatia qualified Due to the fact that there are not enough External support is needed for strengthening the internal capacities of strengthening the needed for External support is The structure of the external evaluation approach is further developed approach is further developed evaluation The structure of the external The self-evaluation of schools must result in a periodic report specifying specifying report periodic a in result must schools of self-evaluation The The aim of this cooperation will be: mutual learning; the involvement of of involvement the learning; mutual be: will cooperation this of aim The 2. Provision of external support for the self-evaluation of schools of the self-evaluation for external support of 2. Provision 3. Regional networking and cooperation between schools between and cooperation networking 3. Regional 4. Linking self-evaluation and external evaluation of institutions’ work evaluation of and external 4. Linking self-evaluation • • - - - 66 , 2009, OECD which provides schools with provides which ,65 (unit responsible for education quality education for responsible : MSES (unit ). 67 assurance) institutions education tion institutions, developed. Level of participants’ satisfaction Level developed. branch offices, founders of educa- founders branch offices, : AZOO/ETTA IMPLEMENTATION programmes of joint established. Number : Networks INDICATORS BODYCOMPETENT hancement; and (2) the provision of responsibility for institutions’ work. responsibility for of provision the hancement; and (2) ning; quality of teaching and student support, and quality of results and stitutions with the aim of fulfilling two main functions: (1) quality en quality (1) functions: main two fulfilling of aim the with stitutions as the starting point for conducting its assessment. for as the starting point the work of education institutions by providing objective information information objective providing of education institutions by the work education quality assurance and to the to institutions responsible for plan- and development evaluation of self- quality processes; (2) and key quality the for criteria agreed and clear on based is assessment The goals. a continuous process. Education institutions receive feedback from from feedback receive institutions Education process. continuous a their work. and the enhancement of the quality of the quality of planned educational outcomes in schools ( the quality of planned educational outcomes and external evaluation of education institutions. External evaluation External evaluation of education institutions. evaluation and external public on the work and success of education institutions. public on the work functioning. of schools. Moreover, in the process of longitudinal monitoring of the of schools. Moreover, education institutions. Namely, it provides a transparent insight into a transparent insight into it provides education institutions. Namely, human and material resources; school management; (1) of schools’ work: and the fulfilment of educational outcomes; and (3) student achievements enhancement (primarily the enhancement of teaching and learning) is enhancement (primarily thus assisting them in their further development evaluators, external cation of the advantages and achievements of education institutions, as and achievements cation of the advantages quality in which into learning communities cess of their transformation cial for the continuing enhancement of the quality of learning and of enhancement of the quality of learning and of the continuing cial for well as areas of work that must be modified in order to enhance their that must be modified in order to enhance their of work as areas well will thereby use self-evaluation and development plans of institutions and development use self-evaluation will thereby Systematic external evaluation of schools evaluation external Systematic 8.5. EXTERNAL EVALUATION OF EDUCATION INSTITUTIONS EDUCATION OF EVALUATION 8.5. EXTERNAL valid feedback and an assessment of their work, is considered to be cru- be to considered is work, their of assessment an and feedback valid External evaluation consists of expert assessment on the relevant areas assessment on the relevant consists of expert External evaluation The purpose of this approach is to re-examine the current work of in the current work The purpose of this approach is to re-examine identifi enables independent external system evaluation The external The quality assurance system will link and harmonise self-evaluation will link and harmonise self-evaluation system The quality assurance This approach indirectly contributes to increasing the responsibility of This approach indirectly The aim of this approach is to assist education institutions in the pro- The aim of this approach is to assist , 2013 OECD

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PRIMARY EDUCATION AND SECONDARY EDUCATION 137 - /NCEE : NCVVO , Expert team for the development the development , Expert team for /NCEE NCVVO /NCEE : NCVVO of : Network IMPLEMENTATION /NCEE : NCVVO : Unit responsible for education quality assur- education responsible for : Unit : Unit responsible for education quality assurance education quality for responsible : Unit BODY mentation of external evaluation of education institutions evaluation mentation of external BODY COMPETENT auditors) sors (evaluators, auditors) approach. ternal evaluation of institutions’ work ternal evaluation : Expert team for external external : Expert team for IMPLEMENTATION /NCEE ance, NCVVO tion institutions tion and monitoring of institutions’ work tion and monitoring pare an ordinance and a manual for external evaluation of educa- of evaluation external and a manual for pare an ordinance for external evaluation of institutions is operational of evaluation external for evaluators of experiences Analyses of education institutions implemented. of education institutions evaluation evaluators external evaluation of education institutions of education evaluation external evaluation evaluation and continuous monitoring of institutions’ work; pre- of institutions’ work; monitoring and continuous evaluation of the external evaluation model evaluation of the external carried out. Guidelines prepared for further development of the further development carried out. Guidelines prepared for Launch a systematic programme for external external programme for MEASURE 8.5.5. Launch a systematic Implement an experimental programme for programme for MEASURE 8.5.4. Implement an experimental Provide training and licensing of external asses- licensing of external training and MEASURE 8.5.3. Provide Plan and prepare a programme for the imple- programme for Plan and prepare a MEASURE 8.5.2. Develop a model and procedures for external external for and procedures a model 8.5.1. Develop MEASURE : Expert team for external evaluation external : Expert team for IMPLEMENTATION assessors (evaluators, of preparation of external : Level INDICATORS : Expert team for external evaluation, network of network evaluation, external : Expert team for IMPLEMENTATION evaluation external : Experimental programme for INDICATORS : Assessment of the extent to which the programme to which : Assessment of the extent INDICATORS : Programme prepared for the implementation of ex the implementation : Programme prepared for INDICATORS : IMPLEMENTATION - evalua external prepared for : Ordinance and manual INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT COMPETENT schools with regard to different aspects of work and learning outcomes. work and of aspects regard to different schools with work of schools, external evaluation provides data on the progress of of progress the on data provides evaluation external schools, of work • • • • • (TrendsTIMSS ), 71 - (European Sur ESLC Programme for Programme for OECD ), 72 ( ) and PISA It may also be used to diagnose also be used may It 73 2006; 2009; 2012). The application 2006; 2009; 2012). 74 70 69 68 monitoring of individual achievements in their relation to national in their relation to national achievements monitoring of individual of and the assessment of the level norms and curricular goals level with national standards, for internal quality assurance, for internal quality assurance, for with national standards, for level strengths and weaknesses of students and to monitor students’ of students strengths and weaknesses student results, for targeting problems and for verifying the verifying problems and for targeting student results, for assessing national standards, for informing the public about the public about informing standards, for assessing national and more effective of institutional interventions the development in teaching approaches. planning changes as for approaches, as well competences. acquisition of key progress. effectiveness of national education. effectiveness comparing student results at the school outcomes can be used for can be used for international comparisons, for setting and comparisons, for international can be used for At the education system level, the evaluation of learning outcomes the evaluation level, the education system At of learning evaluation of school institutions, external the level At facilitate the may evaluation external the student level, At — — — knowledge and skills have opened important discussions on the quality and skills have knowledge need for deeper interventions in the education system (addressed by by (addressed system education the in interventions deeper for need in the future. international assessments for several years (which are implemented are implemented (which years several international assessments for of Education): Evaluation External for Centre National the by nationally 2011 Survey, Science Skills in Mathematics and norms. As a method for evaluating and monitoring of education quality, quality, of education and monitoring evaluating for a method norms. As levels: it can be used at different request to monitor its students’ progress or to be compared with nationalits students’ progress or to be compared request to monitor achieved by students from other countries. students from other by achieved this Strategy), which may lead to better achievements of our students of lead to better achievements may which this Strategy), allow for comparisons that are accepted worldwide as indicators of the are accepted worldwide comparisons that for allow that is planned and prepared outside of schools with the aim of ensuring outside of schools and prepared that is planned interpretation application, assessment, of all procedures: the consistency of results. and comparability of international assessments of knowledge and skills provides valuable valuable and skills provides of knowledge of international assessments or certain schools and classes only. For example, a individual school can a individual example, For classes only. or certain schools and of education provided in our primary schools. The results indicate the in our primary schools. The results of education provided data that enable comparisons of our students’ results with the results quality of national education. Croatia has been participating in large-scalequality of national education. Croatia has 8.6. EXTERNAL EVALUATION OF LEARNING OUTCOMES LEARNING OF EVALUATION 8.6. EXTERNAL vey on Language Competences, 2011 on Language vey International Student Assessment, International Student In an international context, external assessments of knowledge and skills assessments of knowledge external In an international context, External evaluation of learning outcomes is a standardised evaluation evaluation standardised a is outcomes learning of evaluation External students student populations, individual can cover External evaluation (Progress in Reading Literacy Skills Survey, 2011 Survey, Skills Literacy Reading in (Progress PIRLS The results achieved by our students at international assessments of of assessments international at students our by achieved results The — — —

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PRIMARY EDUCATION AND SECONDARY EDUCATION 139 - - LEARN-

OF EVALUATION EXTERNAL TO 75 APPROACH 76 NEW OUTCOMES

balance. information and communication technologies must be used. information integral part of teachers’ work in schools. It must also integrate the in schools. It integral part of teachers’ work information about what is important to learn. is important to about what information sectors. should it be the main purpose of education. schools. the core competences. the system of evaluation, assessment and reporting as part of the of evaluation, the system evaluation procedures must be developed in different education in different procedures must be developed evaluation formative and summative purposes of evaluation and ensure their purposes of evaluation and summative formative different students. different curricular system. In order to develop sophisticated instruments for evaluation (as (as evaluation sophisticated instruments for In order to develop External evaluation must promote the validation and evaluation of and evaluation must promote the validation External evaluation External evaluation must not dominate educational practice, nor must not dominate educational practice, External evaluation It must ensure inclusive evaluation adapted to the needs of evaluation must ensure inclusive It It must be closely linked to formative assessment, which is an assessment, which to formative linked must be closely It External evaluation of learning outcomes must be aligned with of learning outcomes must be aligned External evaluation It must support equal evaluation and assessment criteria in all and assessment criteria in must support equal evaluation It By focusing on key learning outcomes, it must provide clear outcomes, it must provide learning on key focusing By well as for applying external evaluation itself), evaluation external applying as for well the potential of Within the framework for developing the approach, innovative the approach, innovative developing for the framework Within — — — — — — — — — it is necessary to develop a new approach that will enable the following: approach that will enable the following: a new it is necessary to develop jects examined. Although the examination results allow for interesting interesting for results allow the examination Although jects examined. results that may be used for the enhancement of work with students; with students; work the enhancement of used for be results that may schools; (2) providing schools with applicable data on their students’ students’ their on data applicable with schools providing (2) schools; - of the school sub students’ knowledge an insight into schools provide and (3) verifying the quality/effectiveness of national education. the quality/effectiveness and (3) verifying analyses, it is questionable what these data, without any clear norms clear norms data, without any these what it is questionable analyses, about the quality of our education. reveal and standards of achievement, al level and the State Matura examinations that are carried out in our carried out in our that are Matura examinations and the State al level the following principles: the following purpose — the fostering of quality teaching and learning — it is im purpose — the fostering external and coherent model for a comprehensive portant to develop fectively for the enhancement of teaching and learning in our schools, our schools, of teaching and learning in the enhancement for fectively opment of intervention programmes or the enhancement of teaching. programmes opment of intervention outcomes during the educational process in primary and secondary in primary and secondary outcomes during the educational process evaluation of learning outcomes. The model should take into account into account of learning outcomes. The model should take evaluation (1) systematic monitoring of the achievement of expected learning learning of expected monitoring of the achievement systematic (1) In order for this approach to be used effectively for fulfilling its primary primary for fulfilling its this approach to be used effectively In order for ING outcomes more ef of learning evaluation external In order to use the - devel the comparisons, for used not are data gathered the addition, In Occasional external evaluations of student achievements at the nation- at of student achievements evaluations external Occasional THE — — — — — — — — — - : MSES in examination procedures; the alignment of external examinations examinations the alignment of external procedures; in examination important decisions about how to enhance the quality of the to enhance about how important decisions important element of assessment in the process of external of assessment in the process of external important element monitoring and evaluation of learning. Teachers must be of learning. Teachers and evaluation monitoring learning. strengthened as the main stakeholders in the process of in as the main stakeholders strengthened system for monitoring, assessing, grading and reporting as part of monitoring, assessing, grading and reporting as part for system transparent. education system at the school and system levels. at the school and system education system ; Unit for the preparation of a comprehensive the preparation of a comprehensive for ; Unit /NCEE ance; NCVVO for the enhancement of the school practice and for the achievement the achievement for of the school practice and the enhancement for of better student results. Results of external evaluation are an are evaluation of external Results of better student results. of schools. evaluation - of learning outcomes in differ evaluation external for framework encouraged and provided with assistance when it comes to assistance when with and provided encouraged ent types of education and at different levels of education levels ent types of education and at different developing their knowledge and skills in the area of evaluation of of evaluation skills in the area and their knowledge developing Reporting on the results of external evaluation must be regular and must be regular evaluation the results of external on Reporting The results of external evaluation must be used for reaching must be used for evaluation The results of external The results of external evaluation must be used for self-evaluation, self-evaluation, must be used for evaluation The results of external Draft, discuss and establish a comprehensive MEASURE 8.6.1. Draft, discuss and establish a comprehensive - education quality assur responsible for : Unit IMPLEMENTATION Within the framework of the approach, teachers must be teachers must of the approach, framework the Within BODYCOMPETENT — — — — be to develop the system of external final examinations in the formal formal examinations in the final of external the system be to develop be necessary to reconceptualise the State Matura model by aligning it Matura model by be necessary to reconceptualise the State harmonised with the development of a system of evaluation, assessment of evaluation, of a system harmonised with the development in schools; the setting of standards based on clearly defined learning learning defined based on clearly in schools; the setting of standards students’ progress and success when compared to national norms. The compared students’ progress and success when and reporting on the level of acquisition of educational outcomes. This of acquisition of educational outcomes. and reporting on the level process is already developed within the planned curricular changes (see (see changes within the planned curricular developed process is already ondary schools that can be used by teachers for the monitoring of their for teachers ondary schools that can be used by outcomes; a greater emphasis on the formative function of external function of external formative outcomes; a greater emphasis on the to teachers and schools of direct feedback and the provision evaluation; on their students’ achievements. certifying or guaranteeing the successful acquisition of qualifications certifying or guaranteeing the successful acquisition of qualifications with new curricula and the procedures for assessment and evaluation assessment and evaluation curricula and the procedures for with new whole framework for external evaluation of learning outcomes will be of learning evaluation external for framework whole with the programmes of schools and curricular goals. Another task will with the programmes of schools and curricular goals. (as defined in the Croatian Qualifications Framework). (as Strategy objective 1.5). objective Strategy vocational education and training system that will serve the purpose of the purpose that will serve and training system education vocational Following the changes in the curriculum for secondary schools, it will in the curriculum for the changes Following ICT This new approach presumes the following activities: the greater use of use greater the activities: following the presumes approach new This This Strategy plans to introduce periodic testing in primary and sec plans to This Strategy • — — — —

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PRIMARY EDUCATION AND SECONDARY EDUCATION 141 AVETAE : MSES : MSES : MSES : MSES hensive system for monitoring, assessing, grading and reporting as monitoring, assessing, grading for system hensive , ASOO/ /NCEE NCVVO man Potential, is operational. management and application of external evaluation. and application of external management of system the to which Assessment of the extent nal examinations. system for monitoring, assessing, grading and reporting as part of monitoring, assessing, for system ration of tasks and tests system for monitoring, assessing, grading and reporting as part of monitoring, assessing, for system ration of tasks and tests ; Unit for the preparation of a comprehensive the preparation of a comprehensive for ; Unit /NCEE ance; NCVVO the prepa- groups for expert curricular reform; the comprehensive the comprehensive curricular reform the comprehensive et; Unit for the preparation of a compre- for ; CARNet; Unit /NCEE ance; NCVVO the preparation of a comprehensive for ; Unit /NCEE ance; NCVVO the prepa- groups for expert curricular reform; the comprehensive and application of the framework for external evaluation external for the framework and application of pliance with new curricular goals pliance with new periodic external examinations in primary and secondary schools in primary examinations periodic external part of the comprehensive curricular reform curricular part of the comprehensive for external evaluation of learning outcomes of learning evaluation external for education and training system. Level of alignment with curricular Level education and training system. education and training system external examinations to monitor the achievement of educational to monitor the achievement examinations external 2.5) objective (in line with Strategic outcomes at the national level documents. Level of alignment with the Croatian Qualifications documents. Level certification of vocational qualifications in the formal vocational formal vocational qualifications in the certification of certification of vocational qualifications in the formal vocational formal vocational qualifications in the certification of Establish a model for external evaluation and evaluation external MEASURE 8.6.5. Establish a model for Reconceptualise the State Matura model in com- Matura model the State MEASURE 8.6.4. Reconceptualise Develop a model for using the results of periodic using a model for Develop MEASURE 8.6.3. Define bodies responsible for the management for the management bodies responsible 8.6.2. Define MEASURE Framework. : New State Matura model re-examined and adopted Matura model re-examined State : New INDICATORS : Unit responsible for education quality assur- education responsible for : Unit IMPLEMENTATION : Conceptual and implementation framework designed designed framework and implementation : Conceptual INDICATORS - of Hu Development the Council for : National IMPLEMENTATION and verification of external : Establishment of a system INDICATORS : Competent bodies defined. Level of coordination of of coordination defined. Level : Competent bodies INDICATORS - of periodic exter using the results adopted for : Model INDICATORS : Unit responsible for education quality assur- for responsible : Unit IMPLEMENTATION quality assur- education responsible for : Unit IMPLEMENTATION BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT • • • • system for the for system : MSES students. of learning outcomes. Level of satisfaction of users, teachers and of learning outcomes. Level digital evaluation of learning outcomes digital evaluation Develop and establish an ICT MEASURE 8.7.1. Develop , CARNet /NCEE : NCVVO IMPLEMENTATION digital evaluation for of operation of the system : Level INDICATORS BODYCOMPETENT be obtained into the strengths and weaknesses of the learning process of the learning process be obtained into the strengths and weaknesses monitored at different levels of the education system. The e-assessment The system. education of the levels monitored at different learning outcomes. The development of an ‘e-assessment’ system would would system of an ‘e-assessment’ The development learning outcomes. results, teachers and schools could then adapt educational activities to then adapt educational activities could results, teachers and schools students’ progress. This will enable the development of an integrated of an integrated the development students’ progress. This will enable system would be applied through the use of advanced technologies, it of advanced use the applied through be would system tinuous and systematic monitoring of the level of students’ acquisition students’ of level the of monitoring and systematic tinuous and of the education system in general. The assessment would be aligned The assessment would in general. and of the education system an approach assessment. Such and summative approach to formative students. their of motivation and interests knowledge, abilities, needs, the achievement of learning outcomes, as one of the main indicators of the of learning outcomes, as one of achievement economical implementation of different forms of external evaluation of evaluation external forms of of different implementation economical of knowledge and competences. Thanks to systematic monitoring, as monitoring, as competences. Thanks to systematic and of knowledge enable a more flexible and efficient implementation and monitoring of implementation and monitoring and efficient the enable a more flexible dures (developed within this framework) for assessing and evaluating assessing and evaluating for framework) within this dures (developed On the basis of the manner. easy and progress in a relatively development quality of education. The success of the educational process can thus bethus can process educational the of success The education. of quality MONITORING THE ACHIEVEMENT OF LEARNING OUTCOMES LEARNING OF ACHIEVEMENT THE MONITORING well as better and more comprehensive feedback, a good insight could insight a good feedback, and more comprehensive as better well proce- formative as with strictly as well with the curricular framework, their students’ teachers and schools to monitor for it possible will make would be aligned with curricular standards and it would enable the con- with curricular standards and it would be aligned would 8.7. ESTABLISHMENT OF A DIGITAL SYSTEM FOR EVALUATING AND AND EVALUATING FOR SYSTEM DIGITAL A OF ESTABLISHMENT 8.7. The use of modern technology enables a much higher-quality and more higher-quality and enables a much modern technology The use of •

EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 142 EARLY CHILDHOOD AND PRE-SCHOOL EDUCATION,

PRIMARY EDUCATION AND SECONDARY EDUCATION 143 144 HIGHER EDUCATION

The ability to review, analyse, address and solve the most complex issues requires competences acquired through tertiary education. This means higher education is a major driving force of all social changes. The aim of this Strategy is to raise the overall quality of higher education in order to ensure that students acquire competences for creative professional work and active participation in a democratic society, as well as to ensure that higher education has a positive influence on society as a whole, encourages economic development and fulfil personal needs. It is essential to make higher education accessible to all on the basis of individual ability. Public higher education institutions are institutions of special public interest in Croatia. The state should therefore assume transparent responsibility for the organisation and operation of the Croatian Higher Education Area.

The goals defined by this Strategy are in line with EU goals defined in Europe 2020,77 as well as in other strategic initiatives resulting from it, e.g. Education and Training 2020,78 Rethinking Education,79 Mod- ernising Universities,80 and Internationalisation in European Higher Education.81 The Bologna Process for higher education reform has been implemented in order to establish a basis for a more rapid development towards achieving a knowledge society, tolerance and equal opportunities through the enhancement of higher education. The Bologna Pro- cess is the foundation for the future development of European higher education institutions. The Croatian higher education system should be integrated into development trends in Europe, which reflect the awareness that only synergy of higher education, science, innovation and technology can lead to the global competitiveness of Europe.

The overall development of the higher education system in Croatia should lead to the increased competitiveness of students. This competitiveness relates not only to future jobs, but also to creative and innovative work/development that leads to self-employment and to launching new business and social entities. The educational process should be better adjusted to acquiring the competences required for satisfying social needs. Moreover, the education process should be organised in a manner that secures an environment that is motivating for the purposes of both teaching and learning. In order to achieve this goal, it is necessary to carry out substantial changes in the network 145

- The The 82 by joint efforts and initiatives at all levels leading to positive shifts in shifts in leading to positive at all levels and initiatives joint efforts by higher education has a role in developing high-quality human resources high-quality human resources higher education has a role in developing in Croatian society. in the 30-40 age group with a tertiary education degree by 2020. degree by education a tertiary group with in the 30-40 age institutions. The further development of quality assurance mechanisms mechanisms assurance quality of development further The institutions. last ten years makes this goal realistic. However, aligning the quality of of quality the aligning However, realistic. goal this makes years ten last - diversi for the basis provide in order to learning programmes lifelong system relies on in any way. A priority for developing higher education education higher developing A priority for way. relies on in any system is necessary the capacity of STEM fields. Besides, it expand is to system only achieved be can goals These rate. graduation increasing and study substantial increase in the number of higher education students in the higher education students in the substantial increase in the number of should ensure the effectiveness of the system and the optimal use of of use optimal the and system the of effectiveness the ensure should under-represented in the current system, since they are expected to to are expected since they in the current system, under-represented the higher education system, consequently leading to positive trends trends leading to positive consequently the higher education system, to increase the system’s efficiency in terms of shortening the period of efficiency in terms of shortening the period to increase the system’s the overall quality of social relations. In line with trends in other EU the overall with European standards is a demanding the higher education system not — institutions and individuals all task that should bring together available resources, as well as secure new resources in line with the the in line with resources new as secure as well resources, available of the Europe 2020 strategy. goals par is therefore It and worldwide. in Europe the Croatian economy that are jobs programmes for study important to encourage ticularly to the functioning of all segments of society as a whole. to the functioning of all segments of pool for hiring future experts and in an increased proportion of the proportion of the and in an increased hiring future experts pool for influences directly degree, which population with a higher education programmes should be introduced based on national development on national development based be introduced programmes should studies and should be organised both as full-time They projections. petitiveness of Croatian experts in both a European and global context. context. global and a European both in experts Croatian of petitiveness for new study programmes to merely satisfy existing needs — such — such needs existing satisfy merely to programmes study new for the teachers’ is ‘Teaching the entire science and education system. for hence and education system, fundamental to the quality of the overall only those belonging to the system, but also all individuals that the that the but also all individuals those belonging to the system, only economy and society as a whole in Croatia. However, it is not sufficient sufficient it is not However, in Croatia. a whole as and society economy education process and in the resources available to higher education education to higher resources available process and in the education of higher education institutions (and its organisation), in the higher higher the in organisation), its (and institutions education higher of of higher education. This will result in greater social equity, in a wider in a wider in greater social equity, of higher education. This will result countries, Croatia should reach a share of 35 per cent of the population of 35 per cent of the population countries, Croatia should reach a share directly increase employability and have a positive influence on both the on both the influence a positive have and increase employability directly fied economic development. In this context it should be stressed that it should be stressed that In this context fied economic development. This in turn will provide a basis for increasing the competitiveness of of increasing the competitiveness a basis for This in turn will provide The goals defined by this Strategy will lead to the overall accessibility accessibility overall Strategy will lead to the by this defined The goals - will lead to the increased com Strategy this by set the goals Achieving

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EDUCATION 146 HIGHER

EDUCATION 147 - - into the into the 83 both the number and types of programmes provided by higher educa higher by types of programmes provided both the number and high-quality education in line with changes in the wider social context. high-quality education in line with changes impact on all levels of education. In addition, there is also a need to there is also a need to In addition, of education. on all levels impact servants. learning of civil lifelong modernise programmes for nantly understood as a one-off measure and not as a long-term process understood nantly in the quality and content of their study programmes, while others kept others kept programmes, while in the quality and content of their study predomi was reform The Bologna analyses. on such mentation based role of research in the implementation of university study programmes. study university of implementation the in research of role sure that research is properly integrated into the education process as one sure that research is properly there are currently 1 350 study programmes (1 133 university study pro- study university 133 (1 programmes 1 350 study there are currently In the last eight years, programmes). study grammes and 217 professional arts, with the role of arts in those study programmes being equal to the arts, with the role of arts in those study the other hand, study programmes in the arts (and in the art academies in the art academies programmes in the arts (and the other hand, study based on the specifics of the should be developed that implement them) teacher competences, since they have a significant and direct impact on a significant have teacher competences, since they as an indirect education, as well the quality of primary and secondary arising from those changes or to make any modifications to their imple- their to modifications any make to or changes those from arising the existing programmes and ‘moulded’ them into a new form of study. of study. form and ‘moulded’ them into a new programmes the existing and contemporary programmes that could meet the demand for new new for programmes that could meet the demand and contemporary multiplied while simply were some programmes types of jobs. However, education institutions took social needs. Higher addressed relevant tion institutions. Higher education institutions tried to identify new to identify new education institutions tried tion institutions. Higher process continuously in order to implement the required modifications.required the implement to order in continuously process plementation of the Bologna reform as an opportunity for a positive shift a positive as an opportunity for plementation of the Bologna reform of the main prerequisites for delivering university study programmes. On programmes. study university delivering of the main prerequisites for education institutions failed to conduct a formal analysis of the results analysis a formal education institutions failed to conduct to monitor the necessary is therefore programmes. It study of reforming other programmes were partially revised, even though they no longer no longer though they even revised, partially were other programmes PROGRAMMES WITH THE SOCIAL AND ECONOMIC NEEDS AND ECONOMIC THE SOCIAL WITH PROGRAMMES Study programmes should be adjusted constantly to requirements of to requirements of programmes should be adjusted constantly Study Special attention should be paid to modernising study programmes for programmes for attention should be paid to modernising study Special various approaches to reforming study programmes: some saw the im- the saw some programmes: study reforming approaches to various Following the introduction of new programmes, the majority of higher the introduction of new Following Croatian Higher Education Area resulted in an important change in in change Area resulted in an important Croatian Higher Education 1.1. ALIGNING THE NUMBER AND PROFILE OF STUDY STUDY AND PROFILE OF THE NUMBER ALIGNING 1.1. The introduction of the principles of the Bologna Process The introduction OBJECTIVE 1: IMPROVE STUDY PROGRAMMES BY BY PROGRAMMES STUDY IMPROVE 1: OBJECTIVE THE PRINCIPLES IMPLEMENTING CONSISTENTLY RE-DEFINING AND BY REFORM THE BOLOGNA OF ACQUIRED COMPETENCES ACQUIRED According to data from the Agency for Science and Higher Education, Higher and Science for Agency the from data to According All universities in Croatia should develop their research activity and en- their research activity in Croatia should develop All universities - - 84 5 The average number of enrolled students per number of 5 The average 8 ) teaching staff, while at polytechnics and schools of pro- while at polytechnics ) teaching staff, FTE being 100, while the average at polytechnics and schools of professional and schools of professional at polytechnics the average being 100, while higher education was 217. At universities there were 7 640 full-time full-time 640 7 were there universities At 217. was education higher higher education. number of full-time teaching staff per study programme is therefore programme is therefore per study number of full-time teaching staff be prepared, based on the learning outcomes and com- must therefore into separate Bachelor and Master programmes (in line with the Bologna (in line with and Master programmes Bachelor into separate are predomi- universities by provided programmes Study institutions. by followed humanities (239), and the in the social sciences (302) nantly are 39 interdisciplinary study In addition, there natural sciences (89). programme. and one interdisciplinary the arts (13) nical sciences (13), joint study programmes. Similar recommendations were made in the made in the recommendations were programmes. Similar joint study students in the winter semester of the academic year 2012/2013. Among 2012/2013. academic year students in the winter semester of the sional higher education. system), as well as due to the establishment of new higher education education higher new of establishment the to due as well as system), universities. There are many examples of similar or almost identical pro of similar or almost examples There are many universities. this, the number of study programmes can be decreased, using funding this, the number of study to are referred agreements with higher education institutions (which as one of the main instruments, as ‘programme agreements’ in Croatia) on among higher education institutions as through negotiations as well grammes being provided at different higher education institutions and, in and, institutions education higher different at provided being grammes for the multiplication the majority of cases, there is no real justification and the humanities (with the latter at universities only), as well as the as well only), the latter at universities (with and the humanities per cent) studied at universities the total number of students, 118 976 (78 profes of schools and polytechnics at studied cent) per (22 889 33 and technical sciences (178), the arts (139), biomedicine and health (108) and biomedicine and health (108) the arts (139), (178), technical sciences biotech- (15), biomedicine and health by (51), followed technical sciences the number of study programmes has increased more than threefold. more than threefold. has increased programmes of study the number petences that need to be acquired through those programmes. Based on on Based programmes. those through acquired be to need that petences prevalence of university study programmes (89 per cent) in comparison to comparison in cent) per (89 programmes study university of prevalence higher education. and schools of professional programmes of polytechnics programmes study in university with the average 113, programme was programmes. Polytechnics and schools of professional higher education and schools of professional programmes. Polytechnics and the social sciences (67) carry out programmes in predominantly teaching staff. The average average 860 FTE teaching staff. The higher education there were fessional ed for the networking of higher education institutions for developing developing of higher education institutions for the networking ed for equivalent ( equivalent programmes study existing of analysis A detailed of such programmes. document entitled Network of Higher Education Institutions and Study Study and Institutions Education Higher of Network entitled document cooperation and implementation of joint study programmes. In addition, cooperation and implementation of joint study - quality assurance mechanisms will be used and support will be provid which necessarily leads to an inefficient use of resources, especially at especially resources, of use inefficient an to leads necessarily which Data from the Croatian Bureau of Statistics show that there were 152 857 152 that there were show of Statistics from the Croatian Bureau Data These data clearly show that the number of study programmes is too large, that the number of study show These data clearly This analysis shows the prevalence of programmes in the social sciences the prevalence shows This analysis This is partly a result of the splitting-up of already existing programmes existing of already of the splitting-up a result This is partly 6.4 at universities and 5.5 at polytechnics and schools of professional and schools of professional at polytechnics and 5.5 6.4 at universities

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EDUCATION 149 - which defined the baseline for for baseline the defined which 86 : National Council for Science and Higher Edu- Science and Council for : National ment of programmes with real social needs. Number of accredited needs. Number ment of programmes with real social ment a plan for decreasing the number of study programmes. Use programmes. Use of study decreasing the number ment a plan for ment quotas, based on instruments of the Croatian Qualifications on instruments of the Croatian Qualifications ment quotas, based learning outcomes/competences and social needs. Use the analysis the analysis Use and social needs. learning outcomes/competences study programmes. study standards of qualifications. Use the analysis to adopt and imple- to adopt and Use the analysis standards of qualifications. Service as bodies sectoral councils and the Croatian Employment gramme agreements. programmes. Extent to of study decreasing the number adopted for grammes, Rectors’ Conference, Council of Polytechnics and and Council of Polytechnics Conference, grammes, Rectors’ that propose enrolment quotas in the phase of concluding pro that propose enrolment quotas in the to rationalise the number of study programmes and define enrol- programmes and define of study to rationalise the number dures and standards of the Croatian Qualification Framework. Plan Framework. dures and standards of the Croatian Qualification cation contents and to assess the level of alignment between acquired acquired of alignment between the level contents and to assess which the analysis results match the current system. Level of align- Level results match the current system. the analysis which Schools of Professional Higher Education Schools of Professional Analyse study programmes to examine their programmes to examine study Analyse MEASURE 1.1.1. Framework. Encourage higher education institutions to develop higher education institutions to develop Encourage Framework. : Analysis conducted based on qualifications, proce- : Analysis INDICATORS : Working group for analysing study pro- study analysing group for : Working IMPLEMENTATION BODYCOMPETENT holders such as employers, relevant line ministries, etc. This resulted in a line relevant holders such as employers, increased efficiency of the national higher education system. Increased system. national higher education efficiency of the increased labour market, providing employment to graduates with Bachelor degrees Bachelor with graduates to employment providing market, labour rates, decreasing enrolment quotas for study programmes producing producing programmes study quotas for enrolment rates, decreasing rationalising the higher education institutions’ network with the aim of with network institutions’ the higher education rationalising reform were introduced, there were no defined outcome benchmarks no defined outcome benchmarks introduced, there were were reform such as learning outcomes and student competences. Activities related Activities competences. and student learning outcomes such as programmes, their the quality of various striking inconsistency between graduates in occupations that have low employment prospects, increasing prospects, employment low that have graduates in occupations quality of higher education in all fields. and increasing the acceptance by the labour market and their general contribution to society. and their general the labour market acceptance by to the Croatian Qualifications Framework had not yet begun. With a With yet begun. had not to the Croatian Qualifications Framework few exceptions, new study programmes were developed within higher higher within developed were programmes study new exceptions, few enrolment quotas for study programmes that are in high demand on theon demand high in are that programmes study for quotas enrolment efficiency implies shortening the duration of study, increasing graduation increasing study, duration of the implies shortening efficiency education has been adopted and the Croatian Qualifications Framework Framework Qualifications Croatian the and adopted been has education - education institutions with no particular consultation with other stake Programmes in the Republic of Croatia, of Republic the in Programmes In the meantime the legislative framework for quality assurance in higher for framework In the meantime the legislative CLEARLY DEFINED LEARNING OUTCOMES CLEARLY 1.2. MODIFYING CONTENTS OF STUDY PROGRAMMES WITH WITH PROGRAMMES STUDY OF 1.2. MODIFYING CONTENTS At the time when the new study programmes aligned with the Bologna study the new when the time At • - - - The methodology for assessing for methodology The 89 These acts defined instruments defined instruments These acts 87 no. 22/13). OJ 90 Adequate distribution of content should be used for identifying distribution of content should be used for Adequate 88 models for this practice-oriented part of study programmes, within the this practice-oriented part of study models for credits) credits) ECTS (and/or outcomes learning existing the and introduced ment skills or entrepreneurship. The existing proportion of practical practical of proportion existing The or entrepreneurship. ment skills high-quality programmes, study In many altogether. work field and ments not shifted from knowledge transfer (as a result of the higher education the higher a result of (as transfer not shifted from knowledge and assessing theirskills and their acquired knowledge instead of testing novation through their studies. A large proportion of student workload proportion of student workload through their studies. A large novation learning outcomes should guarantee that they have indeed been acquired have learning outcomes should guarantee that they learning outcomes at undergraduate studies, in a manner that increases sequently a prerequisite of better employability of graduates, in terms of graduates, of better employability a prerequisite sequently result in more complex learning outcomes than those at undergraduate learning result in more complex stant and rapid changes in the wider social context. Moreover, there is there Moreover, social context. in the wider changes rapid stant and should be placed on the need for students to develop creativity and in- creativity students to develop should be placed on the need for level study so that courses/modules at the graduate should be revised studies. the level of individual courses/modules. individual of level the and the learning outcomes should also be confirmed within a relevant at universities has been shifted to undergraduate study, and the real real the and study, undergraduate to shifted been has universities at there is now a need to revise the structure and learning outcomes of of outcomes learning and structure the revise to need a now is there of acquisition the assessing of manner efficient an develop to need a still have Some higher education institutions those learning outcomes. programmes should ensure that students acquire prescribed learning prescribed learning that students acquire should ensure programmes out means that learning which to competence development, process) framework of sector interest networks (see measure 4.2.4). Special focus focus Special 4.2.4). measure (see networks interest of sector framework for harmonising the level of quality of study programmes, which means which programmes, of study of quality the level harmonising for of their better preparation for the requirements of their future employ future their of requirements the for preparation better their of organisational appropriate to develop it is necessary ers. Consequently, outcomes, starting from the level of the study programme through to programme through study of the the level outcomes, starting from credits. Therefore, new learning outcomes should be learning outcomes new of acquired ECTS credits. Therefore, degree. of holders of a Bachelor employability existing study programmes, as well as the way they are delivered. Study Study delivered. are they the way as as well programmes, study existing to adapt to con- enough flexible should also remain outcomes, but they can be easily assessed. They should result from a hierarchy of learning should result from a hierarchy assessed. They can be easily competences. - skills, manage and presentation competences such as communication work place programmes lack while some study classes is still insufficient, comes are still validated based on testing content memorised by students, memorised by based on testing content comes are still validated qualification. If entered into the Register of the Croatian Qualifications Register of the Croatian Qualifications qualification. If entered into the workload of graduate students often does not correspond to the number of graduate students workload - acquiring competences and con placements are a prerequisite for work Study programmes still lack a methodology for developing transversal transversal developing programmes still lack a methodology for Study fications Framework. Each study programme should include clear learning outcomes that programme should include clear learning outcomes that Each study Framework, the qualification can be referenced to the European Quali- the qualification can be referenced Framework, There are no clear indicators on whether such an approach to learning There are no clear indicators on whether Act has come into force ( force has come into Act

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EDUCATION 150 HIGHER

EDUCATION 151 - In addition, university In addition, university 90 : National Council for Science and Higher Edu- Science and Council for : National in work placements. Share of transversal competences incorporat- placements. Share of transversal in work a system and communication technologies. Develop information institutions, Agency for Science and Higher Education for institutions, Agency learning outcomes with competences. Include employers in the Include employers learning outcomes with competences. - to each course/mod with ECTS credits referring student workload revision of contents of study programmes through the sector programmes through of contents of study revision ule. Ensure student work placements in the framework of all study of all study placements in the framework ule. Ensure student work undergraduate to graduate studies and, at the same time, align real undergraduate to graduate studies and, approaches to delivering study programmes, including use of study approaches to delivering and graduate studies. higher education Higher Education, and Schools of Professional programmes in which they can contribute to acquiring competenc- they programmes in which programmes. Use the Croatian Qualifications Framework to align Framework the Croatian Qualifications programmes. Use for supporting teaching projects through an annual call for pro- through an annual call for supporting teaching projects for of employers’ representation. Percentage of students participating representation. Percentage of employers’ programmes. ed into study es. Incorporate more transversal competences into undergraduate competences into undergraduate es. Incorporate more transversal cation councils, the Croatian Employers’ Association and the Croatian councils, the Croatian Employers’ Introduce a system for encouraging innovative innovative encouraging for MEASURE 1.2.2. Introduce a system Revise contents and learning outcomes of study contents and learning outcomes of study MEASURE 1.2.1. Revise Level of alignment of learning outcomes with competences. Level outcomes with competences. Level of alignment of learning Level : Number of new/revised study programmes approved. programmes approved. study of new/revised : Number INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION Chamber of Commerce. Shift the focus of study programmes from of study Chamber of Commerce. Shift the focus BODYCOMPETENT however, is that these procedures are not followed in the majority of cases. in the majority of not followed procedures are is that these however, ment of qualifications standards and study programmes can substan can programmes study and standards qualifications of ment libraries should establish centres for supporting students with their final/ their with students supporting for centres establish should libraries respect, it is necessary to introduce e-learning as an complementary form as an complementary form respect, it is necessary to introduce e-learning study programmes and to applying high-tech teaching aids through the high-tech teaching programmes and to applying study and communication technologies. In this substantial use of information the higher education system by abolishing outdated competences that abolishing outdated competences by system the higher education the acquisition of transversal competences. the acquisition of transversal are no longer needed and by modifying programmes so that students so that students modifying programmes needed and by are no longer competences that are in demand. acquire up-to-date tially contribute to the relevance of the prescribed learning outcomes. learning prescribed the of relevance the to contribute tially of teaching (i.e. as a mixed, hybrid approach). hybrid of teaching (i.e. as a mixed, outcomes is indeed adopted in Croatian higher education (besides, in Croatian higher is indeed adopted outcomes to a diploma theses and dissertations. Libraries should be more involved in should be more involved diploma theses and dissertations. Libraries competences. To this end, it is crucial that higher education institutions institutions education higher that crucial it is end, this To competences. - participation during the develop since their cooperate with employers, certain extent, the indicator of students’ employability). The impression,The employability). students’ of indicator the extent, certain It is especially necessary to encourage innovative approaches to delivering delivering approaches to innovative necessary to encourage is especially It Establishing such relations will lead to the additional rationalisation of will lead to the additional rationalisation Establishing such relations Therefore, prescribed learning outcomes should be aligned with relevant with relevant should be aligned learning outcomes prescribed Therefore, • • - ) SRCE : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ : MSES : National Council for Science and Higher Edu- Science and Council for : National : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ be implemented for learning outcomes at the level of study pro- of study at the level learning outcomes be implemented for institutions, University Computing Centre ( institutions, University measure relates to assessing learning outcomes at the course/mod ing- and non-teaching staff as possible in the mentoring system system staff as possible in the mentoring ing- and non-teaching mentors into student surveys. institutions menting, validating and documenting the assessment of learning menting, validating jects system is operational is jects system staff to develop mentoring competences through internal pro- mentoring competences through staff to develop Percentage mentoring system. of operation of the stitutions. Level staff at higher education institutions on this form of assessment. staff at higher education institutions on this tences (which are themselves in line with the Croatian Qualifica- are themselves tences (which tions Framework) grammes. Higher Education and Schools of Professional imple- will be necessary to determine the principles for It ule level. approaches to teaching at higher education institutions to teaching at higher approaches education Education, higher Higher of Professional and Schools ployers’ Association, Croatian Chamber of Commerce, Agency for for Association, Croatian Chamber of Commerce, Agency ployers’ all higher education institutions. Train teaching- and non-teaching institutions. Train teaching- and non-teaching all higher education Introduce the assessment of regular student advising. and provide Higher Education, higher education and Schools of Professional posals intended for co- financing new, creative and more efficient and more efficient creative new, co- financing for posals intended ensure that they are aligned with one another. This measure should with one another. are aligned ensure that they of teaching staff participating in training. comes in order to determine their acquisition more reliably. This comes in order to determine their acquisition more reliably. outcomes. It will also be necessary to organise training of teaching will also be necessary to organise outcomes. It cedures at higher education institutions. Include as many teach- institutions. Include as many cedures at higher education cation Science and Higher Education, relevant working group working Science and Higher Education, relevant validating learning outcomes and acquired competences, then validating Revise the methodology for assessing learning out- the methodology for 1.2.5. Revise MJERA Determine the methodology for verifying and verifying the methodology for MEASURE 1.2.4. Determine Develop and introduce a mentoring system at a mentoring system and introduce Develop MEASURE 1.2.3. Percentage of teaching staff and students in the mentoring system. system. teaching staff and students in the mentoring of Percentage Level of satisfaction of teaching staff and students. Level : Level of alignment of learning outcomes with compe- : Level INDICATOR : Higher education institutions, Croatian Em- : Higher education institutions, Croatian IMPLEMENTATION : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION - the teaching pro to which extent : Assessment of the INDICATOR : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ IMPLEMENTATION higher education in- regulations adopted by : Relevant INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT • • •

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EDUCATION 153 92 - Universi ), National SRCE : MSES : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ et), University Computing Centre ( CARNet), University braries). Web portal established containing documents on scientific portal established Web braries). in training. Level of teaching staff satisfaction. in training. Level isational capacities of centres to support students preparing their isational capacities of centres to support integrity, quoting, plagiarism etc. quoting, integrity, ity and accessibility. Level of acquisition of learning outcomes. Level ity and accessibility. system is operational (with relevant technical support services at li- technical relevant is operational (with system ure should be also included into the objectives set by programme set by included into the objectives ure should be also and Schools of Professional Higher Education Higher of Professional and Schools ty Library, university libraries university ty Library, as well as the acquisition of relevant learning outcomes. This meas- of relevant as the acquisition as well agreements. Higher Education and Schools of Professional prescribed methodology. Percentage of teaching staff participating staff participating of teaching Percentage methodology. prescribed for assessing learning outcomes. Level of implementation of the of implementation outcomes. Level assessing learning for frame, while ensuring both the quality and accessibility of studies, the quality and accessibility of studies, ensuring both frame, while ( Establish appropriate infrastructure and organ- MEASURE 1.2.7. Establish appropriate infrastructure final theses and dissertations Encourage graduation within a prescribed time graduation within a prescribed- Encourage MEASURE 1.2.6. : Higher education institutions : Higher education IMPLEMENTATION adopted on the methodology regulations : Relevant INDICATORS : Croatian Academic and Research Network Network and Research : Croatian Academic IMPLEMENTATION : Assessment of the extent to which the counselling which to : Assessment of the extent INDICATORS : Higher education institutions : Higher education IMPLEMENTATION of qual- duration of time to graduation. Level : Average INDICATORS BODYCOMPETENT BODYCOMPETENT institutions deliver university studies or professional studies. studies or professional university institutions deliver However, country. encompasses all regions of the institutions in Croatia system, with only a short formal discontinuity between 1981 and 1993. 1981 and 1993. discontinuity between a short formal with only system, tries have introduced it. Croatia has a long tradition of having a binary introduced it. Croatia has a long tradition of having tries have cation systems, as well as diversified ones. In the last two decades, some decades, two last the In ones. diversified as well as systems, cation HIGHER EDUCATION SYSTEM THAT IS ALIGNED WITH ALIGNED IS THAT SYSTEM EDUCATION HIGHER THE PRINCIPLE OF WITH AND NEEDS NATIONAL EDUCATION HIGHER OF MANAGEMENT EFFICIENT INSTITUTIONS - binary and unitary higher edu there exist Both in Europe and beyond, coun- other while system the binary dropped have countries European Croatia’s binary system is characterised by the fact that higher education by is characterised binary system Croatia’s The geographical distribution of the existing network of higher education network distribution of the existing The geographical OBJECTIVE 2: ESTABLISH AN EFFICIENT BINARY BINARY EFFICIENT AN 2: ESTABLISH OBJECTIVE • • - - - 93 94 , the average number of students enrolled in higher education in higher enrolled of students number average , the EU business); higher education; are enrolled in professional study programmes within the field study are enrolled in professional the field of social sciences (most notably in the field of economics (most notably the field of social sciences and business). per cent are enrolled at polytechnics and schools of professional and schools of professional per cent are enrolled at polytechnics of social sciences (most notably in the field of economics and notably of social sciences (most enrolled at universities; education are enrolled in professional study programmes within programmes within study education are enrolled in professional 77 per cent of all students are enrolled at universities, while only 23 only while at universities, 77 per cent of all students are enrolled 72 per cent of students enrolled at schools of professional of higher of professional 72 per cent of students enrolled at schools 39 per cent of students of professional study programmes are study 39 per cent of students of professional 46 per cent of the total number of students enrolled at polytechnics enrolled at polytechnics 46 per cent of the total number of students — — — — have been issued since the introduction of the Bologna Process). The The been issued since the introduction of the Bologna Process). have higher education), the number of available enrolment places at higher enrolment the number of available higher education), institutions is 84 per cent of the number of secondary school graduates. institutions is 84 per cent of the number mass for ensuring high-quality teaching or research is open to question. to open is research or teaching high-quality ensuring for mass long-term sustainability of certain regional institutions with no critical of certain regional institutions long-term sustainability relatively small higher education market and a low level of in-country of level low a and market education higher small relatively study programme, or between a Bachelor and Master’s degree. This is and Master’s a Bachelor programme, or between study sources. In Croatia, there are currently ten universities (seven public and (seven ten universities currently Croatia, there are sources. In through introduced often were programmes study new mobility, student a decrease in the number of secondary school graduates. a decrease in the number of secondary tinction between university and professional Bachelor degrees (which degrees (which Bachelor and professional university tinction between a clear distinction between there is no obligation to make a job vacancy, and as high as 123.4 per cent in both public and private higher education). higher education). and private and as high as 123.4 per cent in both public three private), 15 polytechnics (11 public and four private) and 31 schools private) public and four (11 polytechnics 15 three private), com who students of number the to Compared sustainable. not are that the number of institutions exceeds the national potential and available re potential and available the national of institutions exceeds the number also the case in the state administration and in public companies. Member States: to the structure in other EU Member opposite pletely plete secondary education (only those programmes that enable access to those programmes (only plete secondary education of the student population by types and fields of study in Croatia is com- of study types and fields of the student population by of professional higher education (28 private and three public). Due to a and three public). private education (28 higher of professional boom in the number of higher leading to an unjustified out the country, this reason, the For as to a lack of quality. as well education institutions, education institutions is higher (110 per cent in public higher education education institutions is higher (110 differences in learning outcomes between a professional and university and university a professional in learning outcomes between differences or professional qualifications earned after the completion of a university Moreover, the labour market in Croatia still does not make a clear dis- in Croatia still does not make the labour market Moreover, Bachelor degree are not clear. When announcing a call for applications for for applications When for call a announcing clear. not are degree Bachelor In addition to this challenge, demographic forecasts for Croatia predict Croatia for forecasts demographic challenge, this to addition In In the At the same time, from the viewpoint of the binary system, the structure of the binary system, from the viewpoint the same time, At At the national level, this situation has resulted in high enrolment quotas enrolment high in resulted has situation this level, national the At — — — —

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EDUCATION 155 - - - by those who will become their subordinates following the elections the elections following will become their subordinates those who by be informed of the existing types of qualifications and their respective types of qualifications and their respective of the existing be informed higher education institutions in Croatia lacked a clear vision and respec lacked higher education institutions in Croatia ing heads, monitoring their work and evaluating the results of higher the results of higher and evaluating ing heads, monitoring their work mechanism sometimes does not lead to the election of the best or most more autonomy in decision-making and more accountability related to: in decision-making and more accountability related more autonomy interests of faculties in some cases do not match the interests of the the of interests the match not do cases some in faculties of interests made it harder to define such an objective. The ministry in charge of of The ministry in charge made it harder to define such an objective. needs and should become more efficient by improving its management. its management. by improving efficient should become more needs and learning outcomes. reaching these objectives, leading the policy of quality, clear profiling clear profiling policy of quality, leading the reaching these objectives, senate). This makes elected heads responsible to the bodies that elected This makes senate). sional higher education — although there should be no assumption that — although there should be no assumption sional higher education university. This represents an obstacle to efficient management. Some management. efficient to obstacle an represents This university. them. Experiences from various systems show that such an elective such an elective that show systems Experiences from various them. tive objectives, which made it difficult to assess their management. On made it difficult to assess their management. which objectives, tive which also a lack of a clear national strategy, the other hand, there was its funding. most notably the entire system, the quality of teaching at polytechnics is any lower. Employers should Employers lower. is any at polytechnics the quality of teaching problems related to managing universities will be resolved by introducing by will be resolved problems related to managing universities programmes to those provided out by polytechnics and schools of profes polytechnics by out to those provided programmes full-scale programme agreements. In addition to defining clear objectives to defining clear objectives full-scale programme agreements. In addition transfer would rectors and senates, full-scale programme agreements for ethical values guarantee the respect for academic principles in appoint- guarantee the respect for ethical values education institutions. As a rule, management board members are nom are members board management a rule, As institutions. education of successful European higher education systems use the mechanism of successful European higher education systems boards of managing higher education institutions through management of a university in the Higher Education Area, and improving links with links Area, and improving in the Higher Education of a university Europe and beyond. other higher education institutions in entities), the authority of the university rector overlaps with authority of rector overlaps the authority of the university entities), education has also lacked high-quality tools for testing the efficiency of testing high-quality tools for education has also lacked composed of eminent individuals in society, whose integrity and high integrity whose in society, individuals composed of eminent competent candidate, while the heads find themselves in situations in situations the heads find themselves competent candidate, while deans, i.e. there is no clear hierarchy of decision-making, while indirect of decision-making, while deans, i.e. there is no clear hierarchy concept of the binary system, which should be aligned with national with national should be aligned which the binary system, concept of EDUCATION INSTITUTIONS EDUCATION when decision-making is ruled by compromises. In contrast, a number decision-making is ruled by when (teaching staff, members of teaching councils, deans and members of the (teaching In the current system, heads of higher education institutions are elected In the current system, Until the introduction of pilot programme agreements, the majority of introduction of pilot programme agreements, the Until Taking such facts into consideration, there is a need to re-define the to re-define the there is a need into consideration, such facts Taking 2.1. INCREASING MANAGEMENT EFFICIENCY AT HIGHER HIGHER AT EFFICIENCY 2.1. INCREASING MANAGEMENT At universities that are composed of faculties (which registered as legal (which that are composed of faculties universities At At the same time, universities should provide different types of study study types of different should provide universities time, the same At : MSES : National Council for Science and Higher Edu- Science and Council for : National higher education funding system that stimulates development’ (4.1). higher education funding system that stimulates institutions. managing higher education institutions, taking into consideration managing higher education institutions, Legal acts of higher education institutions model. management institutions through full-scale programme agreements institutions through full-scale programme legal entities. Amend statutes and regulations of higher education their autonomy and the principle of accountability for reaching and the principle of accountability for their autonomy and Schools of Council of Polytechnics Conference, tion, Rectors’ operation and efficiency. of model’s amended. Level obligations of universities and their constituent units registered as and their constituent obligations of universities objectives cation, Rectors’ Conference, higher education institutions Conference, cation, Rectors’ cation Determine a clear relation between rights and relation between a clear MEASURE 2.1.3. Determine Develop and implement an efficient model of MEASURE 2.1.2. Develop Establish a system for funding higher education for MEASURE 2.1.1. Establish a system Professional Higher Education, higher education institutions Professional : Statutes of universities and their constituent units of universities : Statutes INDICATORS : National Council for Science and Higher Edu- Science Council for : National IMPLEMENTATION , Agency for Science and Higher Educa- Science and Higher for : MSES, Agency IMPLEMENTATION establishing an efficient for : Guidelines developed INDICATORS This measure is elaborated in detail under ‘Objective 4: Develop an efficient 4: Develop in detail under ‘Objective is elaborated This measure BODYCOMPETENT BODYCOMPETENT inated following a public call and they are neither political officials nor political officials are neither they a public call and inated following makes it very difficult to manage higher education institutions effectively. effectively. institutions higher education difficult to manage it very makes at most higher edu- low income, such sources of income are extremely institutions. use a proportion of them to cover their overhead expenses. their overhead use a proportion of them to cover unavailable, insufficient, and sometimes even incorrect. This situation even incorrect. sometimes insufficient, and unavailable, that is relevant to the Croatian Higher Education Area. Heads of higher to the Croatian Higher Education Area. Heads that is relevant among teaching staff, so they usually have no formal competences related competences formal no have usually they so staff, teaching among a certain level to provide this reason, it is necessary For to management. prominent members of political parties. This Strategy envisages the the envisages Strategy parties. This members of political prominent for managing higher education institutions aligned with the Strategy. aligned with the education institutions managing higher for education institutions have limited autonomy in developing budgets budgets developing in autonomy limited have institutions education in the structure of the budget. of their institutions, and salaries prevail evaluation of the current system and the development of a new system system of a new the development and system of the current evaluation education related to decision-making at higher of additional training cation institutions, and those who do have such revenues often need to such revenues do have cation institutions, and those who Making high-quality decisions requires data, and relevant data is often often is data relevant and data, requires decisions high-quality Making In addition, heads of higher education institutions are currently elected higher education institutions are currently In addition, heads of There is therefore a need for a unified system for managing information managing information for system a unified a need for There is therefore While they do have the autonomy to spend funds earned through own through own to spend funds earned the autonomy do have While they • • •

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EDUCATION 157 - : National Council for Science and Higher Council for : National Various activities should be focused on including as many in- on including as many should be focused activities Various 95 beyond. heads of higher education institutions. The additional training institutions. The additional training heads of higher education infrastructure for higher education institutions’ (5.2). higher education for infrastructure mation that is relevant to the Croatian Higher Education Area to the Croatian Higher Education mation that is relevant should be carried out as a programme in the field of system man- system as a programme in the field of should be carried out authority and accountability related to management. Percentage Percentage related to management. and accountability authority and obligations. their rights agement for heads elected for the academic year 2016/2017 and academic year the for heads elected for agement appropriate premises and information and communication technologies and information premises appropriate of universities and their constituent units with a clear relation of a clear relation of units with and their constituent of universities experts, Agency for Science and Higher Education Science and for Agency experts, it until 2020) heads should complete ed (all (legal entities) amended, in terms of clear definition of their terms of clear definition amended, in (legal entities) - for managing infor system MEASURE 2.1.5. Establish a unified Introduce a system for additional training for additional training for for Introduce a system MEASURE 2.1.4. Education : Higher education institutions with relevant institutions with relevant : Higher education IMPLEMENTATION complet- of heads with additional training : Percentage INDICATOR This measure has been elaborated in detail under ‘Objective 5: Secure Secure 5: in detail under ‘Objective has been elaborated This measure BODYCOMPETENT STEM). be increased, in particular in fields relevant for economy development development for economy be increased, in particular in fields relevant short-term demands of the market, while university study programmes study university while short-term demands of the market, more and fundamental knowledge should secure better foundations study programmes should be more flexible in order to promptly meet promptly to in order flexible be more should programmes study should be planned in line with the practice of developed European coun European of developed should be planned in line with the practice appropriate to changing demands by the market, technology and society. technology and society. the market, appropriate to changing demands by acquiring (theoretical) knowledge, although there are some contents although there are some contents knowledge, acquiring (theoretical) of this concept, professional aimed at acquiring skills. In the framework tries, according to the development forecast of Croatia. forecast tries, according to the development programme are predominantly study that the contents of a professional terested participants as possible, e.g. setting up tax reliefs/incentives and up tax reliefs/incentives terested participants as possible, e.g. setting institutions higher education for allocating additional funding incentives programmes study professional new Developing students. their for and profession-oriented, aimed at acquiring skills — although there are somethere are although acquiring skills — aimed at profession-oriented, of university study programmes are predominantly oriented towards oriented towards programmes are predominantly study of university contents aimed at acquiring (theoretical) knowledge. In contrast, contents knowledge. contents aimed at acquiring (theoretical) ( STUDY PROGRAMMES BASED ON TRANSPARENT AND VERIFIED VERIFIED AND TRANSPARENT ON PROGRAMMES BASED STUDY Both types of study, however, should equally prepare students for lifelong lifelong prepare students for should equally however, Both types of study, One difference between university and professional study programmes is study and professional university between One difference COMPETENCES The attractiveness and competitiveness of study programmes should programmes should of study and competitiveness The attractiveness 2.2. DISTINGUISHING BETWEEN UNIVERSITY AND PROFESSIONAL AND PROFESSIONAL 2.2. DISTINGUISHING BETWEEN UNIVERSITY • • - 96 : MSES : MSES 97 institutions related to resources required for the operation of higher education related to resources required for a letter of accreditation with international standardised practice - and Schools of Profes Council of Polytechnics tors’ Conference, ating between professional and university study programmes study and university professional ating between drafting legislation group for cation, Rectors’ Conference, higher education institutions, working higher education institutions, working Conference, cation, Rectors’ programmes study and professional university distinction between Align minimal national criteria for obtaining obtaining MEASURE 2.2.2. Align minimal national criteria for - differenti the basis for learning outcomes MEASURE 2.2.1. Make - Education, Rec Science and Higher for : Agency IMPLEMENTATION : National Council for Science and Higher Edu- Science Council for : National IMPLEMENTATION with a clear of qualifications developed : Standards INDICATORS BODYCOMPETENT BODYCOMPETENT by polytechnics and schools of professional higher education. There are There education. higher of professional schools and polytechnics by ly defined and should then be validated, verified and regularly revised. verified and regularly validated, then be defined and should ly a letter of obtaining for letters of accreditation and the requirements learning. As a rule, university study programmes should be delivered by by be delivered should programmes study As a rule, university learning. standardised criteria for accreditation of university and professional and professional accreditation of university for standardised criteria studies and university professional between studies. The difference clear be should which outcomes, learning in but quality in be not should some exceptions, however: a university can deliver professional study study professional deliver can a university however: some exceptions, universities, while professional study programmes should be delivered be delivered should programmes study professional while universities, the re-accreditation of higher education institutions’. The Ordinance is institutions’. the re-accreditation of higher education Quality Assurance in and Guidelines for also in line with the Standards higher education institutions. Area at the European Higher Education the quality evaluating for experience in the procedure and significant assurance system. to each guideline defined in the ‘Ordinance regulating the content of of content the regulating ‘Ordinance the in defined guideline each to and regulating a higher education provider), becoming accreditation (for are not available at either polytechnics nor schools of professional higher nor schools of professional at either polytechnics are not available respective the in studies university of quality of level the with aligned and programmes if there is an explicit social demand for programmes that programmes for social demand if there is an explicit programmes objectives should be closely linked to the achieved level of quality related level the achieved to linked should be closely objectives education, or in the case of insufficient capacity of those polytechnics polytechnics case of insufficient capacity of those education, or in the Another them. that provide education higher professional schools of or a uni- by delivered programmes are jointly is that some study exception cation of the Republic of Croatia, which has international accreditation which of Croatia, cation of the Republic development and restructuring of the binary system. Quality assuranceQuality system. binary of the restructuring and development field, by incremental alignment of minimal criteria with international of minimal criteria with international by incremental alignment field, versity and a polytechnic or a school of professional higher education. higher or a school of professional and a polytechnic versity Quality assurance mechanisms should be a fundamental lever for the the for be a fundamental lever Quality assurance mechanisms should This is the area of operation of the Agency for Science and Higher Edu- Science and Higher for This is the area of operation of the Agency The level of quality of professional study programmes should be upgraded study of quality of professional The level • •

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EDUCATION 159 - 98 : MSES - of Hu the Development Council for : National BODY man Potential in the labour market. Monitor variations in the labour market and in the labour market variations Monitor in the labour market. needs by defining the competences for future occupations and for future occupations defining the competences needs by sional Higher Education sional Higher tutions with relevant expertise, Croatian Employment Service, Croatian Employment expertise, tutions with relevant expertise with relevant agencies government taking into consideration development forecasts and fluctuations forecasts taking into consideration development align quotas continuously. and/or university study programmes study university and/or fessional Higher Education Higher fessional of higher education. Define a fixed part of a quota and a flexible part, part of a quota and a a fixed of higher education. Define education institutions need to satisfy for delivering professional professional delivering to satisfy for institutions need education defining quotas per fields and study programmes for all three levels levels for all three defining programmes quotas per fields and study Develop a methodology for forecasting social forecasting a methodology for MEASURE 2.3.1. Develop Align the minimal quality criteria that higher minimal quality criteria 2.2.3. Align the MEASURE Rectors’ Conference, Council of Polytechnics and Schools of Pro- Council of Polytechnics Conference, Rectors’ : Criteria adopted and included into relevant legislation into relevant adopted and included : Criteria INDICATORS - : Public institutes and higher education insti IMPLEMENTATION model the forecast to which : Assessment of the extent INDICATORS : Agency for Science and Higher Education, the Science and Higher Education, the for : Agency IMPLEMENTATION legislation included in relevant : Criteria adopted and INDICATORS COMPETENT BODYCOMPETENT higher education system) and enrolment quotas will be re-defined. In quotas will be re-defined. In and enrolment higher education system) it is certainly not the only relevant parameter. The methodology for iden The methodology for parameter. relevant not the only it is certainly social needs. At the same time, elements of existing methodologies from methodologies existing of elements time, same the At needs. social affairs, and other parameters that could affect an accurate assessment of affect affairs, and other parameters that could to again paid be should attention Special of Croatia. specificities the assurance elements for each higher education institution. Although the assurance elements for assessing real social needs, into consideration when that should be taken education, higher of role social wider the consider should quotas tifying they are under-represented. they parallel, the quality of delivery of study programmes will be raised, which programmes will be raised, which of study parallel, the quality of delivery forecasts of the country’s development prospects, the current state of prospects, the current development of the country’s forecasts of all stakeholders (secondary school students, the labour market and the the labour market school students, (secondary of all stakeholders developed European countries could also be adopted, while respecting respecting European countries could also be adopted, while developed quotas, attention will be paid to real social needs, but also to quality social needs, but also to quality quotas, attention will be paid to real important parameter presents an current situation on the labour market DEVELOPMENT OF THE CROATIAN ECONOMY AND SOCIETY ECONOMY CROATIAN THE OF DEVELOPMENT will result in increased efficiency (i.e. progression). When re-defining re-defining When progression). (i.e. efficiency increased in result will CATIONS THAT ARE NEEDED FOR THE LONG-TERM SUSTAINABLE SUSTAINABLE THE LONG-TERM ARE NEEDED FOR THAT CATIONS areas, since analyses conducted in Croatia and abroad show that show abroad and Croatia in conducted analyses since areas, STEM - QUALIFI AT EDUCATION HIGHER OF PUBLIC FUNDING TARGET 2.3. A detailed analysis will need to be made of the real needs and possibilities A detailed analysis • • : MSES based on contents and not on type of study. Teaching staff should Teaching study. based on contents and not on type of have adequate teaching competences for implementing respective implementing respective for adequate teaching competences have is operational. Percentage of forecast matching actual state of affairs. matching actual of forecast Percentage is operational. ence, Council of Polytechnics and Schools of Professional Higher and Schools of Professional ence, Council of Polytechnics contents, regardless of the type of study. Define a system for assigning teaching duties system a MEASURE 2.4.1. Define - Confer drafting legislation, Rectors’ group for Education, working Education : National Council for Science and Higher Council for : National IMPLEMENTATION legislation. : Amendments of relevant INDICATORS BODYCOMPETENT be assigned to teaching staff elected into teaching grades, while the the while grades, teaching into elected staff to teaching assigned be be linked to types of contents instead of types of study. As mentioned As mentioned of types of study. to types of contents instead be linked majority of courses/modules in professional study programmes should programmes should study majority of courses/modules in professional should programmes study university in courses/modules of majority may also include contents primarily oriented to acquiring knowledge). knowledge). oriented to acquiring also include contents primarily may restrictions and requirements. This should be replaced by identifying identifying by replaced be should This requirements. and restrictions students’ motivation and excellence, including relevant testing and as- relevant including and excellence, students’ motivation sessment of required income competences. sion-oriented and primarily aimed at acquiring skills (although they they (although skills acquiring at aimed primarily and sion-oriented are primarily oriented towards acquiring knowledge (although some some (although acquiring knowledge oriented towards are primarily this principle be respected at the tion institutions shall guarantee that time of initial accreditation and re-accreditation. that the type of study is irrelevant for teaching staff and that the only teaching staff and that the only for is irrelevant that the type of study parts of a curriculum are oriented towards acquiring skills). It results results It acquiring skills). are oriented towards parts of a curriculum the teaching duties. Consequently, assigning when work professional - profes are predominantly programmes study professional previously, fact that matters is a type of contents (profile of a unit of learning out- fact that matters is a type of contents of teaching excellence and of the role of teaching staff’s research or research or and of the role of teaching staff’s of teaching excellence grades. elected into research-teaching teaching staff by taught be only comes) taught by teaching staff, and that they should have adequate adequate should have teaching staff, and that they taught by comes) be a balance those contents. There should therefore competences for Bodies and institutions in charge of quality assurance of higher educa- of quality assurance Bodies and institutions in charge On the other hand, the curriculum of university study programmes programmes study university of curriculum the hand, other the On CRITERIA FOR VERTICAL STUDENT MOBILITY STUDENT VERTICAL FOR CRITERIA COMPETENCES OF TEACHING STAFF WITH CONTENTS OF OF WITH CONTENTS STAFF TEACHING OF COMPETENCES The selection of teaching staff and the assignment of teaching duties will of teaching of teaching staff and the assignment selection The 2.5. APPLYING PREVIOUSLY ACHIEVED COMPETENCES AS THE ONLY THE AS ACHIEVED COMPETENCES ONLY PREVIOUSLY 2.5. APPLYING 2.4. ASSIGNING TEACHING DUTIES BASED ON ALIGNING THE THE ALIGNING ON DUTIES BASED TEACHING ASSIGNING 2.4. TEACHING At present vertical mobility is mainly based on administrative and formal and formal based on administrative mobility is mainly vertical present At •

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EDUCATION 161 : MSES : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ higher education institutions that are relevant for delivering study study delivering for relevant higher education institutions that are infrastructure for higher education institutions’ (5.2). for infrastructure institutions. register with the central information system of higher education system register with the central information system is operational. Level of satisfaction of included stakeholders. of satisfaction Level is operational. system and Schools of Professional Higher Education Higher of Professional and Schools institutions tion, higher education the to which studies. Assessment of the extent graduate tences for tion of prior learning, or assessment and testing of existing compe- of existing and testing learning, or assessment tion of prior mobility vertical a basis for tences, as programmes programmes (e.g. human and material resources). Integrate the human and material resources). programmes (e.g. appropriate premises and information and communication technologies and information premises appropriate programmes full or partial implementation of joint study eration and networking of higher education institutions related to eration and networking - compe prior learning, and testing existing es acquired through cation, Rectors’ Conference, Council of Polytechnics and Schools of Schools and Polytechnics of Council Conference, Rectors’ cation, Establish mechanisms for encouraging the coop- MEASURE 2.6.2. Establish mechanisms for Establish a data register on the resources of MEASURE 2.6.1. Establish a data register on the resources Develop a system and methodology for recogni- for and methodology a system 2.5.1. Develop MEASURE Professional Higher Education Professional : National Council for Science and Higher Edu- Science Council for : National IMPLEMENTATION of joint national and international study : Number INDICATORS , Agency for Science and Higher Educa- Science for : MSES, Agency IMPLEMENTATION - on recognition of competenc developed : Regulations INDICATORS This measure has been elaborated in detail under ‘Objective 5: Secure 5: Secure under ‘Objective in detail has been elaborated This measure BODYCOMPETENT BODYCOMPETENT in teaching, partly by transferring practical experience to students through students to experience practical transferring by partly teaching, in resources. Cooperation between higher education institutions related to resources. Cooperation between that these individuals are usually not teaching staff so they cannot be cannot they so staff teaching not usually are individuals these that programmes. Merging resources will also increase the quality of teaching. resources programmes. Merging future graduates. This would ensure adequate stakeholders’ participation ensure adequate stakeholders’ future graduates. This would noted should be placements. It student work by classes, and partly formal significantly may holders of courses/modules, but their experience formal enrich and improve the quality of teaching. the quality enrich and improve education institutions and other stakeholders, in particular employers of in particular employers education institutions and other stakeholders, encouraged in order to increase efficiency of their human and material and human their of efficiency increase to order in encouraged delivering (joint) study programmes will decrease the existing surplus of the existing programmes will decrease (joint) study delivering INCREASE EFFICIENCY OF HUMAN AND MATERIAL RESOURCES MATERIAL AND HUMAN OF INCREASE EFFICIENCY On the other hand, there is a need to enhance cooperation between higher cooperation between On the other hand, there is a need to enhance Cooperation and networking of higher education institutions will be education institutions will be of higher Cooperation and networking 2.6. ENHANCING INSTITUTIONAL NETWORKING IN ORDER TO TO IN ORDER NETWORKING 2.6. ENHANCING INSTITUTIONAL • • •

- - - 100 will be established in cooper will be established 99 : MSES higher education institutions, Croatian Employers’ Association, Employers’ higher education institutions, Croatian ment of the extent to which the professional guidance system and guidance system professional the to which ment of the extent relevant services are operational. Level of users’ satisfaction. are operational. Level services relevant ucation, National Council for Development of Human Resources, Resources, of Human Development Council for ucation, National guidance centres organisational capacities for student support and professional student support and professional for organisational capacities Establish the necessary infrastructure and Establish the necessary MEASURE 2.7.1. : National Council for Science and Higher Ed- Council for : National IMPLEMENTATION legislation. Assess- : Amendments made to relevant INDICATORS Croatian Chamber of Commerce BODYCOMPETENT become a manner for increasing enrolment quotas and admitting stu become a manner for institutions for covering their operational costs. covering institutions for learning system and will be aimed at candidates who are either employed are either employed and will be aimed at candidates who learning system - from full-time studies, but the differ learning outcomes will not differ studies will belong to the adult education system. Their contents and contents and Their studies will belong to the adult education system. shown that the majority of part-time studies are in the social sciences. social the in are studies part-time of majority the that shown and competences with their work- additional knowledge students’ need for thus enabling the extension types of provision, schedule and alternative therefore represent an additional source of income of higher education therefore and family-related obligations. Studying part-time requires a special part-time requires a special obligations. Studying and family-related ation with the business sector, entrepreneurs, the Employment Service the Employment entrepreneurs, the business sector, ation with will aimed at identifying students’ institutions. It and other relevant guiding them during their studies in accord aspirations and subsequently will be The system developed. have that they ance with the competences establish their will and polytechnics universities adult education, and petences should be the same as those acquired through full-time studies. from those of full-time studies. However, learning outcomes and com- from those of full-time studies. However, ence will lie in a more flexible pace for enrolling in different courses/ different in enrolling for pace flexible more a in lie will ence or have other reasons for choosing a different pace of study. Part-time of study. pace choosing a different other reasons for or have of the duration of studies. Syllabi of part-time studies therefore differ differ therefore of part-time studies of the duration of studies. Syllabi own centres for student support and professional guidance. support and professional student centres for own dents who could not obtain access to full-time studies. Part-time studies Part-time studies. full-time to access obtain not could who dents coordinated with the system of professional guidance in secondary and of professional system coordinated with the EDUCATION In the future, part-time studies will be developed as a part of the lifelong as a part of the lifelong In the future, part-time studies will be developed Croatia has a long-standing tradition of part-time studies. A review has of part-time studies. A review Croatia has a long-standing tradition The main rationale for providing part-time studies is to balance certain providing The main rationale for 2.7. ENABLING LINKS OF LABOUR MARKET WITH HIGHER WITH HIGHER MARKET LABOUR OF ENABLING LINKS 2.7. 2.8. RE-DEFINING THE MODEL OF PART-TIME STUDIES PART-TIME OF THE MODEL 2.8. RE-DEFINING Although it was not their original intention, today part-time studies have part-time studies have not their original intention, today Although it was A system of professional student guidance of professional A system •

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EDUCATION 163 - : National Council for Development of Human of Human Development Council for : National : MSES initial accreditation; propose mechanisms for approval, monitoring and regular approval, propose mechanisms for define the status of part-time students and reduce differences and reduce differences define the status of part-time students define the total funding and tuition fee levels; plan the possibility of fee levels; define the total funding and tuition between full-time and part-time students; between had completed secondary education before the introduction of State the introduction of State had completed secondary education before nics and Schools of Professional Higher Education, higher education higher Education, Higher Professional of Schools and nics institutions learning leading to a relevant qualification) learning leading to a relevant legislation to define key elements for the successful implementation elements key legislation to define solving difficulties related to State Matura in case of students who State Matura in case of students related to difficulties solving - of users’ satis are operational. Level the centres to which the extent activities (including part-time studies as a formal type of lifelong type of lifelong (including part-time studies as a formal activities faction. assessment of part-time study programmes, etc. assessment of part-time study education institutions in order to encourage and coordinate such education institutions in order to encourage of part-time studies, in particular: concluding programme agreements for part-time studies; concluding programme agreements for validating the level of prior learning and qualifications, as well as of prior learning and qualifications, as the level validating Matura (e.g. a special quota); Matura (e.g. Establish centres for lifelong learning at higher lifelong MEASURE 2.8.2. Establish centres for Regulate part-time studies by amending relevant amending relevant part-time studies by MEASURE 2.8.1. Regulate Resources : Amendments to relevant legislation. Assessment of : Amendments to relevant INDICATORS - Council of Polytech Conference, , Rectors’ : MSES IMPLEMENTATION : Working group for amending legislation group for : Working IMPLEMENTATION amendments of : Adoption INDICATOR BODYCOMPETENT BODYCOMPETENT — — — — — be developed for students enrolled in study programmes for shortage shortage programmes for in study students enrolled for be developed ment and training will be developed in cooperation with employers. Such Such in cooperation with employers. be developed ment and training will modules, based on students’ (non-study related) obligations. A system of A system related) obligations. (non-study based on students’ modules, recognition of prior competences should also be developed, in line with in be developed, should also competences of prior recognition support will enable an increase in the number of students completing completing students of number the in increase an enable will support same way as full-time studies, part-time studies will be funded through will be funded part-time studies as full-time studies, same way to their occupation. programme agreements. programme part-time studies, while at the same time enhancing competences related at the same time enhancing competences part-time studies, while occupations. enrolment quotas, through programme agreements, etc.), which will pro- which through programme agreements, etc.), enrolment quotas, also will programme scholarship special A sector. public and economic other systems for validation and recognition of prior learning. In the the In learning. prior of recognition and validation for systems other duce experts capable of coping with the demands of the contemporary with the demands of the contemporary capable of coping duce experts fields will be encouraged (stimulated by increased (stimulated STEM fields will be encouraged Programmes in the Additional support (funding) mechanisms related to professional develop related to professional support (funding) mechanisms Additional • • — — — — — - : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ : National Council for Science and Higher Edu- Science and Council for : National infrastructure for higher education institutions’ (5.2). for infrastructure institutions in order to enable part-time students to acquire learn part-time students in order to enable institutions practice at high-profile of good as examples as well improvement, institutions. ing outcomes, taking into consideration specific type of their study specific taking into consideration ing outcomes, including data on part-time students. Actively promote the value promote the value including data on part-time students. Actively enrolling into part-time studies in STEM fields and measures for institutions resources departments of large companies, managers, owners of owners companies, managers, of large resources departments of the public sector, enterprises, representatives small and medium for its of affairs and proposals of the state should include a review and similar events on the topic of study programmes in STEM programmes on the topic of study and similar events and Schools of Professional Higher Education Higher of Professional and Schools Higher Education and Schools of Professional and Schools of Professional Higher Education, higher education and Schools of Professional their graduation. following the year grammes and design new ones aimed at attracting potential stu- ones aimed at attracting grammes and design new fields. Organise round tables in the STEM fields. Organise round programmes panies for areas. The programme of such events part-time studies in relevant - pro study existing Update part-time students. programmes for appropriate premises and information and communication technologies and information premises appropriate etc.), as well as eminent foreign experts experienced in organising in organising experienced experts foreign as eminent etc.), as well of part-time studies for individuals, report on their employment report on their employment individuals, of part-time studies for opportunities and guide their careers. dents. The result of these programmes should be graduate experts should be graduate experts dents. The result of these programmes Resources of Human Development Council for cation, National with excellent education, capable of coping with social needs and education, capable of coping with social needs with excellent and public sector. economy with the requirements of today’s Analyse needs of the public sector and of com- needs of Analyse MEASURE 2.8.4. Adopt new syllabi at the level of higher education of higher at the level syllabi new 2.8.3. Adopt MEASURE sector of the business (human representatives fields and invite 2.8.6. Expand the existing information system by by system information MEASURE 2.8.6. 2.8.6. Expand the existing of supplementary financial a system MEASURE 2.8.7. Develop Carry out a detailed analysis of current study of current study MEASURE 2.8.5. Carry out a detailed analysis Percentage of graduates employed in relevant occupations within occupations in relevant of graduates employed Percentage : Higher education institutions : Higher education IMPLEMENTATION part-time studies adopted for : Syllabi INDICATORS : Higher education institutions IMPLEMENTATION implemented and publisheda : Analysis INDICATORS : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ IMPLEMENTATION students. of new programmes. Number study : Revised INDICATORS This measure has been elaborated in detail under ‘Objective 5: Secure 5: Secure under ‘Objective in detail has been elaborated This measure BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT • • • • •

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EDUCATION 164 HIGHER

EDUCATION 165 ), of which 10 377 staff 10 377 staff ), of which However, teaching staff (including teaching teaching staff (including teaching However, 101 : National Council for Science and Higher Edu- Science and Higher for Council : National stitutions, Croatian Employers’ Association and Croatian Chamber Association and Employers’ stitutions, Croatian of operational. Level is the system to which sessment of the extent tion with employers related to this topic. related to this employers tion with in- Higher Education, higher education and Schools of Professional of Commerce cooperation with employers. develop mechanisms for student scholarships. Encourage coopera- Encourage student scholarships. for mechanisms develop Resources Human of Development for Council cation, National : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION agreements. As- of co-funding/scholarship : Number INDICATORS BODYCOMPETENT between higher education institutions. In the structure of expenditures expenditures of structure the In institutions. education higher between had a temporary employment contract, while the number of part-time of number the while contract, employment temporary a had kept by higher education institutions. This means the Ministry of Sci- higher education institutions. This means the Ministry by kept ment/training and promotion of employees. The employment policy in The employment ment/training and promotion of employees. more higher education institutions and data on their work are usually usually are work their on data and institutions education higher more structure of the state budget. staff amounted to 6 217. structure is common for the majority of higher education institutions and structure is common for trends, personal initiatives and relations between various interest groups various and relations between trends, personal initiatives and structures. - develop nor a policy of professional policy, employment and distinctive has been disorganised and dependent on current economic the system at polytechnics and schools of professional higher education it is 1:45. higher education it is 1:45. and schools of professional at polytechnics associates) in the higher education system are allowed to teach at two or two at teach to are allowed system in the higher education associates) per cent of total expenditures), which mainly results from the revenue results from the revenue mainly which per cent of total expenditures), per cent are administrative staff and 70 per cent are teaching staff. This staff. teaching are cent per 70 and staff administrative are cent per FTE 200 full-time equivalent/ (12 education system of higher education institutions, staff costs prevail (at an average of 80 average (at an of higher education institutions, staff costs prevail ence, Education and Sports has no adequately updated and systematised updated and systematised has no adequately ence, Education and Sports data on such staff. various fields of science, although there are still considerable differences considerable differences fields of science, although there are still various SOURCE STRUCTURE AT HIGHER EDUCATION INSTI- EDUCATION HIGHER AT STRUCTURE SOURCE In the academic year 2011/2012, there were 16 594 staff in the higher higher the in staff 594 16 were there 2011/2012, year academic the In In the staff structure of the higher education system, an average of 30 of average an system, education higher the of structure staff the In Until 2013, the higher education and science system had no well-defined had no well-defined the higher education and science system 2013, Until The average teaching staff/student ratio at universities is 1:21, while while is 1:21, ratio at universities teaching staff/student The average of accreditation of higher obtaining a letter The minimal criterion for QUALITY OF HIGHER EDUCATION HIGHER OF QUALITY OBJECTIVE 3: ENSURE A HIGH-QUALITY HUMAN RE- HIGH-QUALITY A 3: ENSURE OBJECTIVE TUTIONS AS A FOUNDATION FOR IMPROVING THE THE IMPROVING FOR FOUNDATION A AS TUTIONS - - - - is to set 102 and the latter by by latter the and 105 The lowest point of de The lowest 104 So although there is an adequate number of number adequate an is there although So Both criteria have been defined as minimum Both criteria have 103 106 by criteria for appointment into scientific-teaching grades. The criteria criteria for by be significantly affected by changes in the demographic landscape of landscape in the demographic by changes affected be significantly be directly influenced by possible changes in the structure of primary/ by possible changes influenced be directly mographic trends refers to the generation born in 2003, when the birth the when 2003, in born generation the to refers trends mographic lines for Quality Assurance in European Higher Education) in European Quality Assurance lines for rate was almost 20 per cent lower than the total number of students that lower almost 20 per cent rate was secondary education. search staff and those related to teaching and other activities of teaching search staff and those related to teaching and other activities High Science, for Council National the by stipulated are former The staff. than scientific criteria, so Conference the Rectors’ satisfy criteria set by students, nor the outgoing flow of students from Croatia to destinations flow students, nor the outgoing staff at polytechnics and schools of professional higher education. Only education. Only higher schools of professional and staff at polytechnics across various scientific fields, and they are rather disparate — and in scientific fields, and they across various the criteria it was still the National Science Council), Science National the still was it criteria the Conference. the Rectors’ general, it is easier to inappropriate. In even the case of some fields, attracting international students, with a clear internationalisation strat- a clear internationalisation attracting international students, with of teaching/re into those related to the scientific activity are divided abroad. Based on experiences of other on experiences abroad. Based the assessment of teaching staff has been focused on the number and the assessment of teaching staff has been teaching staff at universities, there is clearly a lack of full-time teaching a lack of full-time there is clearly at universities, teaching staff than 1:30, ac- ratio lower staff/student had a teaching polytechnics two a maximum ratio of 1:30. of ratio maximum a potential students will be radically reduced. will be radically potential students for their staff. Minimum research criteria have been defined differently been defined differently their staff. Minimum research criteria have for er Education and Technological Development (at the time of adoption of (at Development er Education and Technological egy that includes adequate funding. enrolled in higher education institutions in 2012. Demographic trends in 2012. Demographic enrolled in higher education institutions of staff. This will also as on the workload education institutions, as well education institutions in Croatia (based institutions in Croatia education Guide and on the Standards criteria, and higher education institutions may stipulate higher criteria criteria, and higher education institutions may quality of teaching staff. In the current system, quality has been assured system, quality of teaching staff. In the current can therefore have a direct influence on employment needs at higher needs at higher a direct influence on employment have can therefore cording to data from the Ministry of Science, Education and Sports for for Sports and Education of Science, Ministry from the data to cording European countries, higher education institutions should be active in in be active institutions should higher education European countries, It is not possible to forecast the future incoming flow of international of international the future incoming flow to forecast is not possible It Future needs for human resources at higher education institutions will human resources at higher education Future needs for One of the main preconditions for the quality of higher education is the the quality of higher education is One of the main preconditions for Croatia. Current demographic trends clearly show that the number of show trends clearly Croatia. Current demographic 3.1. INCREASE THE QUALITY OF RESEARCH AND TEACHING AMONG AMONG TEACHING AND RESEARCH OF THE QUALITY 3.1. INCREASE TEACHING STAFF TEACHING 14 polytechnics in the academic year 2011/2012. in the academic year 14 polytechnics

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EDUCATION 167 - but also by artistic relevance and practice. Criteria related to teaching artistic relevance but also by by higher education institutions based on peer assessment of candidates. on peer assessment based institutions education higher by higher education. Achieving the competitive development of higher ed- development the competitive higher education. Achieving in terms of other transversal competences such as the use of information competences such as the use of information in terms of other transversal in order to fulfil the state’s obligation to define the minimum quality of quality minimum the define to obligation state’s the fulfil to order in institutions, based on their obligations to introduce and maintain a policy a maintain and to introduce on their obligations based institutions, nor encourage quality of teaching and other activities of a candidate in of a candidate in activities teaching and other quality of nor encourage should evaluate quality in a more direct manner, and not only formally formally and not only quality in a more direct manner, should evaluate research/teaching) grade. Further in-service training of teaching staff in staff teaching of training in-service Further grade. research/teaching) sent a minimum criterion for their first appointment into a teaching (or into a teaching their first appointment sent a minimum criterion for social sciences and humanities will be re-defined. In particular, a system system a re-defined. In particular, social sciences and humanities will be ucation institutions will require the gradual raising of scientific criteria will require the gradual raising of scientific ucation institutions grades. Finally, in addition to research and teaching criteria, criteria for to research and teaching criteria, criteria for in addition grades. Finally, gations, as well as a condition for appointment into a research/teaching a into appointment for condition a as well as gations, teaching or of direct form in the will be organised courses Such grade. teaching competences developing proposal. Initial training for a project the competences of teaching staff, not only in terms of pedagogy, but also but pedagogy, terms of in only not staff, teaching of competences the and communication technologies or the preparation and submission of to teaching methodology they can only rely on the experiences of their experiences on the rely can only to teaching methodology they the evaluation of teaching staff will take into account their social role (as into account their social role take of teaching staff will the evaluation that are not validated merely by doctoral studies and research papers, doctoral studies and research papers, by merely that are not validated their harmonisation. There will be defined links between scientific cri- scientific between links defined be will There harmonisation. their those and grades research/teaching into appointed researchers for teria the criteria for the addition, In grades. research equivalent into appointed the appointment procedure. the appointment e-learning. In addition, short courses will be organised aimed at upgradingat aimed organised be will courses short addition, In e-learning. evaluate whether certain activities have been fulfilled. This concept been fulfilled. This concept have certain activities whether evaluate of quality and to provide students with the best teaching staff at their students with of quality and to provide described in detail under Objective 3.2). described in detail under Objective competences. acquiring teaching special training for any do not undertake characteristics of artistic work, which include artistic achievements achievements artistic include which work, artistic of characteristics disposal. Minimum criteria will continue to be prescribed by the National the National by criteria will continue to be prescribed disposal. Minimum quality of published research papers. In addition, the criteria set by the the by the criteria set papers. In addition, published research quality of designed courses that will be a prerequisite for assuming teaching obli- designed courses that will be a prerequisite for colleagues or on their own intuition and talent. For this reason, in-ser- intuition and talent. For colleagues or on their own will be obligatory for all teaching staff entering the system and will repre system all teaching staff entering the will be obligatory for will also be re-defined since they deserve more attention. Namely, they they Namely, more attention. deserve will also be re-defined since they teaching into appointments for criteria re-defining for used be also will will be developed to define criteria for the arts, respecting the specific to define criteria will be developed (in particular in scientific fields with lower criteria), which will lead to criteria), lower (in particular in scientific fields with vice training of teaching staff will be introduced in the form of specially form of specially vice training of teaching staff will be introduced in the Rectors’ Conference are in most cases formal and they neither assess assess neither they and formal cases most in are Conference Rectors’ Council for Science, Higher Education and Technological Development, Development, and Technological Science, Higher Education Council for The criteria for appointment will also be determined by higher education also be determined by appointment will The criteria for The Strategy proposes that teaching staff appointments be carried out that teaching staff appointments be proposes The Strategy Although they are experts in the field in which they teach, when it comes teach, which they the field in in are experts Although they At present, the majority of teaching staff in the higher education system system staff in the higher education present, the majority of teaching At - - : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ : National Council for Science and Higher Science and Council for : National implementing these programmes. ing staff fulfilling the criteria for appointment into each scientif ing staff fulfilling the criteria ic-teaching grade. use of the mechanism of e-learning in the process of planning and tics and methodology Higher Education and Schools of Professional Higher Education and Schools of Professional grades, teaching grades and lexicography grades, based on peer grades, based on grades, teaching grades and lexicography assessment and Schools of Professional Higher Education, a relevant working working Higher Education, a relevant and Schools of Professional group for training of teaching staff related to pedagogy, psychology, didac- psychology, training of teaching staff related to pedagogy, for for appointment into scientific-teaching grades, artistic/teaching for of teaching staff in the higher education system. Make the utmost Make system. of teaching staff in the higher education experts, Agency for Science and Higher Education for Agency experts, of users’ satisfaction. operational. Level Design, adopt and implement in-service training adopt and MEASURE 3.1.3. Design, Organise centres in the higher education system system MEASURE 3.1.2. Organise centres in the higher education Develop a new uniformed system of criteria system uniformed a new MEASURE 3.1.1. Develop Education : Higher education institutions with relevant : Higher education institutions with relevant IMPLEMENTATION the centres are to which : Assessment of the extent INDICATORS : Higher education institutions with relevant IMPLEMENTATION : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ IMPLEMENTATION of teach- Percentage regulations developed. : Relevant INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT introducing a variable work assessment in set scales, related to a variable scales, related to a variable assessment in set work introducing a variable corruption and in preventing all possible efforts institutions will invest standards of exemplary behaviour both to students and to society in in society to and students to both behaviour exemplary of standards general. transversal competences will be among the prerequisites set by quality quality set by the prerequisites will be among competences transversal institutions. plans of higher education assurance part of their salary. This will be regulated by criteria of fairness and trans criteria by This will be regulated part of their salary. education institutions. acts of higher by respective parency to be defined fundamental principles of the work of teaching staff. Higher education of teaching of the work fundamental principles other forms of unethical conduct. The academic community should set of unethical conduct. The academic community should other forms courses for their supplementary training, a system of permanent training permanent of system a training, supplementary their for courses will be established. Special attention will be paid to academic and research integrity as the as integrity research and academic paid to be will attention Special Regarding non-teaching staff, since there are currently only occasional only are currently staff, since there non-teaching Regarding The quality of teaching staff will also be encouraged and rewarded by by and rewarded staff will also be encouraged The quality of teaching • • •

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EDUCATION 169 - ) - The 107 SRCE ) SRCE : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ : MSES ing staff included in the programme. ing staff non-teaching staff salary tion institutions are implemented and Schools of Professional Higher Education and Schools of Professional programmes for teaching staff are operational. Percentage of teach- Percentage are operational. teaching staff for programmes for supplementary training of non-teaching staff of higher educa for fessional Higher Education, trade unions Higher fessional experts, a task force for drafting the act, Agency for Science and Science and for drafting the act, Agency for a task force experts, ence and Higher Education, University Computing Centre ( ence and Higher Education, University of the work of teaching staff and introduce a variable part of their variable part of their staff and introduce a of teaching of the work which the mechanisms are implemented. the mechanisms which Develop a system of lifelong learning of learning of lifelong a system MEASURE 3.1.5. Develop Develop mechanisms for variable assessment variable mechanisms for Develop MEASURE 3.1.4. Higher Education, University Computing Centre-( Computing University Higher Education, Rectors’ Conference, Council of Polytechnics and Schools of Pro- Council of Polytechnics Conference, Rectors’ : Assessment of the extent to which the programmes to which : Assessment of the extent INDICATORS : Assessment of extent to which the in-service training in-service training the to which of extent : Assessment INDICATORS : Higher education institutions, Agency for Sci- for : Higher education institutions, Agency IMPLEMENTATION : Working group appointed for drafting the act, drafting group appointed for : Working IMPLEMENTATION to act. Assessment of the extent : Amendments to the INDICATORS BODYCOMPETENT BODYCOMPETENT by the state and other stakeholders in higher education. The traditional in higher education. The traditional the state and other stakeholders by knowledge, the implementation of the Bologna system and the alignment of the Bologna system the implementation knowledge, information and communication technology, and new requirements requirements new and technology, communication and information ulations on monitoring and assessment of the work of teaching staff. ulations on monitoring and assessment of the work ucation institutions has changed radically. This has been a consequence This radically. ucation institutions has changed task structure of teaching staff currently does not take into consideration into take not does currently staff of teaching structure task of these working the wide variety (and conditions the reality of working there are numerous new obligations related to organisation, management there are numerous new These as demands of the wider community. and administration, as well support and appropriate reg high-quality by not followed tendencies were areas of work of teaching staff at higher education institutions (teaching higher education institutions of teaching staff at areas of work In addition, in scope and complexity. been expanded have and research) professional work in academic bodies or involvement in the third mission in academic bodies or involvement work professional of higher education institutions. This results in a need to re-define the of the massification of higher education, the accelerated production of of the massification of higher education, conditions), nor does it recognise activities such as organisational and nor does it recognise activities conditions), HOURS AND TASKS OF TEACHING TEACHING STAFF OF HOURS TASKS AND with the European Higher Education Area, the introduction of new new of introduction the Area, Education Higher European the with working hours and tasks of teaching staff, with new structures and com- staff, with new hours and tasks of teaching working In the last two decades, the task structure of teaching staff at higher ed- decades, the task structure of teaching staff at higher In the last two 3.2. RE-DEFINING MECHANISMS FOR STRUCTURING THE WORKING WORKING THE STRUCTURING FOR 3.2. RE-DEFINING MECHANISMS • • - - be re-defined, which implies setting minimum conditions for promotion which implies setting minimum conditions be re-defined, how a scientist’s contribution to a given scientific field and discipline is contribution to a given a scientist’s how institutions. It includes various activities focused on the development on the development focused activities includes various institutions. It on educating citizens focused mission of a university, implies the civic - as additional tasks resulting from research of teach into grades, as well The specific characteristics ing staff at higher education institutions. of work of teaching the evaluate to institutions will also be defined, in order ities; b) research/artistic activities; c) organisational, management and management organisational, c) activities; research/artistic b) ities; on contributing focused institutions (activities mission of higher education respecting variations in how individual scientific fields are defined and defined are fields in scientific individual how in variations respecting staff at a higher education institution as being on a permanent, part-time specific characteristics (teaching-research or teaching), its field of work (the work or teaching), its field of (teaching-research specific characteristics working in, or the needs of its region), it is specificities of the profession schools of professional higher education. The new solutions should enable solutions The new higher education. professional schools of the introduction of the Bologna Process. Research/artistic tasks will also Research/artistic the introduction of the Bologna Process. and improvement of economic, cultural and civil life, implying an in implying life, of economic, cultural and civil and improvement has the university tegrated concept of cooperation according to which also mission third The society. of sectors all to contribute to duty a of assessment The responsibility. social their assume and active be to the contribution of teaching staff to the arts. the contribution of teaching staff to the the status of its teaching staff, its strategy and mission, as well as the focuswell as the and mission, as the status of its teaching staff, its strategy the optimal use of existing human resources, high-quality evaluation of evaluation high-quality human resources, use of existing the optimal education. of higher development the role of sustainable the community). in and improvement to development professional activities in academic bodies; d) involvement in the third d) involvement in academic bodies; activities professional prehensive solutions taking into consideration changes that have already have that changes consideration into taking solutions prehensive education institutions. evaluated. Special consideration will be given to the specificity of validating to the specificity of consideration will be given Special evaluated. or one-time basis. of the faculty/department and of the individual member of teaching staff. teaching of member individual the of and faculty/department the of occurred and the new working conditions at universities, polytechnics and polytechnics at universities, conditions working the new occurred and cess need to be re-defined, since they have changed (expanded) following following (expanded) changed have they since re-defined, be to need cess community engagement should be explained in the internal acts of higher should be explained community engagement components should be included proportionally based on the institution’s based on the institution’s components should be included proportionally changed and now includes four segments: a) teaching/educational activ teaching/educational segments: a) includes four and now changed different fields and a disciplines will be taken into consideration, thereby consideration, thereby into fields and a disciplines will be taken different work and the implementation of a quality culture, as well as promoting culture, as well of a quality and the implementation work Some components of teaching staff obligations are interlinked, so all so interlinked, are obligations staff teaching of components Some The third mission is increasingly referred to as a task of higher education referred The third mission is increasingly These are the reasons why the tasks directly related to the teaching pro- the tasks directly These are the reasons why The social role of teaching staff at higher education institutions has institutions has education teaching staff at higher The social role of Activities necessary for the management and operation of higher education the management necessary for Activities

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EDUCATION 170 HIGHER

EDUCATION 171 - MSES and trade unions and National Council for Science and Council for : MSES and National : MSES and trade unions : BODY higher education institutions. Use regulations of higher education higher education institutions. Use incremental introduction of higher education institutions. Ensure institutions menting implementing implementing an information campaign menting implementing implementing an information institutions to stipulate and assess defined activities, as well as con- as activities, institutions to stipulate and assess defined maximum workload of teaching staff at higher education institu maximum workload mine the approximate ratio of each activity based on the missions based ratio of each activity approximate mine the labour contract in current teaching and research-teaching grades. labour agreement. Level of satisfaction of teaching staff at higher labour agreement. Level strategic framework of each higher education institution. Duration of each higher education strategic framework - Deter legislation. amend relevant and of their activities) segments of the higher educa- ratios with the mission sation of approximate and Schools of Professional Higher Education, higher education Higher Education, and Schools of Professional about the proposed system, its adaptation and implementation. about the proposed system, tasks at higher education institutions with the duration of their tract additional activities subject to the strategic focus of different of different subject to the strategic focus tract additional activities - this detailed list of activi each segment of their tasks. Use tions for labour agreement. preparing the collective ties when labour agreement tive teaching staff at higher education institutions at higher education teaching staff four on the (based for possibilities define the and professions; the institutions’ fields labour agreement tive disciplines specific characteristics of its fields, tion institution and and professions. evaluating teaching staff activities. Level of harmonisation with the Level teaching staff activities. evaluating of the transition period. equate) period of adjustment. Plan the harmonisation teaching staff period of adjustment. Plan the harmonisation teaching staff equate) overall assessment of the four segments of tasks of teaching staff at assessment of the four overall education institutions. of higher education institutions and the specific characteristics of and the specific education institutions of higher changes in order to improve the system, with an obligatory (and ad- with an obligatory (and the system, in order to improve changes changing the ratio at the level of the higher education institution. of the higher education at the level changing the ratio Establish and implement mechanisms for the for MEASURE 3.2.3. Establish and implement mechanisms Develop protective mechanisms related to the protective MEASURE 3.2.2. Develop Define mechanisms for assessing the work ofwork the assessing for mechanisms Define 3.2.1. MEASURE Ensure a transition period for implementing implementing imple- implementing Ensure a transition period for Higher Education : Level of implementation of a new mechanism for mechanism for of implementation of a new : Level INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION : Working group appointed for preparing collec- group appointed for : Working IMPLEMENTATION in the collective mechanisms of protective : Level INDICATORS : Working group appointed for preparing a collec- group appointed for : Working IMPLEMENTATION of harmoni- adopted. Level : Amendments to legislation INDICATORS BODYCOMPETENT BODYCOMPETENT COMPETENT Amend relevant legislation accordingly. Amend relevant • • • - - - - into a respective grade should be kept and a balance should be ensured grade should be kept into a respective higher who are teaching at a given teaching staff into temporary grades for into account specific characteristics of scientific fields, in particular the ing whether a candidate fulfils minimal criteria for appointment into a for appointment into criteria a candidate fulfils minimal ing whether the promotion of an existing related to nounced, appointment is usually staff teaching of appointment of system The staff. teaching of member istrative, professional and support staff. There are significant variations significant are staff. There support and professional istrative, (scientific/teaching) grades. This by and distribution of staff in the range polytechnics of faculties, comparison the for important is particularly regarding the contribution of teaching staff to all four types of activities four types of activities regarding the contribution of teaching staff to all scope of teaching staff). continue to include The staff structure should respective grade as stipulated by the law. Although a public call is an law. the grade as stipulated by respective staff for its students. In doing so, the minimum criteria for appointment In doing so, the minimum criteria for its students. staff should be defined based on: a) the scope of education, scientific, artistic a) the should be defined based on: staff (including teaching assistants), as well as in the structure of admin as assistants), staff (including teaching professional in the proportion of administrative, substantial differences spect the specificities of different study programme with the aim of their programme with the aim study of different spect the specificities artistic field (which differs substantially in its manner of validating the in its manner of substantially differs (which artistic field their institutions. A new staff structure at higher education institutions their institutions. A new and schools of professional higher education implementing study pro- higher education implementing study and schools of professional and scope. In addition, there are grammes that are similar in content at higher education institutions. and support staff in the staff structure for policy defining and managing an employment accountability for teaching and non-teaching staff of the higher education institution in staff of the higher education teaching and non-teaching re will also number of students. It programmes and a terms of study from the previous paragraph. Additionally, the system of appointment the system paragraph. Additionally, from the previous education institution), respecting the principle of transparency and the education institution), obligation of the higher education institution to secure the best teaching kept. When education institution but are not among its staff should be education system in which universities have not assumed institutional not assumed institutional have universities in which education system education institutions, a standard human resource structure will be be will resource structure standard human a institutions, education for needs overall The standard will define of programme agreements. optimal implementation. or professional work; b) a standard staff workload; c) the standards for for c) the standards workload; a standard staff b) work; or professional developed, in order to enable the easier and more efficient contracting efficient more and easier the enable to order in developed, defining criteria for appointment, institutions should continue to take for appointment, institutions should continue to take defining criteria conducting higher education activity. will be changed so that appointments relate to an existing post that is post that so that appointments relate to an existing will be changed STRUCTURE OF HIGHER EDUCATION INSTITUTIONS AND DEFINING AND DEFINING INSTITUTIONS EDUCATION HIGHER OF STRUCTURE POLICY AND EMPLOYMENT STRUCTURE STAFF vacant or to a new post (according to the staff structure of the higher to the staff structure of the higher post (according or to a new vacant Due to significant differences in the human resource structure of higher the human resource in differences Due to significant Higher education institutions differ greatly in the structure of teaching in the structure of teaching greatly differ Higher education institutions These differences are a result of the excessive fragmentation of the higher fragmentation excessive are a result of the These differences 3.3. SETTING STANDARDS FOR THE HUMAN RESOURCE RESOURCE THE HUMAN FOR STANDARDS 3.3. SETTING At present, the appointment of teaching staff is based on determin At

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EDUCATION 173 Such agreements are signed agreements are signed Such 108 : MSES and trade unions - Council of Polytech Conference, Rectors’ man resource standards, Higher Education Professional nics and Schools of staff at higher education institutions. structure of staff paid from the state budget. structure of staff and adopted. Regulations on organisation of work-posts at higher on organisation of work-posts and adopted. Regulations programmes (adapted to the type and scope of different study study different to the type and scope of programmes (adapted the organisational those standards to regulate Use programmes). education institutions prepared and adopted. Structure of teaching prepared and adopted. Structure education institutions Define human resource standards for study for study standards human resource 3.3.1. Define MEASURE : Document on human resource standards prepared on human resource standards : Document INDICATORS : Working group appointed for defining the hu- defining group appointed for : Working IMPLEMENTATION BODYCOMPETENT both national strategic priorities on one side and university autonomy autonomy both national strategic priorities on one side and university be performance agreements (which will be referred to hereafter in this will be referred agreements (which be performance national higher education policy and research policy, while respecting the while national higher education policy and research policy, strategic period, it will be important to intro- institutions. In the next institution. staff appointed into associate grades qualified for tasks of assistants, as for tasks grades qualified into associate staff appointed universities, polytechnics and schools of professional higher education. and schools of professional polytechnics universities, tion institution. all core activities of the higher education institution, taking into account all core activities autonomy and internal quality assurance systems of higher education and internal quality assurance systems autonomy to ensure efficient mechanisms for monitoring the implementation of implementation the monitoring for mechanisms efficient ensure to system should higher education funding an efficient basis for The goals. funding will need to be developed for different types of a higher educa- different for funding will need to be developed on the other. At the same time, specific mechanisms of contracting and contracting of mechanisms specific time, same the At other. the on education system. At the same time, funding must take into account de- into account the same time, funding must take At education system. the funds should be distributed and how made, how investments overall duce full-scale programme agreements that encompass the funding of with the line ministry and take into consideration the specificities of of the specificities consideration into take and ministry the line with well as other tasks based on the specific needs of the higher education needs of the higher on the specific other tasks based as well EDUCATION FUNDING SYSTEM THAT STIMULATES STIMULATES THAT FUNDING SYSTEM EDUCATION DEVELOPMENT Strategy as ‘programme agreements’). Strategy velopment goals related to the economy, culture, education and science. culture, education related to the economy, goals velopment Programme agreements are an important instrument for implementing instrument for Programme agreements are an important OBJECTIVE 4: DEVELOP AN EFFICIENT HIGHER HIGHER AN EFFICIENT 4: DEVELOP OBJECTIVE Appropriate funding is a precondition for the development of the higher higher the of development the for precondition a is funding Appropriate the are what considering implies also to funding approach A strategic • - - - and it will use 109 110 by determining the number of students that can be enrolled into each of determining the number by interest) could also receive public funds through signing a programme public funds through interest) could also receive countries Europe and certain Scandinavian in particular in Western in Croatia and abroad. One of the quality assurance mechanisms will be in Croatia and abroad. One of the quality meet certain social needs due to their limited capacity or to the lack of instruments such as input- and output-based funding criteria, as well as funding criteria, as well instruments such as input- and output-based ing mechanism will be linked to achieving strategic goals and it will be and it will be strategic goals to achieving be linked ing mechanism will steered by the principles of transparency, efficiency, quality assurance quality efficiency, transparency, of principles the by steered study programmes in certain fields, private higher education institutions programmes in certain fields, private study student financial support, research and development, as well as the well as the as support, research and development, student financial grammes, from undergraduate to doctoral studies. The funding system system funding The studies. doctoral to undergraduate from grammes, agreement. Such a relationship between public and private institutions institutions public and private a relationship between agreement. Such and their funding is common in the majority of European countries, the state authorities will therefore use programme agreements in order use programme agreements in order the state authorities will therefore of public higher education with the public funds to the system to provide a quality culture among higheraim of meeting social needs, encouraging spatial and material resources.these institutions, based on their human, that public higher education institutions do not agreements. In the event the higher education institution or of the founder of the accredited insti the founder the higher education institution or of the higher education system, responsibility for on the state’s tution. Based and the social dimension of higher education. Programme agreements of higher education. Programme and the social dimension the same meaning in all the countries). public interest. For example, in the case of part-time students, funding students, part-time of case the in example, For interest. public providing such programmes (and/or other programmes of special public public special of programmes other (and/or programmes such providing project-based funding. Programme agreements will be used as the basis basis the agreements will be used as Programme funding. project-based funding of operational costs. funding of operational also be used all public higher education institutions and may funding for higher education institutions if there is a partial funding of private for education institutions and encouraging their competitiveness, both with their competitiveness, education institutions and encouraging education by jointly regulating the funding of studies/study programmes, the funding of studies/study regulating jointly education by determining the capacities of schools of professional higher education. higher education. of professional determining the capacities of schools changed by introducing full-scale programme agreements. This fund full-scale programme agreements. introducing by changed HIGHER EDUCATION INSTITUTIONS THROUGH FULL-SCALE THROUGH FULL-SCALE INSTITUTIONS EDUCATION HIGHER AGREEMENTS, PROGRAMME ENSURING AUTONOMY COMPLETE ACHIEVED FOR ACCOUNTABILITY AND FUNDS THE USE OF FOR RESULTS will be provided according to the same criteria regardless of the type of type the of regardless criteria same the to according provided be will will be developed based on the number of enrolled students per scientific will be developed will guarantee the principle of integration of public funding of higher of higher principle of integration of public funding will guarantee the (although the term ‘private higher education institution‘ does not have does not have higher education institution‘ the term ‘private (although Such a capacity assessment can serve as a basis for signing programme signing as a basis for a capacity assessment can serve Such Programme agreements will be used for funding all levels of study pro- of study funding all levels Programme agreements will be used for This will be carried out by the Agency for Science and Higher Education, for the Agency This will be carried out by models of good practice will be based on EU models of good The system The existing system for funding higher education institutions will be education institutions will be funding higher for system The existing 4.1. ESTABLISH A SYSTEM FOR ALLOCATING PUBLIC FUNDS TO TO FUNDS PUBLIC ALLOCATING FOR SYSTEM A 4.1. ESTABLISH

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EDUCATION 175 - - - - At the same time, it is important to to important is it time, same the At 111 , Rectors’ Conference, Council of Poly Conference, : MSES, Rectors’ that each ministry will contribute to higher education funding. technics and Schools of Professional Higher Education Higher technics and Schools of Professional tutions on programme agreements is operational. the model to which extent co-funding higher education. Determine the proportion of funding co-funding higher education. Determine Various ministries shall develop a system for for a system ministries shall develop MEASURE 4.1.2. Various Develop and implement a funding model based MEASURE 4.1.1. Develop - group, higher education insti working : Relevant IMPLEMENTATION prepared and adopted. Assessment of the : Document INDICATORS BODYCOMPETENT base the system on the principles of transparency, efficiency, quality quality efficiency, the principles of transparency, on base the system in Croatia. To this end, the system for collecting financial data will be collecting financial for this end, the system in Croatia. To institutions and at the na of higher education level both at the improved, in particular the allocation of funds to their constituent units in line with of funds to their constituent units in particular the allocation secure transparency and to take into consideration the different costs the different into consideration take and to secure transparency of same level the have education do not higher professional schools of tional level. This will enable high-quality management and evidence-based and evidence-based This will enable high-quality management tional level. the management of the system, both at the national level and at the level and at the level national level both at the of the system, the management autonomy to allocate their own funds. Enhancing their autonomy to to funds. Enhancing their autonomy to allocate their own autonomy the efficient management for a precondition allocate funds is therefore assurance and social dimension. and higher education. It will enable other ministries to participate in in participate to ministries other enable will It education. higher and upgrading the of the human resources necessary for the development under their authority. activities a funding model of output criteria and/or project-based funding. This funding. This project-based output criteria and/or a funding model of funds ministries allocate public that various imply type of funding will science the line ministry for only to higher education institutions, not autonomy as public universities, a special set of contracting procedures procedures a special set of contracting as public universities, autonomy shall and polytechnics Universities will be defined. levels and activity of higher education institutions. disruption of activities any to avoid policy making. for implementing particular study programmes. Since polytechnics and polytechnics programmes. Since study particular implementing for of higher education institutions, in order to achieve an evidence-based, evidence-based, an achieve to order in institutions, education higher of system education higher the of development transparent and efficient of higher education institutions. education higher of objectives. The new funding model will be introduced gradually in order in gradually introduced be will model funding new The objectives. cation institutions deliver results, but provides them with only limited them with only results, but provides cation institutions deliver cial incentives for achieving strategic objectives in higher education, usingeducation, in higher objectives strategic achieving for cial incentives develop rules for implementing the objectives of programme agreements, of programme the objectives implementing rules for develop Some funds allocated to higher education institutions will include finan to higher education institutions will Some funds allocated field (according to the fields of their study programmes), in order to order in programmes), their study of fields the to (according field In addition to developing a new funding model, it is necessary to improve funding model, it is necessary to improve a new In addition to developing The current system demands that management bodies of higher edu higher of bodies management that demands system current The • • ) funds. A proportion of funds will also be secured be also will funds of proportion A funds. : Government of the Republic of Croatia Republic of the : Government ture for higher education institutions’ (see ‘Specific objective 5.2: Upgrade Upgrade objective 5.2: ‘Specific (see higher education institutions’ for ture - technologies infrastruc and communication and information priate premises information and communication technologies infrastructure’). and information lation amended. Percentage of fulfilled financial commitments in financial commitments of fulfilled Percentage lation amended. evidence-based policy making in higher education policy making in higher evidence-based comparison to a the funding proportion defined by each ministry. by proportion defined to a the funding comparison financial data in order to achieve high-quality management and high-quality management to achieve financial data in order Establish a system for collecting and managing for Establish a system MEASURE 4.1.3. : Line ministries IMPLEMENTATION legis- adopted and relevant prepared and : Document INDICATORS - appro 5: Secure in detail under ‘Objective has been elaborated This measure BODYCOMPETENT be used to encourage investments of the business sector into higher ed- investments be used to encourage be necessary to secure an appropriate level of investment in order to allow in order to allow of investment be necessary to secure an appropriate level the sale of state property or state concessions. income from investing by funds. A system through the use of state budget exclusively be achieved higher education, and also partially lost the possibility to do so. Creating higher education, and also partially interest networks that include economic and academic institutions, as interest networks will policy tax Appropriate system. education higher the in investment programmes, their study on more permanent influence of employers minimal objective of Croatia in terms of public expenditure is to reach the of Croatia in terms of public expenditure minimal objective should be noted that it will 2020. It of European countries by median level is among the lowest level of expenditures in Europe. Such low expenditure expenditure low Such Europe. in expenditures of level lowest the among is be to raise Croatia’s will therefore period in the following main objectives last 20 years, the business sector lost considerable interest for investing in investing for the business sector lost considerable interest last 20 years, should therefore be developed to secure funding for higher education in- to secure funding for be developed should therefore theIn sector. business the from primarily sources, other from stitutions sector and higher education institutions, and could result in an increased ucation. The creation of sectoral interest networks could also enable a ucation. The creation of sectoral interest networks a certain sector, could lead to larger cooperation between the business cooperation between could lead to larger a certain sector, the same time, this measure implies a real understanding of the role ofthe real understanding of measure implies a this same time, the The society. a knowledge-based commitment to the developing genuine prevents any serious reform of the higher education system. One of the One of higher education system. of the serious reform any prevents for practical modules of study programmes (e.g. work placements). Higher placements). work programmes (e.g. of study practical modules for for the absorption of EU of absorption the for education institutions also derive some funds from international projects, projects, international from funds some derive also institutions education -average level. At At level. and higher education to the EU-average on science expenditure and social progress and a of economic education and research as a driver content and their manner of implementation, in particular on elements well as ministries, agencies, chambers and other institutions involved in chambers and other institutions involved as ministries, agencies, well It is clear that adequate funding of higher education institutions cannot is clear that adequate funding of higher It Croatia’s public expenditure on higher education (at 0.73 per cent of GDP 0.73 on higher education (at public expenditure Croatia’s THE PUBLIC AND PRIVATE SECTOR AND PRIVATE THE PUBLIC 4.2. ENCOURAGING INVESTMENT IN HIGHER EDUCATION FROM FROM EDUCATION IN HIGHER INVESTMENT 4.2. ENCOURAGING •

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EDUCATION 177 : Special committee for the implementation committee for : Special : Government of the Republic of Croatia of the Republic : Government : Government of the Republic of Croatia of the Republic : Government of Croatia of the Republic : Government higher education institutions, employers, state authorities and higher education institutions, employers, inclusion of relevant stakeholders. inclusion of relevant income from the sale of state property (and/or gained from state gained from state (and/or income from the sale of state property lished and that have begun to implement regular activities. Level of Level begun to implement regular activities. lished and that have satisfaction. atian Employers’ Association, Croatian Chamber of Commerce atian Employers’ funds allocated to higher education. - in higher edu entities investing entities and private economic for of Polytechnics and Schools of Professional Higher Education, Cro- and Schools of Professional of Polytechnics other relevant stakeholders in the networks. stakeholders other relevant of of the Republic the Government by (appointed of the Strategy education in comparison to EU median education in comparison on higher education until reaching the EU median level on higher education concessions) to higher education concessions) cation Establish sector interest networks and include MEASURE 4.2.4. Establish sector interest networks Develop a system for allocating part of the for a system MEASURE 4.2.3. Develop Develop and implement a system of tax reliefs a system and implement Develop MEASURE 4.2.2. Gradual increase of the state budget expenditure expenditure the state budget Gradual increase of MEASURE 4.2.1. : Line ministries, Rectors’ Conference, Council Conference, : Line ministries, Rectors’ IMPLEMENTATION been estab- that have of interest networks : Number INDICATORS : Ministry of Finance, MSES IMPLEMENTATION of Percentage system. of implementation of the : Level INDICATORS : Ministry of Finance, : Ministry of Finance,MSES IMPLEMENTATION on higher expenditure of state budget : Percentage INDICATORS : Ministry of Finance IMPLEMENTATION of users’ Level system. of implementation of the : Level INDICATORS Croatia) BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT in particular for research. Networking of higher education institutions of higher education Networking research. for in particular - to international pro in terms of applying competitiveness increase their jects. This could consequently increase the proportion of international increase the proportion could consequently jects. This funds in their budgets. funds in their within interest networks and linking academic and business sectors would business sectors would academic and and linking networks within interest • • • • - ) infrastructure. It ) infrastructure. It ICT Material resources of public higher education institutions of public higher education institutions Material resources 112 infrastructure implies a set of tools enabling cooperation between enabling cooperation between infrastructure implies a set of tools but also to carry out functional integration of university faculties and faculties and but also to carry out functional integration of university be developed, taking into consideration current premises, the period of taking into consideration current premises, the period of be developed, new premises in terms of maintenance costs. During the construction of premises in terms of maintenance costs. During the construction new facilities, premises should be joined on the basis of their function new begun already have they years, premises. In the last few new needs for need for space and their number of students, study programmes and programmes and space and their number of students, study need for institutions requires an appropriate infrastructure to ensure teaching teaching an appropriate infrastructure to ensure institutions requires technologies ( and communication information in advances methodologies and for research new is indispensable for institutions need to ensure in order to obtain approval for teaching teaching for to ensure in order to obtain approval institutions need and to be internation- of quality to a high level implement their tasks location or of their distance from research resources. location or of their distance from research research requirements, based on the field of the study programme/ research requirements, based on the field of the study will also in infrastructure development investing research. An plan for research, as well as for enabling a cooperation-friendly environment. environment. enabling a cooperation-friendly as for research, as well students. their use and functionality, as well as an analysis of the sustainability of of sustainability the of analysis as an well as functionality, and use their and programmes in order to secure their optimal use and sustainability. the planning and construction of facilities. their space, to expand to construct their campuses with the aim not only the priorities in the area of higher education and science. the priorities in the area of higher education addition, the organisational structure of contemporary higher education education structure of contemporary higher addition, the organisational up-to-date and advanced tion and research is not possible without geographic of their irrespective teaching staff, students and researchers, ally competitive. The premises at some higher education institutions higher education institutions The premises at some competitive. ally excellence and to ensure an equal position within the European Higher within the European Higher and to ensure an equal position excellence do not comply with minimum standards of teaching and research. In of teaching and research. In with minimum standards do not comply 5.1. SECURING ADEQUATE SPATIAL STANDARDS AND EQUIPMENT STANDARDS SPATIAL ADEQUATE 5.1. SECURING EDUCATION INSTITUTIONS EDUCATION Securing adequate premises and infrastructure will therefore be among among be therefore will infrastructure adequate premises and Securing Nowadays it is evident that achieving an excellence in higher educa in higher an excellence achieving that it is evident Nowadays vary considerably and many institutions lack sufficient resources to lack sufficient resources institutions and many considerably vary Energy-efficient and sustainable construction will be encouraged during during encouraged be will construction sustainable and Energy-efficient of their conducted an analysis have Croatian universities large Four Education Area. ICT The law stipulates the minimum amount of space that higher education education higher that space of amount minimum the stipulates law The OBJECTIVE 5: SECURE APPROPRIATE PREMISES PREMISES APPROPRIATE SECURE 5: OBJECTIVE AND INFORMATION AND COMMUNICATION COMMUNICATION AND AND INFORMATION A clear link will be established between higher education institutions’ higher education institutions’ A clear link will be established between TECHNOLOGIES INFRASTRUCTURE FOR HIGHER HIGHER FOR INFRASTRUCTURE TECHNOLOGIES

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EDUCATION 179 - ) in tools ICT systems systems ), and these are 114 and MOZVAG 113 ISVU support to higher education institutions networks ( networks : MSES , National Council for Science and Higher Council for : MSES, National in teaching should be enhanced. The number of e-cours- institutions include initiated projects for upgrading spatial capacities. upgrading for include initiated projects ment priorities published. Extent to which results of analysis are results of analysis Extent to which ment priorities published. used when setting priorities. Level of efficiency of resource usage. setting priorities. Level used when ucation institutions and determine national investment priorities priorities and determine national investment ucation institutions and Schools of Professional Higher Education, higher education and Schools of Professional and a realistic roadmap. This measure should also include the use the use This measure should also include and a realistic roadmap. pacities of higher education institutions. National priorities should National pacities of higher education institutions. ed and renewed. Level of efficiency of resource usage. of efficiency Level ed and renewed. and the collection of additional of additional and the collection at MSES of current data available data for evidence-based decisions on national priorities. decisions evidence-based data for Construction of new and renewal of current ca- of current and renewal MEASURE 5.1.2. Construction of new Analyse the current spatial capacity of higher ed- capacity of higher the current spatial Analyse MEASURE 5.1.1. Education : Premises of higher education institutions construct- : Premises of higher education institutions INDICATORS : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ IMPLEMENTATION : An appointed working group : An appointed working IMPLEMENTATION - invest and published. National conducted : Analysis INDICATORS BODYCOMPETENT BODYCOMPETENT have larger influence in the local community and present an important present an important local community and in the influence larger have mentioned above). Finally, it will be necessary to secure the inter-oper- Finally, mentioned above). not sufficient. Both networks have been created autonomously and they and they been created autonomously have not sufficient. Both networks evidence-based for required data the all contain nor correlate neither institutions for all levels of activities, from technical-administrative work work technical-administrative from activities, of levels all for institutions increase the quality of studies. In addition, such university campuses campuses university In addition, such quality of studies. increase the by strategic defined objectives of number large a reaching for instrument resented groups. Current ICT ability of all existing and new systems. and new ability of all existing to teaching. It is particularly important to ensure the technical precon- important to ensure the technical is particularly to teaching. It policy-making in the process of managing higher education institutions. in the process of managing policy-making frastructure is a precondition for the operation of higher education education of higher the operation frastructure is a precondition for es, the manner of their implementation and their overall importance importance overall their and implementation their of manner the es, on contemporary global trends and on the needs of various under-rep- on contemporary global trends and on the needs of various consists of two large ICT large consists of two documents, including this Strategy. documents, ditions for the development of e-learning and distance learning, based of e-learning and distance learning, the development ditions for (which would also need to be linked to the existing current ICT current to the existing to be linked also need would (which 5.2. UPGRADING INFORMATION AND COMMUNICATION AND COMMUNICATION 5.2. UPGRADING INFORMATION The use of ICT TECHNOLOGIES (ICT) INFRASTRUCTURE TECHNOLOGIES Administrative services of higher education institutions lack ICT Administrative An up-to-date information and communication technologies ( and communication An up-to-date information • • - - - and Uni ), National - and Uni ), National SRCE SRCE ) infrastructure ICT : MSES : MSES : MSES et), University Computing Centre ( CARNet), University et), University Computing Centre ( CARNet), University high-quality information needed for decision-making related to the needed for high-quality information information systems to the systems in the area of science and to the systems systems information learning. lifelong learning in order to ensure the availability of integral and of integral learning in order to ensure the availability lifelong system of higher education and science. system until 2020 tion, higher education institutions tion, higher education institutions higher education for and communication technologies system Level decision-making. of results for of usage and science. Level aging higher education institutions tems in the area of higher education. Link the higher education tems in the area of higher education. and communication technologies infrastructure for the period technologies infrastructure for and communication procurement and Technology’. of inter-operability with data from the area of science and lifelong cation technologies ( ( ( versity Library in Zagreb, Agency for Science and Higher Educa- for Library in Zagreb, Agency versity velopment and use of open educational contents, including litera velopment versity Library in Zagreb, Agency for Science and Higher Educa- for Library in Zagreb, Agency versity Develop a package of programme tools for man- tools for of programme a package MEASURE 5.2.4. Develop for the de- systems and upgrade models MEASURE 5.2.5. Define Upgrade and expand information and communi- information and expand MEASURE 5.2.2. Upgrade - sys information and link existing MEASURE 5.2.3. Upgrade Develop a plan for developing an information an information developing a plan for Develop MEASURE 5.2.1. : Plan developed and adopted : Plan developed INDICATOR : Croatian Academic and Research Network Network and Research : Croatian Academic IMPLEMENTATION information of implementation of a unique : Level INDICATORS : Level of implementation of information support of implementation of information : Level INDICATOR : The measure will be implemented by public : The measure will be implemented by IMPLEMENTATION : Croatian Academic and Research Network Network and Research : Croatian Academic IMPLEMENTATION This measure has been elaborated in detail in the Strategy chapter ‘Science chapter ‘Science in detail in the Strategy has been elaborated This measure BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT into such development would require both significant funding and se funding and significant both require would development such into grammes. It is necessary to ensure free access to teaching materials materials access to teaching to ensure free is necessary It grammes. Initial investment costs. study-related students’ as to lower ture, as well possible in order to enable students easier access to high-quality litera- to high-quality easier access order to enable students possible in curing trained human resources. curing trained human (including textbooks, manuals and other literature) to the greatest extent to the greatest extent literature) manuals and other textbooks, (including vary considerably between higher education institutions and study pro- study and institutions education higher between considerably vary • • • • •

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EDUCATION 181 - - 117 (con 118 ), National and ), National SRCE to the Bucharest Communiqué to the Bucharest 115 115 : MSES the ministers of education of the 47 signatory countries of the of countries signatory 47 the of education of ministers the 116 et), University Computing Centre ( Computing CARNet), University influence on the experience of studying, as well as on the well as experience of studying, influence on the institutions studying as a part-time student; working in parallel to studying; in parallel to studying; as a part-time student; working studying students programmes, in comparison to conditions for study acquisition of learning outcomes. These are: paying tuition fees; tuition fees; acquisition of learning outcomes. These are: paying accommodation. in more expensive and living point, the category includes students who are parents, students includes students who point, the category ture and other open-access teaching material open-access ture and other for individuals of lower socioeconomic status, youth with socioeconomic status, youth of lower individuals for older than 25 and students with secondary vocational school older than 25 and students with secondary vocational students of professional for less favourable conditions are Study programmes. The majority of students of study of university qualifications). disabilities and health problems, children without parental care and disabilities and health problems, children minority. children of the Roma workload burden than other students difficulties and a higher (in addition to the vulnerable groups mentioned in the previous (in addition to the vulnerable groups mentioned in the previous a negative have conditions may and studying Certain living ( There are inequalities of access to higher education, in particular There are inequalities of access to higher Percentage of teaching materials available in the open-access system. in available of teaching materials Percentage University Library in Zagreb, university libraries, higher education higher education libraries, in Zagreb, university Library University : Level of implementation of the open-access system. of the open-access system. of implementation : Level INDICATOR : Croatian Academic and Research Network Network Research and Academic : Croatian IMPLEMENTATION Vulnerable groups in higher education have more financial groups in higher education have Vulnerable BODYCOMPETENT — — — — higher education is closely related to one of the main strategic objectives strategic objectives related to one of the main higher education is closely in 2012, in reflect the diversity of our populations‘ (London Communiqué, 2007). Communiqué, (London populations‘ our of diversity the reflect ucation‘. The social dimension has been defined both as a process and The social dimension ucation‘. an objective: namely, the social profile of ‘the student body entering, entering, body ‘the student the social profile of namely, an objective: participating in and completing higher education at all levels should should education at all levels participating in and completing higher education by introducing the term ‘the social dimension of higher ed term ‘the introducing the education by of higher education: making it accessible to all, based on individual ability. ability. to all, based on individual of higher education: making it accessible ducted in 2010) highlight the following problems in the area of social social of area the in problems following the highlight 2010) in ducted dimension of higher education in Croatia: SUPPORT SYSTEM WITH A SPECIAL EMPHASIS ON EMPHASIS SPECIAL A WITH SYSTEM SUPPORT Investing in student financial support and in the social dimension of of dimension social the in and support financial student in Investing From the Prague Communiqué in 2001 of ensuring equity in higherBologna Process confirmed the importance The main findings of the research project entitled EUROSTUDENT The main findings of the research project OBJECTIVE 6: IMPROVE THE STUDENT FINANCIAL FINANCIAL THE STUDENT 6: IMPROVE OBJECTIVE THE SOCIAL DIMENSION OF HIGHER EDUCATION HIGHER OF DIMENSION THE SOCIAL — — — — - ), MSES Students who are awarded state scholarships are are awarded who Students 119 committed to fully subsidise tuition fees (i.e. provide (i.e. provide subsidise tuition fees MSES committed to fully reduces their eligibility for access to student dormitories and to student dormitories access eligibility for reduces their scholarships. professional study programmes study as part-time students and as part-time students study programmes study professional work in parallel to studies, which does not allow them access them access not allow does which in parallel to studies, work been regulated by pilot programme agreements signed in December pilot programme agreements signed in December been regulated by higher education system. According to available data, there are a total data, there to available According higher education system. ments. Since the student financial support system is centralised to a great system the student financial support ments. Since of payment and implementation in delay considerable a in and needs incentives provided by the state, by local and regional authorities and regional authorities local and state, by the by provided incentives rolling in the first year of a study programme at the undergraduate or programme at year of a study rolling in the first servants, often resulting in a lack of sensitivity for individual students’ individual for sensitivity of lack a in resulting often servants, data, in the period 2005–2010, the average the average to MSES data, in the period 2005–2010, reliefs. According student support. mealshealth insurance, tuition fees, to subsidised with regards students such support programmes. Students obtain direct support in the form obtain direct support in the form such support programmes. Students self-governments, as well as by other public and private companies and companies and private public other by as well as self-governments, access to higher education free of charge) for all full-time students en- for access to higher education free of charge) graduate level (including students of integrated study programmes). For For programmes). of integrated study (including students graduate level and accommodation during their studies. Subsidised tuition fees have have tuition fees and accommodation during their studies. Subsidised the criteria of academic merit, low socioeconomic status and disability. In disability. and status socioeconomic low merit, academic of criteria the scholarship schemes, thereby addition to MSES, other ministries also have as opposed to countries with separate public institutions managing managing institutions public countries with separate to opposed as was support financial student indirect and direct in investment annual million EUR). 500 million HRK (67 approximately - local and regional authorities and self-govern programmes at the level fees, accommodation, meals, health insurance, transportation and tax health insurance, transportation and tax accommodation, meals, fees, full-time students). of 9 000 scholarships at the national level (covering approximately 6 per approximately (covering of 9 000 scholarships at the national level a problem of bureaucratisation and of a lack of civil there is both extent, ed at the level of the Ministry of Science, Education and Sports ( Sports and Education Science, of Ministry the of level the at ed full-time studies. the entire duration of their them for entitled to receive organisations. The majority of direct student financial support is provid is support financial student direct of majority The organisations. of scholarships, and indirect support in the form of subsidised tuition subsidised of the form in indirect support and scholarships, of contributing to the student financial support system and supporting the and supporting system support contributing to the student financial of scholarship examples There are also many cent of the student body). INCREASE EQUITY Student financial support consists of direct and indirect measures and measures indirect and direct of consists support financial Student In addition, universities award a limited number of scholarships based onbased scholarships of number limited a award universities addition, In Indirect student financial support is regulated by the Act on Scientific by the Indirect student financial support is regulated 6.1. REFORMING THE STUDENT FINANCIAL SUPPORT SYSTEM TO TO SYSTEM SUPPORT FINANCIAL THE STUDENT 6.1. REFORMING and higher education institutions. For the period the period MSES and higher education institutions. For 2012 between 2012–2015, Activity and Higher Education, which defines the rights of full-time defines the rights of full-time and Higher Education, which Activity At present, 4 200 students receive state scholarships (app. 2.8 per cent of state scholarships (app. present, 4 200 students receive At

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EDUCATION 182 HIGHER

EDUCATION 183 - - - - and to fulfil at least four objectives from the four objectives and to fulfil at least 120 : MSES of the student financial support systems in Croatia and Europe systems of the student financial support financial support system in Croatia, based on comparative analysis analysis in Croatia, based on comparative system financial support Develop a project for reforming the student reforming for a project MEASURE 6.1.1. Develop : Public institutes with the necessary expertise IMPLEMENTATION BODYCOMPETENT by the limited number of subsidised places in private accommodation. accommodation. in private the limited number of subsidised places by by Student Centres and vary between universities. In addition, MSES also In addition, universities. between Centres and vary Student by budget in the cities of Rijeka, Split and Osijek, while in the majority of while and Osijek, in the cities of Rijeka, Split budget more funds allocated to direct financial support based on the criteria of mitories include a mix of merit and social criteria, while the number of criteria, while mitories include a mix of merit and social restaurants. Such a system is inefficient and lacks a social dimension a social lacks and inefficient is system a Such restaurants. since indirect support is not provided based on students’ socioeconomic based on students’ since indirect support is not provided In student accommodation). of support for the exception status (with students with disabilities. subsidises students in private accommodation through a public call. The subsidises students in private genuine need, efficiency and transparency. Special attention will also be need, efficiency and transparency. genuine the following period, a new model will therefore be developed with with be developed model will therefore period, a new the following accommodation subsidies, the prices of accommodation are determined determined are accommodation of prices the subsidies, accommodation the capacity of student dormitories and subsidies is limited by available to improve the system of studies during the period covered by the pilot the pilot by during the period covered of studies the system to improve higher by models adopted autonomously to various according tion fees all subsequent years, tuition fee subsidies are provided to those full- are provided subsidies fee tuition years, all subsequent programme within their study progress regularly who time students committed have education institutions Higher programme). their study group of eligible obligatory and optional objectives. group of eligible obligatory to enrol in higher education, since the current number of 20 enrolled programme agreements paid to encouraging secondary-school students of the Roma minority minority students of the Roma paid to encouraging secondary-school portion of the student body receives direct state support. The majority direct state support. receives of the student body portion for meals, accommodation and student programmes, while so-called so-called while and student programmes, meals, accommodation for student support. Regarding of of these forms the direct provision for ernment. There are special arrangements to support the transport of the transport of to support ernment. There are special arrangements education institutions. of allocations for indirect support relate to subsidised meals in student indirect support relate to subsidised meals in student of allocations for cases local transportation is subsidised by local authority and self-gov by cases local transportation is subsidised criteria for being awarded subsidised accommodation in student dor student in accommodation subsidised awarded being for criteria in the previous year of year of 55 ECTS in the previous a minimum obtain who (i.e. students Student Centres (owned by higher education institutions) are responsible are institutions) higher education by Centres (owned Student Students who are not covered by tuition fees subsidies must pay tui must pay subsidies tuition fees by are not covered who Students Meals of full-time students in student restaurants are largely subsidised. subsidised. largely are restaurants student in students full-time of Meals Finally, transportation costs are also partially subsidised from the state from the subsidised partially costs are also transportation Finally, Roma students is unacceptably low. students is unacceptably Roma Croatia relies predominantly on indirect support, while only a small pro small a only while support, indirect on predominantly relies Croatia is responsible for the implementation of indirect financial supportimplementation the MSES is responsible for This analysis has shown that the student financial support system in in system financial support that the student has shown This analysis • : MSES : MSES - policy will be devel In Croatia, a comprehensive 121 national system of financial student support; Rectors’ Conference; Rectors’ Conference; of financial student support; national system representatives of students’ conferences representatives student loans as a supplementary instrument) and that is available is available supplementary instrument) and that student loans as a need be based on the criterion of student should support system group should act as an advisory body to the Government of the to the Government body group should act as an advisory Higher and Schools of Professional the Council of Polytechnics groups). This criterion should be used for determining the amount for This criterion should be used groups). relating to subsi- indirect support Decrease and type of support. student dormitories. renovating constructing and tion by tion; student councils amount period. Total tem is operational. Duration of the transition student accommodation. of increased indirect support for age grants as the main support instrument, and through subsidised support instrument, and through subsidised grants as the main student financial The part-time students). to all students (including for improving the social dimension of higher education, in line the social dimension of higher education, improving for of Polytechnics and Schools of Professional Higher Education, and Schools of Professional of Polytechnics of grants and student loans as a percentage of overall investment. investment. of overall of grants and student loans as a percentage - student accommoda indirect support for dised meals, but increase support of needs-based financial Percentage cial support system. - of subsidised meals. Percent decreased indirect support in the form cial support that is predominantly based on direct support (through support (through based on direct that is predominantly cial support with good practices from other European countries. The working from other European countries. The working practices with good (used for determining the amount and type of grant). Percentage of Percentage determining the amount and type of grant). for (used (e.g. socioeconomic status or other criteria applying to vulnerable criteria applying socioeconomic status or other (e.g. veloped and published. Project prepared for reforming the system. reforming for prepared Project and published. veloped Establish a cross-sectoral national working group MEASURE 6.2.1. Establish a cross-sectoral national working Establish a new national system of student finan- of system national a new 6.1.2. Establish MEASURE , to the Rectors’ Conference and to Conference of Croatia, to MSES, to the Rectors’ Republic Education. Percentage of part-time students included in the student finan- of Percentage - de support financial of student analysis : Comparative INDICATORS : Line ministries, Rectors’ Conference, Council Conference, : Line ministries, Rectors’ IMPLEMENTATION : Working group appointed for developing the developing group appointed for : Working IMPLEMENTATION - the national sys which to : Assessment of the extent INDICATORS - Higher Educa and Schools of Professional Council of Polytechnics BODYCOMPETENT BODYCOMPETENT system is among the priorities for developing the European Higher the European Higher developing is among the priorities for system oped for the inclusion of under-represented groups. oped for DIMENSION AND ANALYSE ACCESS AND COMPLETION ACCESS OF UNDER- DIMENSION AND ANALYSE EDUCATION REPRESENTED GROUPS IN HIGHER Education Area. The inclusion of under-represented groups in the higher education The inclusion of under-represented groups 6.2. DEVELOP A PROGRAMME FOR IMPROVING THE SOCIAL THE SOCIAL IMPROVING PROGRAMME FOR A 6.2. DEVELOP • •

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EDUCATION 184 HIGHER

EDUCATION 185 - 122 - - ), State Bureau of Statistics Bureau ), State - Science and Higher Education, Na for : Agency : MSES : MSES SRCE ing system is operational. Level of integration of the monitoring of is operational. Level ing system national grants programme for under-represented and vulnerable national grants programme for need for coordinated measures at all levels of the education system. system. of the education measures at all levels coordinated need for system with the information-communication system of higher system with the information-communication system sented and vulnerable groups of students. ute to the low inclusion of students from these groups inclusion of students ute to the low tional Council for Science and Higher Education Science and Higher tional Council for puting Centre ( groups of students the enrolment, progression and completion of students from un the enrolment, progression and completion groups in higher education and determine the factors that contrib and determine the higher education groups in pean countries education institutions. for improving the social dimension, taking into consideration a the social dimension, improving for of higher education der-represented and vulnerable groups of higher education Develop an integrated system for monitoring monitoring for an integrated system MEASURE 6.2.4. Develop Develop and implement a national action plan and implement Develop MEASURE 6.2.3. Identify under-represented and vulnerable and under-represented 6.2.2. Identify MEASURE Develop and launch a national grants programme for under-repre- grants programme for and launch a national Develop : Assessment of the extent to which the monitor- which to : Assessment of the extent INDICATORS : Higher education institutions, University Com- : Higher education institutions, University IMPLEMENTATION : National group for improving social dimension social improving group for : National IMPLEMENTATION and published developed : Document INDICATORS - other Euro of based on experiences established : Body INDICATORS : National group for improving social dimension improving group for : National IMPLEMENTATION of implementation of the action plan and of the : Level INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT students living in student dormitories and those living in rented apart- dormitories and those living in student students living universities. The cost of accommodation was particularly prominent in thein prominent particularly was accommodation of The cost universities. that accommodation costs are the largest item in students’ overall costs. item in students’ overall that accommodation costs are the largest case of students with higher overall costs, while the category of students the category costs, while case of students with higher overall with lower total costs had a smaller proportion of accommodation costs. total costs had a smaller proportion with lower velopment of Education with support and data provided by all Croatian by of Education with support and data provided velopment CONSTRUCTING NEW FACILITIES AND RENOVATION OF EXISTING EXISTING OF AND RENOVATION FACILITIES NEW CONSTRUCTING CAPACITIES This shows that there is a great difference in costs of studies between in costs of studies between that there is a great difference This shows The Croatian part of the study was conducted by the Institute for the De the Institute for conducted by was The Croatian part of the study 6.3. EXPANDING STUDENT ACCOMMODATION CAPACITIES, CAPACITIES, ACCOMMODATION STUDENT 6.3. EXPANDING showed showed entitled ACCESS conducted within the EU-funded project A study • • • - 123 uality, : MSES : MSES institutions in student dormitories. Number of available places in student places available of in student dormitories. Number in student dormitories. When planning and constructing new Whenin student dormitories. new planning and constructing education institutions (in the framework infrastructure at higher system. Level of users’ satisfaction. Level system. access to students with disabilities higher education Higher Education, and Schools of Professional and Schools of Professional Higher Education and Schools of Professional accommodation capacities of existing and renovation tion of new tion of new/renovation of existing accommodation capacities accommodation capacities of existing tion of new/renovation of emerging campuses), it is important to include the planning and it is important of emerging campuses), dormitories. construction of students accommodation capacities. construction of students accommodation Ensure a national funding system for increasing for MEASURE 6.4.1. Ensure a national funding system Develop and implement a plan for the construc- a plan for and implement Develop MEASURE 6.3.1. : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION of the implementation of the national funding : Level INDICATORS : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ IMPLEMENTATION the construc- plan for of implementation of the : Level INDICATORS BODYCOMPETENT BODYCOMPETENT higher education institutions experience great difficulties in this area. great difficulties in this area. higher education institutions experience institutions have accomplished significant achievements in the last ten in the last achievements significant accomplished have institutions most significant impact on students’ living standards. This is particularly is particularly standards. This living impact on students’ most significant accommodation is subsidising for system since the current important apartments. Capacities of dormitories in rented 31 per cent live manyas ments. Subsidies for accommodation expenditures therefore have the have therefore expenditures accommodation for ments. Subsidies supported by the Rectors’ Conference. the Rectors’ supported by regarding the access of students with disabilities. Some higher educationregarding the access of students with disabilities. socially sensitive. Namely, the socioeconomic status of students is tak of students is socioeconomic status the Namely, sensitive. socially that higher education should be accessible to all. The implementation accessibility standards developed with the Tempus project EDUQ project with the Tempus accessibility standards developed present, 11 per cent of all students live in student dormitories, while as dormitories, while in student of all students live present, 11 per cent of defined guidelines will be ensured, as well as the implementation of of defined guidelines will be ensured, as en into consideration when awarding places in student dormitories. At dormitories. At places in student awarding when en into consideration dormitories. existing disabilities will be harmonised at the national level, in line with the goal goal in line with the national level, disabilities will be harmonised at the EDUCATION INSTITUTIONS FOR STUDENTS WITH DISABILITIES STUDENTS FOR INSTITUTIONS EDUCATION which included all Croatian universities, and which have already been already have and which included all Croatian universities, which will therefore be increased following the renovation and adaptation of the renovation increased following be will therefore years regarding the inclusion of students with disabilities, while some with disabilities, while regarding the inclusion of students years For this reason, the preconditions for providing access to students with providing this reason, the preconditions for For There are significant differences between higher education institutions education higher between are significant differences There 6.4. ENSURING MINIMUM STANDARDS OF ACCESS TO HIGHER HIGHER TO ACCESS OF 6.4. ENSURING MINIMUM STANDARDS • •

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EDUCATION 186 HIGHER

EDUCATION 187 : MSES : MSES : MSES Science and Higher Education for : Agency bodies providing support to students with disabilities at higher support bodies providing institutions through use of universal design, thereby making all design, thereby institutions through use of universal institutions institutions institutions disabili- students with skills and abilities for ment of knowledge, institutions ment into higher education institutions to persons with disabilities.institutions to persons higher education ment into learning outcomes in an equitable way. Organise relevant training Organise relevant learning outcomes in an equitable way. resources intended for students available to all (including students to all (including students available resources intended for students with disabilities. Assessment of extent to which offices or to which students with disabilities. Assessment of extent services are operational. satisfaction. and Schools of Professional Higher Education, higher education Higher Education, and Schools of Professional assistants ensured by higher education institutions in comparison assistants ensured by to defined needs and Schools of Professional Higher Education, higher education and Schools of Professional tants for students with disabilities tants for assessment. Level of users’ satisfaction. assessment. Level and Schools of Professional Higher Education, higher education Higher Education, higher education and Schools of Professional defined to demonstrate their acquisition of ties, and enable them Higher Education, higher education and Schools of Professional tion institutions should be made equally available to persons with to persons available equally should be made tion institutions education institutions for teaching staff. for disabilities. with disabilities) Ensure the operation of services and expert expert MEASURE 6.4.5. Ensure the operation of services and Ensure assistive technology and teaching assis- MEASURE 6.4.4. Ensure assistive Adjust approaches to teaching and to the assess- approaches to teaching Adjust MEASURE 6.4.3. Adjust the procedures for application and enrol - and application for the procedures Adjust 6.4.2. MEASURE : Percentage of institutions with offices or services for of institutions with offices or services : Percentage INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION : Percentage of assistive technology and teaching assistive of : Percentage INDICATORS : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ IMPLEMENTATION : Level of modification of procedures. Level of users’ of procedures. Level of modification : Level INDICATORS of modification of approaches to teaching and : Level INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION of Polytechnics Council Conference, : Rectors’ IMPLEMENTATION 6.4.6. Ensure physical accessibility of higher education MEASURE 6.4.6. Ensure physical BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT All necessary information about enrolment into the higher educa- into the higher about enrolment information All necessary • • • • - - s providing social s providing : MSES : MSES : MSES higher education institutions should report every academic year on on academic year should report every higher education institutions institutions completion of studies of monitoring enrolment, progression and institutions through use of universal design, thereby making all making design, thereby through use of universal institutions institutions such support) in order to monitor their progression and improve progression and improve such support) in order to monitor their support system of the integration of Level students with disabilities is operational. of use of available of higher education institutions. Level system resources intended for students available to all (including students to all (including students available intended for resources services and Schools of Professional Higher Education, higher education and Schools of Professional and communication technologies into the information the system and Schools of Professional Higher Education, higher education Higher Education, higher education and Schools of Professional persons with disabilities tion institutions for transportation of students with disabilities. special the needs for transportation entitled to various forms of support and on those making use of forms entitled to various data in the processes of upgrading support. disabilities. The support services for students with disabilities at students with disabilities services for disabilities. The support with disabilities in the higher education system (both system with disabilities in the higher education on those with disabilities) Comprehensive collection of data on students collection of data on MEASURE 6.4.8. Comprehensive Ensure special transportation for students with for Ensure special transportation MEASURE 6.4.7. Ensure physical accessibility of higher education of higher accessibility physical Ensure 6.4.6. MEASURE : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ IMPLEMENTATION for the system to which : Assessment of extent INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION - of all premises of higher educa of accessibility : Level INDICATORS NGO : Local self-government, IMPLEMENTATION of students with disabilities using special : Percentage INDICATOR BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT nor a venue that would be appropriate for music events. Therefore, in Therefore, music events. be appropriate for that would nor a venue institutions, facilities will be planned for activities aimed at increasing activities facilities will be planned for institutions, student participation in culture, sports and social events. This is particu student participation in culture, sports and social events. the majority of higher education institutions in Croatia. For instance, theinstance, For Croatia. in institutions education higher of majority the education higher at buildings renovating) (or constructing to addition ed with extra-curricular contents that are currently under-represented at under-represented contents that are currently ed with extra-curricular PARTICIPATION IN CULTURE, SPORTS AND SOCIAL EVENTS AND SOCIAL SPORTS IN CULTURE, PARTICIPATION In addition to activities related to their studies, students should be provid In addition to activities University of Zagreb only has five sports halls and has neither a theatre has five of Zagreb only University 6.5. ENCOURAGE ACTIVITIES AND PROGRAMMES FOR STUDENT STUDENT AND PROGRAMMES FOR ACTIVITIES 6.5. ENCOURAGE • • •

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EDUCATION 188 HIGHER

EDUCATION 189 - - 124 - : MSES new facilities (and renovation of current ones) related to student related of current ones) renovation facilities (and new student participation in culture, sports and social events student participation and renovated facilities for student participation in culture, sports facilities for and renovated and social events. - Higher Education, students’ confer and Schools of Professional tion of new facilities (and renovation of current ones) related to of current ones) renovation facilities (and tion of new participation in culture, sports and social events. Number of new of new Number events. participation in culture, sports and social ences - the construc a plan for and implement Develop MEASURE 6.5.1. : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION constructing of the plan for of implementation : Level INDICATORS BODYCOMPETENT be taken into account. It is also necessary to enable the interaction of art the interaction necessary to enable is also account. It into be taken higher education. All high-quality higher education institutions of the in the quality of education and in the accelerated development of scien- in the quality of education and in the accelerated development their development. for represents a strategic goal in Croatia therefore icantly in the last two decades. This is particularly evident in Europe sinceEurope in evident decades. This is particularly two in the last icantly new cultural activities available to all students. available cultural activities new larly important for the construction of new student campuses. In addition, student of new the construction for important larly research between higher education and research institutions in Europe research between students with other students on student campuses in order to develop in order to develop on student campuses with other students students as one of main mechanisms not only for increasing the quality study increasing the quality study for as one of main mechanisms not only and worldwide. European higher education institutions have accepted the accepted have institutions education higher European worldwide. and tific research. The internationalisation of higher education institutions the introduction of the Bologna Process and of the European Qualificationsthe introduction of the Bologna Process teaching staff and research academic obstacles to mobility of students, the specific needs of art students in students’ dormitories should also dormitories should in students’ needs of art students the specific process of internationalisation and this has resulted in an overall increase process of internationalisation and this has resulted in an overall for several years been a trend that has substantially marked European marked been a trend that has substantially years several for ers. In addition, the system of European Framework Programmes has of European Framework ers. In addition, the system of scientific cooperation in the planning and implementation encouraged EUROPEAN AND GLOBAL HIGHER EDUCATION AREA EDUCATION HIGHER AND GLOBAL EUROPEAN STUDENTS AND TEACHING STUDENTS AND TEACHING STAFF European Higher Education Area have recognised internationalisation Area have Education Higher European Framework, which has led to the removal of various administrative and administrative of various has led to the removal which Framework, The increased international mobility of students and teaching staff has The globalisation of higher education is a process that has intensified signif The globalisation of higher education OBJECTIVE 7: INTERNATIONALISE HIGHER EDUCA HIGHER 7: INTERNATIONALISE OBJECTIVE 7.1. INCREASING INCOMING AND OUTGOING MOBILITY OF OF MOBILITY AND OUTGOING INCREASING INCOMING 7.1. TION AND ENHANCE ITS INTEGRATION INTO THE INTO AND ENHANCE ITS INTEGRATION TION • - For The The 129 125 125 ), an association of 21 of association an ), LERU discussed in detail the importance in detail the importance discussed 126 analyses have shown that the number of Croatian that the number of Croatian shown have analyses 128 or similar mobility networks should amount to should amount to or similar mobility networks CEEPUS , and CEEPUS 127 , ERASMUS (which was a sectoral programme of the Lifelong Learning Learning of the Lifelong a sectoral programme was (which ERASMUS higher education institutions and foreign partners, in particular from from in particular partners, foreign and institutions education higher + and of ERASMUS the framework mester-mobility has been carried out in insti education higher between agreements bilateral to limited be not international mobility. It is therefore necessary to implement measuresimplement to necessary therefore is It mobility. international period a spent have who 2020 in Area Education Higher European the in is in Croatia, and the funds that have been allocated to mobility have been been allocated to mobility have in Croatia, and the funds that have integrated into the system through mobility programmes such as ERAS- through mobility programmes system integrated into the low (only one per cent of students are involved in outgoing mobility mobility outgoing in involved are students of cent per one (only low students and post-doctoral researchers (which would lead to increased would students and post-doctoral researchers (which in doctoral programmes abroad, but that students enrolled to study Croatian between agreements cooperation bilateral sufficiently-funded student mobility. However, it should be noted that the majority of se- it should be noted that However, student mobility. ERASMUS there has been a trend of increasing funds for years, several +. programmes under ERASMUS existing integrating several sion by study programmes, despite the high costs related to this measure. programmes, despite the high study undergraduate and graduate students using these possibilities is too is too graduate students using these possibilities undergraduate and turn leads to enhanced international cooperation and quality of research Croatian for scholarships and teaching). There is also a need to provide and to increase feasible there is a need their doctoral degree. Finally, at least ten per cent of outgoing mobility and five per cent of incoming per mobility and five at least ten per cent of outgoing This independently. quota its increasing on decide cannot Croatia that students of postgraduate programmes foreign troduce scholarships for should these scholarships researchers, and post-doctoral foreign and number of doctoral lead to an increase in the overall tutions. This would almost fully used. This demonstrates the interest of Croatian students for the interest of Croatian students for used. This demonstrates almost fully and reviewed the possibility for introducing obligatory mobility within obligatory mobility introducing for the possibility and reviewed top-quality European universities, top-quality programmes, but for increasing the quality of education as whole. as education of quality the increasing for but programmes, Member States States staff among EU Member mobility of students and teaching for for a period of study). The largest and the most important programme and the most The largest of study). a period for mobility that ERASMUS is based on European trends showing evidence of learning mobility abroad. A semester of mobility in the framework of mobility in the framework of learning mobility abroad. A semester of of the mobility of teaching staff and students (in its April 2013 Bulletin) Bulletin) April 2013 (in its and students of teaching staff of the mobility competitiveness) as well as to internationalised research teams (which in (which teams research internationalised to as well as competitiveness) countries not included in European cooperation networks. contributing to reaching the goal of 20 per cent of students graduating of 20 per cent of students contributing to reaching the goal quota will be increased with each new cycle. quota will be increased with each new would also include an obligation to return to Croatia upon obtaining also include an obligation to return to Croatia upon obtaining would Special attention should be paid to ensuring international study visits should be paid to ensuring international study attention Special Following the example of other European countries, Croatia should in- should Croatia countries, European other of example the Following Programme prior to 2014). In 2014, the programme gained a new dimen- a new gained programme the In 2014, to 2014). prior Programme League of European Research Universities ( Universities Research European of League MUS Although funding the mobility of students and teaching staff has been the mobility of students and teaching Although funding

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EDUCATION 190 HIGHER

EDUCATION 191 - , similar procedures should . MSES : BODY by 2020 (both semester- and degree-mobility). Develop a plan for in- a plan for 2020 (both Develop by semester- and degree-mobility). institutions, Agency for Mobility and EU Programmes Mobility for institutions, Agency should be removed. There should be an adequate system for encour- for should be an adequate system There should be removed. and teaching staff. Level of funding to support mobility. of and teaching staff. Level and Schools of Professional Higher Education, higher education and Schools of Professional part in mobility programmes. aging students to take Higher Education and Schools of Professional average rate of 17 per cent annually up to 2020. Funds for mobility up to 2020. Funds for rate of 17 per cent annually average teaching staff in order to ensure an outgoing student mobility rate student teaching staff in order to ensure an outgoing education institutions. Obstacles related to recognising ECTS credits obtained during mobility period at higher education institutions + calls. ERASMUS to relevant to apply encouraged of teaching staff and students should be planned in mthe Europeanof teaching staff and students should of ten per cent and incoming student mobility rate of five per cent mobility rate of five of ten per cent and incoming student creasing mobility. Total funds for mobility should be increased by an mobility should be increased by funds for Total creasing mobility. Social Fund through the Operational Programme ‘Efficient Human Programme ‘Efficient Social Fund through the Operational Resources 2014–2020’. Higher education institutions should be Higher education institutions should 2014–2020’. Resources : Rates of outgoing and incoming mobility of students: Rates of outgoing INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION Remove internal obstacles to mobility at higher MEASURE 7.1.2. Remove Increase funds for the mobility of students and MEASURE 7.1.1. Increase funds for COMPETENT be applied to scientists from outside the EU be applied to scientists from outside the improved with Croatian accession to the EU with Croatian accession improved leagues in Croatia, make an impact on the system of organisation of of organisation of system the on impact an make Croatia, in leagues research institutes abroad will be included into obligatory criteria for criteria for abroad will be included into obligatory research institutes research/teaching career at Croatian higher education institutions. Since Since institutions. higher education career at Croatian research/teaching should not be treated as other foreign workers employed in the country. country. in the employed workers should not be treated as other foreign has segment this Although possible. as much as facilitated be should scientific and scientific-teaching activity at their host institutions, and institutions, host their at activity scientific-teaching and scientific systematically. study visits at renowned foreign universities are extremely important important extremely are universities foreign at renowned visits study appointments to the grade of assistant professor or further appointments.further or professor of assistant grade the to appointments foreign researchers, as well as for study visits of Croatian researchers visits of Croatian researchers study as for researchers, as well foreign for young Croatian researchers and to ensuring the continuation of their ensuring the continuation researchers and to Croatian young for validated be should staff teaching of mobility teaching, of quality the for education, administrative procedures related to their entry and residence procedures education, administrative employed at prominent higher education institutions abroad. In the abroad. In the at prominent higher education institutions employed establish long-term ties. course of such study visits, they will transfer their knowledge to col their knowledge will transfer visits, they course of such study Study visits to prominent higher education institutions or scientific institutions or scientific to prominent higher education visits Study Since they contribute significantly to development of science and higher development to contribute significantly they Since Grants will also be available for study visits to Croatia by prominent prominent by Croatia to visits study for available be also will Grants Teaching staff and scientists included in incoming mobility to Croatia staff and scientists included in incoming mobility Teaching • • MSES MSES : : National Council for Science and Higher Educa- Science and Higher Council for : National : BODY BODY BODY institutions (through the Operational Programme ‘Efficient the in through the ESF (through institutions students enrolled in postgraduate programmes abroad receiving students at higher education institutions in Croatia. Secure grantsstudents at higher education institutions staff trained at higher education institutions abroad. staff trained at higher in Croatia. Ensure grantsstudents at higher education institutions research projects. upon obtaining their degree. and Schools of Professional Higher Education, higher education and Schools of Professional of integration of grants into programme agreements. grants. Level tion Operational Pro- the agreements and through the ESF (through link them Resources 2014–2020’) and to Human gramme ‘Efficient Higher Education, higher education and Schools of Professional prominent European universities. Percentage of Croatian doctoral of Croatian Percentage prominent European universities. for early-stage researchers from higher education institutions in researchers from higher education institutions early-stage for for appointment into scientific-teaching grade appointment for at higher education institutions in doctoral students foreign for obstacles. Level of users’ satisfaction. of Level obstacles. obtaining their doctoral degree. of three to four years. Plan grants in programme agreements and Plan grants years. of three to four education institutions during mobility are developed and adopted. Percentage of removed of removed Percentage and adopted. are developed during mobility centage of foreign doctoral students receiving grants. doctoral students receiving of foreign centage with a requirement that early-stage researchers return to Croatia with a requirement that early-stage Percentage of early-stage researchers who returned to Croatia after researchers who of early-stage Percentage Human Resources 2014–2020’) and link them to research projects, Resources Human Polytechnics and Schools of Professional Higher Education, higher and Schools of Professional Polytechnics : International relations offices, ECTS coordinators relations offices, : International IMPLEMENTATION credits obtained ECTS on recognising : Regulations INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION of Croatian doctoral students enrolled at : Number INDICATORS : Field councils, Rectors’ Conference, Council of Council Conference, : Field councils, Rectors’ IMPLEMENTATION of teaching is introduced. Percentage : Requirement INDICATORS Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION - doctoral students in Croatia. Per of foreign : Number INDICATORS Croatia at prominent universities in Europe and beyond for a period for and beyond in Europe Croatia at prominent universities Croatia for a period of three to four years. Plan grants in programme years. a period of three to four Croatia for Ensure a scholarship scheme for Croatian doctoral MEASURE 7.1.5. Ensure a scholarship scheme for Ensure a scholarship scheme for foreign doctoral foreign MEASURE 7.1.4. Ensure a scholarship scheme for Introduce obligatory training abroad as a criterionMEASURE 7.1.3. Introduce obligatory COMPETENT COMPETENT COMPETENT • • •

HIGHER

EDUCATION 192 HIGHER

EDUCATION 193 MSES MSES MSES : : : BODY BODY BODY by doctoral and master programmes in English or another foreign doctoral and master programmes in English or another foreign by higher education institutions should be encouraged to apply to to apply higher education institutions should be encouraged institutions institutions, Agency for Mobility and EU Programmes Mobility for institutions, Agency institutions, Agency for Mobility and EU Programmes Mobility for institutions, Agency languages. Gradually introduce courses/modules, to be followed introduce courses/modules, to be followed Gradually languages. and language teaching in a foreign for a system Develop language. secure financial support. Such a measure should be planned in pro- secure financial support. researchers at higher education institutions in Croatia. Scholarships institutions in at higher education researchers to re- and linked agreements included into programme should be encouraged should be education institutions Higher search projects. and Schools of Professional Higher Education, higher education and Schools of Professional (through the Operational gramme agreements and through the ESF (through tional cooperation. Level of users’ satisfaction. tional cooperation. Level and Schools of Professional Higher Education, higher education and Schools of Professional programme Horizon 2020 that enable this 2020 that Horizon to calls of the EU programme to apply activity. grants. and Schools of Professional Higher Education, higher education Higher Education, higher and Schools of Professional education institutions. Percentage of visiting professors who receive receive who of visiting professors Percentage education institutions. cooperation at higher education institutions Programme ‘Efficient Human Resources 2014–2020’). In addition, Human Programme ‘Efficient : Number of study programmes implemented in foreign in foreign programmes implemented of study : Number INDICATORS + calls that include this activity. ERASMUS Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION - for interna of staff in offices and structure : Number INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION : Number of visiting professors at Croatian higher at of visiting professors : Number INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION Secure financial support for teaching in foreign for teaching in 7.2.1. Secure financial support MJERA Enhance the capacities of offices for international of offices MEASURE 7.1.7. Enhance the capacities Secure a one-year scholarship scheme for foreign foreign for scholarship scheme 7.1.6. Secure a one-year MEASURE COMPETENT COMPETENT COMPETENT points that students can accumulate over the course over units with 30 ECTS points that students can accumulate entire study programmes in English (or another foreign language). Intro- language). another foreign in English (or programmes entire study education institutions increase the availability of courses/modules or education institutions increase the availability of one semester. In addition, it is important to ensure the availability of ensure the availability In addition, it is important to of one semester. in all parts of Croatia. languages in foreign programmes entire study ducing a few courses in English is a good start in order to increase mobility. start in order to increase mobility. courses in English is a good ducing a few However, in the long term it should lead to the provision of structuredof provision the to lead should it term long the in However, Increased incoming student mobility is only possible if Croatian higherpossible is only incoming student mobility Increased 7.2. ENCOURAGING TEACHING IN FOREIGN LANGUAGES TEACHING ENCOURAGING 7.2. • • • - Croatia is in the 130 131 has increased in the last few years. According According years. in the last few has increased EU : MSES : MSES internal rules of higher education institutions for participation in for internal rules of higher education institutions languages. Percentage of study programmes implemented in foreign foreign implemented in programmes study of Percentage languages. support. financial receiving languages joint study programmes. joint study adopted. programmes. Regulations joint study ESF +), in particular through the (apart from ERAMUS teaching staff the accreditation of joint study programmes. Adopt a system of a system programmes. Adopt the accreditation of joint study Science for Higher Education, Agency and Schools of Professional and Higher Education programmes. Secure additional funds for mobility of students and programmes. Secure additional funds for programmes at all levels. Identify strategic partners and negotiate strategic partners and negotiate Identify programmes at all levels. education institutions in Croatia to participate in joint study education institutions in Croatia to participate in joint study on the creation of joint study programmes. Adopt mechanisms for mechanisms for programmes. Adopt on the creation of joint study cation, Rectors’ Conference, Council of Polytechnics and Schools of Schools and Polytechnics of Council Conference, Rectors’ cation, (specifically, through the Operational Programme ‘Efficient Human through the Operational Programme ‘Efficient (specifically, Establish a system for encouraging higher encouraging for MEASURE 7.3.2. Establish a system Develop a plan for participation in joint study participation in joint study a plan for MEASURE 7.3.1. Develop Professional Higher Education, higher education institutions Professional Resources 2014–2020’). Include them in programme agreements. Resources : National Council for Science and Higher Edu- Science Council for : National IMPLEMENTATION : Rectors’ Conference, Council of Polytechnics of Polytechnics Council Conference, : Rectors’ IMPLEMENTATION : Higher education institutions IMPLEMENTATION participation in of implementation of plans for : Level INDICATORS BODYCOMPETENT BODYCOMPETENT institutions participating in joint study programmes. In the majority in joint study institutions participating strategic goals. International cooperation in the form of joint study pro- of joint study International cooperation in the form strategic goals. relevant for this type of institutions. for relevant grammes may be particularly important for smaller universities and and universities smaller for important particularly be may grammes tion institutions in the tion institutions in 2012, Implementation Report to the Bologna Process participating in joint study programmes exceeds 50 per cent. Joint study study Joint 50 per cent. exceeds programmes study participating in joint study a given higher education institutions to join programmes enable or specific characteristics.programme based on their strategic priorities a student institution provides programme, since each higher education specialising in certain scientific fields is particularly since polytechnics education institutions in Croatia should join this trend based on theireducation institutions in Croatia should of developed countries, the number of higher education institutions institutions number of higher education countries, the of developed category of countries with less than five per cent of higher education of countries with less than five category with one part of the education process, based on its specialisation. Higherwith one part of the education process, Such programmes lead to an increase in the overall quality of the study quality of the study programmes lead to an increase in the overall Such - INSTITU EDUCATION HIGHER WORLD-CLASS WITH GRAMMES The trend of establishing joint study programmes between higher educa between programmes joint study The trend of establishing - PRO STUDY JOINT OF THE ESTABLISHMENT ENCOURAGING 7.3. TIONS FROM EUROPE AND BEYOND TIONS FROM EUROPE • •

HIGHER

EDUCATION 194 HIGHER

EDUCATION 195 - - - : Uni IMPLEMENTATION Conference : Rectors’ : National Council for Science and Higher Edu- Council for : National institutions mentation of joint study programmes. study mentation of joint staff at higher education institutions. A Human Resources Plan Human staff at higher education institutions. A of foreign stating a realistic percentage should be updated annually, updated. teaching staff to be reached at each higher education institution by teaching staff to be reached at each higher education institution and Schools of Professional Higher Education, higher education Higher Education, higher education and Schools of Professional foreign partners through joint study programmes. Begin the imple- programmes. Begin joint study partners through foreign of the extent to which strategies are implemented and plans are strategies to which of the extent education institutions from Croatia education institutions cation Develop a strategy for hiring foreign teaching hiring foreign a strategy for MEASURE 7.4.1. Develop versities Develop study programmes in cooperation with programmes in study 7.3.3. Develop MEASURE Level of implementation of the system. Level of additional funding. of additional Level of the system. of implementation Level : Level of mobility through joint study programmes. programmes. joint study of mobility through : Level INDICATORS : Strategies are developed and adopted. Assessment are developed : Strategies INDICATORS : Number of joint study programmes including higher programmes of joint study : Number INDICATORS : Rectors’ Conference, Council of Polytechnics Council of Polytechnics Conference, : Rectors’ IMPLEMENTATION The Plan should also define work posts for foreign teaching staff. for work posts The Plan should also define BODYCOMPETENT BODYCOMPETENT 2025, as well as an approximate roadmap for its implementation. roadmap for as an approximate 2025, as well best available teaching staff, not only limiting itself to human resources limiting itself to human resources teaching staff, not only best available hiring foreign teaching staff should not be an administrative measure teaching staff should not be an administrative hiring foreign least three per cent of foreign teaching staff by 2025. At the same time, by 2025. teaching staff least three per cent of foreign recruited among teaching assistants at a relevant higher education in at a relevant recruited among teaching assistants stitution, i.e. from a very limited pool of potential candidates. This type limited pool of potential stitution, i.e. from a very staff. The higher education system should therefore strive to ensure the strive should therefore system staff. The higher education that discriminates Croatian teaching staff, but only aimed at increasing that discriminates Croatian teaching staff, but only the quality of teaching. gradually develop an international dimension. Higher education institu develop gradually teaching staff new procedures for transparent selection tions should have of irrespective their students, for and should secure the best teaching staff be integrated into the strategictheir country of origin. This trend should at reach to order in institutions education higher Croatian of guidelines available in Croatia. In the current system, teaching staff are usually usually teaching staff are in Croatia. In the current system, available education systems, the employment of teaching staff in Croatia should of teaching staff the employment education systems, of selection does not encourage competition or individual excellence excellence competition or individual of selection does not encourage are not in associate grades. In addition, they researchers of early-stage researchers in a with early-stage to compare themselves encouraged HIGHER EDUCATION INSTITUTIONS EDUCATION HIGHER wider scientific community. Based on good practices from other higher Based on wider scientific community. The quality of higher education depends largely on the quality of teachingof quality the on largely depends education higher of quality The 7.4. INCREASING THE NUMBER OF FOREIGN ACADEMIC STAFF AT AT STAFF ACADEMIC FOREIGN OF THE NUMBER INCREASING 7.4. • • institutions in the areathe in institutions 133,134 The further improvement of improvement The further 132 : MSES higher education institutions (application, implementation and higher education institutions (application, academic values and about the harmonisation of quality assurance academic values tional activities in order to raise awareness of the importance of a in order to raise awareness tional activities tion of quality assurance procedures with strategic objectives procedures with strategic objectives. quality culture and to promote academic values and the harmonisa- quality culture and to promote academic values funds), project Service (providing cation, Croatian Employment co-funding projects) Prepare and implement project(s) and promo- MEASURE 8.1.1. Prepare and implement project(s) Level of awareness about the importance of a quality culture, about about the importance of a quality culture, about of awareness Level : Number of completed projects/promotional activities. activities. of completed projects/promotional : Number INDICATORS , Agency for Science and Higher Edu - for , Agency : MSES IMPLEMENTATION BODYCOMPETENT higher education institutions in the framework of their autonomy, which which of their autonomy, higher education institutions in the framework should create an optimal balance between autonomy and accountability. and accountability. autonomy should create an optimal balance between tion. Programmes for developing a quality policy should be included in included be should policy quality a developing for Programmes tion. a quality culture will be a national, institutional and individual priority in and individual a quality culture will be a national, institutional strategic period. the following and national frameworks for quality assurance; quality for frameworks national and time, all stakeholders within the system are expected to note that many to note that many are expected within the system time, all stakeholders programme agreements. provide a relatively solid basis for establishing and promoting a quality establishing solid basis for a relatively provide factors influence the development of a quality culture, including: European of a quality development factors influence the of the preconditions in the process of quality assurance and accredita- of the preconditions in the process of of higher education that promote, cultivate and respect the principles of respect the and promote, cultivate that of higher education quality; and all individuals included into the higher education system into the higher education system included quality; and all individuals culture in science and higher education. and higher in science culture quality will, however, require some additional amendments. At the same the At require some additional amendments. quality will, however, INSTITUTIONS IN DEVELOPING THEIR PROFILE AND THEIR QUALITY QUALITY THEIR AND PROFILE THEIR INSTITUTIONS IN DEVELOPING (teaching staff, scientists, administrative staff, etc.). The development of development staff, etc.). The staff, scientists, administrative (teaching EDUCATION 8.1. ENCOURAGING THE AUTONOMY OF HIGHER EDUCATION EDUCATION HIGHER OF AUTONOMY THE 8.1. ENCOURAGING Higher education institutions will develop institutional strategies as one institutional strategies Higher education institutions will develop CULTURE, WHILE ASSUMING ACCOUNTABILITY FOR QUALITY FOR QUALITY ASSUMING ACCOUNTABILITY WHILE CULTURE, The responsibility for developing a quality culture will be assumed by be assumed by a quality culture will developing The responsibility for The current legislative framework and other relevant documents in Croatia documents and other relevant framework The current legislative OBJECTIVE 8: FURTHER DEVELOP A CULTURE CULTURE A DEVELOP 8: FURTHER OBJECTIVE IN HIGHER ACCOUNTABILITY AND QUALITY OF ASSURANCE AND FOR ACHIEVEING THE STRATEGIC OBJECTIVES OF OF OBJECTIVES THE STRATEGIC ACHIEVEING AND FOR ASSURANCE THE INSTITUTION •

HIGHER

EDUCATION 196 HIGHER

EDUCATION 197 135 : MSES ure 4.1.1. Develop and implement a funding model based on programme model based on programme 4.1.1. Develop and implement a funding ure sations). To this end, when adopting criteria for the rate of partici- adopting criteria for this end, when To sations). regardless of their type (universities, polytechnics and schools of polytechnics regardless of their type (universities, tion, Rectors’ Conference, Council of Polytechnics and Schools of and Schools of Polytechnics Council Conference, tion, Rectors’ tion of all higher education institutions or scientific organisations, tions through programme agreements. tions through programme professional higher education; public or private scientific organi- higher education; public or private professional programme agreements agreements’). efficient higher education system that stimulates development’ (see ‘Meas- (see system that stimulates development’ efficient higher education Standardise minimum criteria for the opera- minimum criteria for MEASURE 8.3.1. Standardise Systematic monitoring of the implementation of monitoring of the implementation of MEASURE 8.2.2. Systematic Introduce funding of higher education institu- Introduce funding MEASURE 8.2.1. Professional Higher Education, higher education institutions Professional : Level of implementation of programme agreements. of implementation of programme : Level INDICATORS satisfaction. of users’ Quality of the monitoring process. Level , Agency for Science and Higher Educa- Science and Higher for : MSES, Agency IMPLEMENTATION This measure has been elaborated in detail under ‘Objective 4: Develop an in detail under ‘Objective has been elaborated This measure BODYCOMPETENT minimum criteria for the operation of public and private research insti- the operation of public and private minimum criteria for it is necessary to establish equal minimum criteria for the operation of the operation criteria for it is necessary to establish equal minimum letters of accreditation and on the conditions for obtaining accreditation accreditation obtaining for conditions the on and accreditation of letters systems in higher education, in particular for developing criteria for the for criteria developing for in particular in higher education, systems universities, polytechnics and schools of professional higher education and schools of professional polytechnics universities, the higher education institution). It is also necessary to establish equal is also necessary to It the higher education institution). the ordinance regulating the this end, it is necessary to revise tutes. To area of scientific research activity and administrative services. In addition, and administrative area of scientific research activity on teaching staff from outside programme without relying study a given for higher education activities, for implementing study programmes and study implementing for higher education activities, for the re-accreditation of higher education institutions. for funding of higher education institutions through programme agreements. programme through institutions education higher of funding of letters of accreditation, as well as the ordinance on the contents of as the ordinance on the contents of of letters of accreditation, as well ditions for the re-accreditation of scientific organisations and for content for and organisations scientific of re-accreditation the for ditions conditions for obtaining an accreditation for scientific activity, the con- scientific activity, obtaining an accreditation for conditions for LINKS THEM TO QUALITY ASSURANCE AND TO THE ACHIEVEMENT OF THE ACHIEVEMENT ASSURANCE TO AND TO LINKS THEM QUALITY (e.g. teaching staff–student ratio, covering the teaching workload within within workload teaching the covering ratio, staff–student teaching (e.g. SYSTEM THAT TAKES INTO ACCOUNT NATIONAL PRIORITIES AND PRIORITIES NATIONAL ACCOUNT INTO TAKES THAT SYSTEM INSTITUTIONS EDUCATION HIGHER OF GOALS STRATEGIC 8.3. AMENDING THE CURRENT NORMATIVE FRAMEWORK NORMATIVE THE CURRENT AMENDING 8.3. 8.2. DEVELOPING AN INTEGRATED HIGHER EDUCATION FUNDING FUNDING EDUCATION HIGHER INTEGRATED AN 8.2. DEVELOPING There is a need to amend existing documents related to quality assurance documents related There is a need to amend existing A link will be made between the results of quality assessment and the the results of quality assessment between A link will be made • • • - : MSES : Agency for Science and Higher Education for : Agency : MSES into account. These amendments should be regulated through an through an should be regulated These amendments into account. or research on the type of programme depending minimal criteria joint national or international study programmes study joint national or international undergraduate and graduate study programmes; university or pro- programmes; university graduate study undergraduate and tems, as well as an efficient plan for the second cycle of evaluation cycle of for the second as an efficient plan tems, as well the for of the results of the analysis of usage tion of the plan. Level pation of full-time teaching staff in teaching activities, the specific the staff in teaching activities, full-time teaching pation of graduate, integrated institution (undergraduate, an by provided purpose of implementing plans. procedure of accreditation of joint national or international study or international study procedure of accreditation of joint national programmes fessional studies; basic or applied research, etc.). studies; fessional ordinance that should also regulate possible additional and specific and specific possible additional that should also regulate ordinance - of quality assurance sys evaluation external of the procedures for evaluations) of institutions (based of on the results of the first cycle characteristics of professional study programmes should be taken be taken programmes should study of professional characteristics dures for the re- accreditation of higher education institutions and dures for of implementa- Level re- accreditation. completed procedures for Prepare an integral analysis of completed proce- MEASURE 8.4.1. Prepare an integral analysis Develop a procedure for the accreditation of a procedure for Develop MEASURE 8.3.2. : Agency for Science and Higher Education for : Agency IMPLEMENTATION and adopted prepared : Regulations INDICATORS : Accreditation Council : Accreditation IMPLEMENTATION prepared and published on the : Integral analysis INDICATORS : Agency for Science and Higher Education for : Agency IMPLEMENTATION prepared and adopted regulating the : Regulations INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT be analysed and used for developing a proposal to make evaluation evaluation make to proposal a developing for used and be analysed implementing study programmes or scientific activity. The first cycle cycle The first programmes or scientific activity. implementing study will results first cycle, this Following 2015/2016. year academic the in re-accreditation; c) thematic evaluation, and d) external independent independent and d) external thematic evaluation, re-accreditation; c) uous monitoring of institutions will be introduced following initial initial be introduced following uous monitoring of institutions will accreditation, since it has been noted that in the period between initial initial between period in the that noted has been it since accreditation, are significant undesirable accreditation and re-accreditation there periodic assessment of the internal quality assurance system. Contin- assurance system. periodic assessment of the internal quality procedures more efficient.“ occurrences, such as the failure to comply with minimal criteria for with minimal criteria for occurrences, such as the failure to comply institutions will be completed higher education of re-accreditation of 8.4. RATIONALISATION OF EVALUATION PROCEDURES EVALUATION OF 8.4. RATIONALISATION fines the following evaluation procedures: a) initial accreditation; b) b) accreditation; a) initial procedures: evaluation following fines the The Act on Quality Assurance in Science and Higher Education de on Quality The Act • •

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EDUCATION 198 HIGHER

EDUCATION 199 : Agency for Science and Higher Education IM- and Higher Education Science for : Agency infrastructure for higher education institutions’ (5.2). higher education for infrastructure in the area of science and higher education into a unique system. in the area of science and higher education period between two evaluations, i.e. following initial accreditation following i.e. evaluations, two period between appropriate premises and information and communication technologies and information premises appropriate Upgrade and link existing information systems systems information and link existing MEASURE 8.5.1. Upgrade Continuous monitoring of institutions in the monitoring of institutions 8.4.2. Continuous MEASURE : Accreditation Council : Accreditation PLEMENTATION of permanent monitoring. of implementation : Level INDICATORS This measure has been elaborated in detail under ‘Objective 5: Secure Secure 5: in detail under ‘Objective has been elaborated This measure BODYCOMPETENT ing data. A major shortfall of the current systems is that they do not do not is that they shortfall of the current systems ing data. A major strategic decision-making. that the existing information system is upgraded in order to enable to enable is upgraded in order system information that the existing - analys and storing collecting, of purpose the for education higher and data exchange, analysis and preparation of proposals for informed and informed and preparation of proposals for analysis data exchange, communicate, i.e. there is no exchange of data. It is essential to ensure of data. It communicate, i.e. there is no exchange INFORMIRANE ODLUKE. Several information systems have been established in the area of science have systems information Several SLUŽILI PRIKUPLJANJU I ANALIZI PODATAKA TE KAO PODLOGA ZA ZA PODLOGA TE KAO ANALIZI PODATAKA I PRIKUPLJANJU SLUŽILI 8.5. POVEZATI POSTOJEĆE INFORMACIJSKE SUSTAVE U VISOKOM VISOKOM U SUSTAVE INFORMACIJSKE POSTOJEĆE 8.5. POVEZATI OBRAZOVANJU I ZNANOSTI KAKO BI BILI INTEROPERABILNI I INTEROPERABILNI I BI BILI I ZNANOSTI KAKO OBRAZOVANJU • • 200 ADULT EDUCATION

In many countries, adult education has been accepted as an important component of lifelong learning. For that reason, it is necessary to develop and carry out formal and non-formal education and training programmes and to provide various other forms of learning that are focused on achieving two main groups of aims: —— acquisition of transversal competences by an individual. Such competences include: initiative and enterpreneurship; learning how to learn; cultural expression; social engagement (e.g. volunteering; ecological, political and similar types of activism; adoption and application of democratic values and attitudes); parenting skills; creative and artistic evaluation and expression; and development of elementary economic, financial and media literacy; —— acquisition of knowledge and skills targeted at enabling employability and better adaptability, i.e. mobility on the labour market.

Some of the objectives, guidelines and measures concerning adult education also relate to formal programmes (including foreign language learning programmes) and especially non- formal programmes for people under 15 years of age.

In comparison to initial formal education, what is specific to adult education is that it is more strongly and directly connected to social policy, the needs and requirements of the labour market, economic development, demographic changes, etc. The importance of adult education and training is becoming greater due to the population ageing in Croatia and the European Union. It is also increasingly important because the existing educational structure is not adjusted to the labour market, nor to the expected new requirements for reducing unemployment.

A significant proportion of Croatian citizens have not completed primary education (62 092 citizens over 15 years of age according to the 2011 census) or have only partially completed primary education (283 867 citizens). Meanwhile, a total of 773 489 citizens have primary education as their highest educational attainment. Among the employed and unemployed working-age population, the greatest proportion have completed secondary (mostly vocational) education – over 1.9 million 201 - - - - - zens in education programmes, many activities will be implemented will be implemented activities zens in education programmes, many indicates a need to harmonise the supply of programmes for improving improving for of programmes the supply a need to harmonise indicates to the adjust them to constantly potential, and competence individuals’ in strategic documents at the international level. ing number of individuals are gradually excluded from the labour market from the labour market excluded are gradually ing number of individuals needs of the economy, as well as to the personal pursuits and abilities as to the personal pursuits as well needs of the economy, level of citizen participation is partially a result of the current educa citizen participation is partially of level study programmes in the STEM field and programmes that are not part study of higher activities Such specialised training of higher educated experts. structure, the demands for knowledge and skills have changed. Although changed. skills have and knowledge for structure, the demands unemployment rates; and investment obstacles due to the shortage of obstacles due to the shortage and investment rates; unemployment the systematic organisation of seminars, workshops and programmes for for programmes and workshops seminars, organisation of systematic the and measures taken to overcome the current structural, situational and the current structural, to overcome and measures taken In this respect, the emphasis of tional programmes and their quality. of available the quality and the relevance is on improving this Strategy the economy. Most employers expect formal education to provide young young education to provide formal expect employers Most the economy. them with the providing responsible for do not consider themselves they and labour demand. This labour supply and a mismatch appears between tional services are concerned, there is still no systematic monitoring or concerned, there is still no systematic tional services are an appropriate workforce. prompt adaptation to the present needs, let alone to the future needs of to the present needs, let alone to the prompt adaptation psychological obstacles to the access and participation of citizens in in citizens of participation and access the to obstacles psychological toinstitutions education higher encouraging on as well as programmes, through part-time in adult education, especially participate more actively people with the knowledge and the skills required by a workplace, and workplace, a by required skills the and knowledge the with people In such circumstances, an increas work. needed for practical knowledge young of such as: unemployment phenomenon is reflected in problems in demand on the labour market people with qualifications that are not education, i.e. without the key competences for lifelong learning. This learning. This lifelong competences for i.e. without the key education, education institutions are part of their third mission and are supported and non-formal of programmes of formal the current wide variety over, in areas con education will be structured and accredited, especially education programmes. Besides financial reasons, the unsatisfactory unsatisfactory the reasons, financial Besides programmes. education of individuals, is very low. In parallel with the change of the economic of the economic In parallel with the change low. is very of individuals, educa- as far as private are changing, especially education programmes of full-time studies. A key task of higher education institutions must be of full-time studies. A key cerning training. Regulations should be changed so that the Ministry of Ministry the that so changed be should Regulations training. cerning qualifications, with lower qualifications or with a generally low level of level low generally or with a qualifications with lower qualifications, and of society. needs of the economy more demanding changing and ever citizens. In total, this represents a large number of people either without of people either number a large total, this represents citizens. In who have lost their jobs; job vacancies that cannot be filled despite high that cannot be filled despite lost their jobs; job vacancies have who (or for which the demand is low); long-term unemployment of those those of unemployment long-term low); is demand the which for (or Science, Education and Sports would still accredit programmes, but in would Science, Education and Sports In order to achieve a much higher level of participation of adult citi adult of participation of level higher much a achieve to order In In Croatia, the degree of adaptability of the education system to the to the system of adaptability of the education In Croatia, the degree Access to high-quality adult education programmes will be enabled. More enabled. be will programmes education adult high-quality to Access

adult

education 202 adult

education 203 - 136 mechanisms. All programmes that meet mechanisms. All programmes CROQF / improve and expand work-based learning, education, training and learning, education, training work-based and expand improve of adult and management the organisation, financing improve provide the preconditions for increased participation of adults in increased participation of adults for the preconditions provide establish an adult education quality assurance system; establish an adult education quality assurance the processes of lifelong learning and education; learning and the processes of lifelong education processes. development; — — — — is in accordance with the programme content. is in accordance with level of participation by 2020 (more than 5 per cent), it is necessary than 5 per cent), it is necessary 2020 (more by of participation level lished, which will include additional elements and procedures along along procedures and elements additional include will which lished, ropean Union, four main objectives, along with measures for their im- along with measures for main objectives, four ropean Union, sidered as formal programmes, and alongside these, there can also be also be and alongside these, there can programmes, sidered as formal to carry out certain activities and measures that will enable adults to enable adults to and measures that will to carry out certain activities the given adult education quality assurance requirements will be con- quality assurance requirements adult education the given by adult created be can programmes standards, qualifications approved accordance with the regulations concerning the implementation of the of implementation the concerning regulations the with accordance ties in Croatia is unsatisfactorily low (2.4 per cent) in comparison to the (2.4 low ties in Croatia is unsatisfactorily in EU-27 countries (9 per cent). In order to reach a satisfactory average plementation, have been defined: plementation, have participation or non- participation of adults in lifelong learning pro participation or non- participation of adults in lifelong - participating in education and training activi 25 to 64) population (aged present a continuation of the implemented or planned activities of the or planned activities present a continuation of the implemented for the validation of qualifications (or of units of learning outcomes). A outcomes). of units of learning (or of qualifications the validation for overcome current obstacles to access and participate in programmes participate in programmes access and obstacles to current overcome education. The mentioned obstacles can be and non-formal of formal education institutions, which should make sure that a qualification title sure that a should make which education institutions, Act, based on Act, to the CROQF programmes. According other non-formal divided into three groups: divided - will be estab assurance system adult education quality comprehensive with the existing HKOwith the existing (if possible) standardising compulsory learning outcomes and criteria and criteria learning outcomes compulsory standardising (if possible) FOR INCREASED PARTICIPATION OF ADULTS IN IN ADULTS OF INCREASED PARTICIPATION FOR EDUCATION Structural obstacles—structural elements that contribute to reduced reduced to contribute that elements obstacles—structural Structural Strategy for Adult Education (2004) and the respective Action Plan. Action and the respective Education (2004) Adult for Strategy - Eu the and Croatia in conditions current the of analysis the on Based In part, the objectives, activities and measures concerning adult education activities In part, the objectives, Croatian Qualifications Framework. This would result in equalising, andwould result This Framework. Croatian Qualifications OBJECTIVE 1: PROVIDE THE PRECONDITIONS THE PRECONDITIONS 1: PROVIDE OBJECTIVE According to the Labour Force Survey (2012), the percentage of the adult the percentage (2012), Survey to the Labour Force According THE PROCESSES OF LIFELONG LEARNING AND LEARNING LIFELONG OF THE PROCESSES — — — — - - - - between the Ministry of Science, Education and Sports, the Agency for for the Agency of Science, Education and Sports, the Ministry between number of institutions and programmes) in regions where they are suffi they in regions where number of institutions and programmes) ing participants enrol in programmes with the hope to improve their their with the hope to improve ing participants enrol in programmes institutions. ment, migration, etc. lifelong learning programmes. For some citizens, reasons include neg For learning programmes. lifelong lack of financial incentive for participants, organisers and implementers organisers and for participants, incentive lack of financial result of the level of development of the adult education system and of and system education adult the of of development level the of result in existing and particularly areas of the country, rural and less developed financial introduce to programmes, of array existing the of relevance regional level; the ineffective and inefficient provision of mutually similar mutually of provision and inefficient the ineffective level; regional or adult education by employers qualifications submitted requests for support and other forms of relief for individuals and employers, and to and and employers, individuals of relief for support and other forms situation, such as their age, their level of education or their family situ- family of education or their level their age, situation, such as their to participate in unwillingness sulting in their possible resistance and exclusion. feeling of social well as a as and self-esteem, self-confidence unemployment, the key perspective after the successful completion of perspective key the unemployment, than regular formal education. than regular formal the currently available programmes and their quality. available the currently on organising adult education in primarily it will be focused the contrary, ative experiences in the education and school environments, a lack of of lack a environments, school and education the in experiences ative grammes. What stands out in Croatia is the following: an uneven supply supply an uneven Whatgrammes. is the following: out in Croatia stands ation, e.g. parenting, unfavourable financial situation, full-time employ financial situation, unfavourable ation, e.g. parenting, programmes are increased economic activity and development. Adult Adult and development. activity programmes are increased economic The current unsatisfactory level employment. programmes is certainly programmes, it would also be desirable to increase the participation of also programmes, it would programmes; overall inflexible implementation and organisation; and the and organisation; and implementation inflexible overall programmes; economic situation and to financial reasons. However, it can also be a However, economic situation and to financial reasons. the quality and the education institutions. There is an intent to improve education programmes are closely related to the labour market, mean- related to the labour market, education programmes are closely participation in adult education can, for The motivation employability. times of economic crisis and highof course, also be intrinsic, but during to the unfavourable related is certainly of participation in adult education of contemporary, relevant, high-quality and attractive programmes at the programmes at attractive high-quality and relevant, of contemporary, coordination there is poor programmes. Moreover, of adult education new validating and proposing of process the in institutions education cient and where the percentage of educated citizens is relatively high. On citizens is relatively of educated the percentage cient and where Situational obstacles—elements resulting from an individual’s personal from an individual’s obstacles—elements resulting Situational young people in various parallel forms of education and learning other parallel forms people in various young Future development will not be focused on increasing capacities (the on increasing capacities (the will not be focused Future development Psychological obstacles—the personal experiences of individuals re individuals of experiences obstacles—the personal Psychological The key preconditions for increasing participation in adult education increasing participation in adult education preconditions for The key Vocational Education and Training and Adult Education, and with adult and Training and Adult Education Vocational Along with increasing the participation of adults in education and trainingAlong with increasing the participation

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education 205 - - - . The achievement of that long-term objective should lead to that long-term objective of . The achievement by the Croatian Qualifications Framework and by strategic documents documents strategic by and Framework Qualifications Croatian the by mentioned centres of competence will be used to encourage the mobility mentioned centres of competence will be used to encourage ing. For teachers in other formal programmes, this would be a desirable programmes, this would teachers in other formal ing. For in field-specific teaching methods with children and youth within the the youth within and with children methods in field-specific teaching ing methods. However, a lack of adult teaching methods is also evident methods is also evident teaching of adult a lack However, ing methods. launched to define organisational, financial and content preconditions launched to define organisational, financial licensing for all adult educators. licensing for structure, there will be a focus on sustainability when establishing new establishing new on sustainability when structure, there will be a focus required to work with adults, which will be a criterion for their licens will be a criterion for with adults, which required to work regulations governing regular educational activities. They take exams exams take They activities. educational regular governing regulations and without special insight into the methods regular education system, standards are defined and developed, together with corresponding adult corresponding with together developed, and defined are standards a network of existing laboratories, workshops and centres for practi centres for and workshops laboratories, existing of network a existing technologies will be established. Considering the sufficiency of adult educators, as well as to increase the motivation of adult learners as to increase the motivation adult educators, as well be a project is proposed that complete programmes. It to successfully to acquire additional knowledge in psychology and in teaching methods and in teaching in psychology to acquire additional knowledge and approaches for adult education. and approaches for adult educators, but most of them need further training in adult teach- most of them need further training adult educators, but in wish to work trainees who among trained teachers. Indeed, teacher their training in accordance with adult education institutions complete greater mobility throughout the lifelong learning system. the lifelong greater mobility throughout pose of this is to improve the competence and the teaching quality of quality of the competence and the teaching pose of this is to improve programmes, but are insufficiently trained in teaching methods. Such trained in teaching methods. insufficiently programmes, but are form of in-service teacher training for the time being. The aim and pur- of in-service teacher training for form funds. The objective is totrain EU funds. The objective or local budgets from the state budget, for establishing a system of continual professional development and and development professional continual of system a establishing for formally acquired knowledge and skills will be established, as prescribed be established, as and skills will knowledge acquired formally education programmes. Financial support for this should be ensured this should be ensured education programmes. Financial support for of adult learners. ers who are mainly experts in particular subject areas covered by the the by subject areas covered in particular experts are mainly ers who and are useful professions in particular a rich experience do have experts of the EU encourage higher education institutions to be better and more intensely intensely more and better be to institutions education higher encourage in adult education. engaged cal training within particular fields, as well as centres for up-to-date for up-to-date well as centres cal training within particular fields, as centres. Moreover, account will be taken regarding the necessary staff. account will be taken centres. Moreover, capacities, and in order to avoid investing in the construction of infra- investing capacities, and in order to avoid Measures for attracting adult learners from throughout Croatia to theseto Croatia throughout from learners adult attracting for Measures It is proposed that priority occupational standards and qualifications qualifications and standards occupational priority that proposed is It It is thus herewith proposed that primary education teachers should have should have teachers primary education that proposed herewith thus is It Processes and a coherent system of recognition of non-formally and in- and of non-formally of recognition and a coherent system Processes The establishment of centres of competence will be encouraged. Also, Also, will be encouraged. The establishment of centres of competence Very diverse programmes are currently being implemented by teach by implemented being currently are programmes diverse Very - - - - knowledge resources and educational tools, the processes of educating knowledge ing in the development, renewal and upgrading of the key competences key the of upgrading and renewal the development, in ing neurial behaviour related to the new areas of economic activity, i.e. up- activity, areas of economic related to the new neurial behaviour the and Strategy Industrial the 2013–2020, Croatia of Republic the in learning, along with open and free access to existing and new digital digital and new existing to with open and free access learning, along lic of Croatia, the Strategy of Regional Development, the Strategy for for the Strategy Development, of Regional Strategy lic of Croatia, the required in the foreseeable future). required in the foreseeable ronmental protection; and recycling and maintaining biodiversity. Based Based biodiversity. maintaining and recycling and protection; ronmental renewable energy sources and the development of related equipment; of related sources and the development energy renewable should be used to emphasise the need for, and the profitability of, invest for, the need should be used to emphasise sufficient human resources for professional, innovative and entrepre innovative for professional, human resources sufficient unemployed young people and those whose competences and qualifi and competences whose those and people young unemployed and implementation. the possibilities of lifelong learning and education will be improved, learning and education will be improved, the possibilities of lifelong and public events and organising new the International Literacy Day) as be financially or otherwise motivated. Furthermore, positive examples Furthermore, positive or otherwise motivated. as be financially to-date technologies and the development of innovative services. Such Such services. of innovative development and the to-date technologies technologies; cultural/ and communication application of information and training adults will become more rational, better and faster. particularly by means of an integral web portal, expansion of already of already portal, expansion means of an integral web by particularly people with lower levels of education, unemployed people, socially and people, socially unemployed of education, levels people with lower programmes should be defined based on the objectives stipulated in the in stipulated objectives on the defined based be should programmes for lifelong learning. lifelong for - of the Repub of Development Strategy strategies: the future following obstacles, it is necessary to contribute in raising the general awareness awareness in raising the general obstacles, it is necessary to contribute established promotional activities (e.g. the Lifelong Learning Week or Week Learning Lifelong the (e.g. established promotional activities other means of media presentations of the programmes. otherwise marginalised people, elderly people, immigrants, and especially people, immigrants, and especially otherwise marginalised people, elderly on public tenders for such programmes, accredited institutions would be accredited institutions would such programmes, on public tenders for of changing flexible the and education learning, constant for need the of of the elderly; organic food production and the green economy; use of production and the green economy; organic food of the elderly; cations are not in demand on the labour market (and will likely not be will likely (and market cations are not in demand on the labour creative industry; acquisition of competences and technologies for envi for and technologies competences of industry; acquisition creative programme development then be responsible for would chosen, which skills. and knowledge new acquiring by occupations and qualifications development strategies of particular sectors. Initially, the programmes the programmes Initially, strategies of particular sectors. development care tourism; hunting and health as: such sectors to related be could Smart Specialisation, the Strategy of Entrepreneurship Development Development of Entrepreneurship the Strategy Specialisation, Smart Participation in adult education processes will also be encouraged for for also be encouraged in adult education processes will Participation In order to effectively remove structural, situational and psychological structural, situational and psychological remove In order to effectively User-oriented processes for informing and advising end-users about about end-users advising and informing for processes User-oriented Citizens and employers should be encouraged in different ways, as well as ways, in different should be encouraged Citizens and employers With a more intense and wider introduction of new tools for distance tools for and wider introduction of new a more intense With

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education 207 - : Ministries, state agencies, employment offices, offices, employment : Ministries, state agencies, offices, employment : Ministries, state agencies, : MSES building a coherent, high-quality and adaptable system of lifelong of lifelong system and adaptable coherent, high-quality building a improving the quality and the relevance of adult education of adult education relevance the quality and the improving encouraging the introduction of validation and recognition of non- and recognition of of validation encouraging the introduction mentors; ic, cultural and artistic needs of individuals and the community. ic, cultural and artistic needs of individuals interest for the development of Croatia. the development interest for of Croatia. for the development in the fields of strategic interest and the community. ic, cultural and artistic needs of individuals institutions institutions learning for professionals in early childhood and pre-school in early professionals learning for standards, and encourage the development and implementation of the development standards, and encourage in the fields of strategic accredited programmes and new relevant secondary schools, adult education institutions, higher education secondary schools, adult education institutions, tutions, agencies responsible for adult education, professional adult professional adult education, responsible for tutions, agencies and qualifications standards and adapt them to the social, econom and qualifications standards and adapt and number of adult learners. Amount of financial investment in of financial investment and number of adult learners. Amount of programmes. the development occupational and of new Number and qualifications standards. adult education institutions programmes; formal and informal adult learning. informal and formal for additional education of adult educators. Number of developed of developed additional education of adult educators. Number for education, teachers, school principals, counsellors, coaches and school principals, counsellors, coaches education, teachers, education associations). Possible ESF funding. Possible education associations). opment and the licensing of adult educators. education institutions, higher education institutions education institutions, higher education qualifications standards for adult educators. qualifications standards qualifications standards. Level of meeting particular social, econom- qualifications standards. Level - devel professional of lifelong system the MEASURE 1.1.3. Define Continually evaluate and define occupational and define evaluate MEASURE 1.1.2. Continually Introduce new occupational and qualifications occupational Introduce new MEASURE 1.1.1. for adult educators. COMPETENT qualifications standards Develop Develop and implement relevant and new accredited programmes and new and implement relevant Develop BODY education insti- (including higher : Project-based IMPLEMENTATION : Conditions and procedures of licensing, programmes INDICATORS : Employment offices, secondary schools, adult offices, : Employment IMPLEMENTATION and introduced programmes of accredited : Number INDICATORS and adapted occupational evaluated of : Percentage INDICATORS : Employment offices, adult education offices, : Employment IMPLEMENTATION BODYCOMPETENT BODYCOMPETENT — — — ditions for increased participation by: increased participation ditions for The first group of measures is focused on providing structural precon- structural on providing focused is group of measures The first • • • — — — , state agencies responsible for responsible for : MSES, state agencies , agencies responsible for education responsible for : MSES, agencies business sector, regional and local self-government, and education regional and local self-government, business sector, knowledge and skills in adult education. knowledge knowledge and skills in adult education. Number of citizens with and skills in adult education. Number knowledge institutions. internationally recognised certificates. Level of citizen satisfaction. recognised certificates. Level internationally institutions, professional adult education associations. Possible ESF Possible adult education associations. institutions, professional recognised non-formally acquired knowledge and skills. Number of Number and skills. acquired knowledge recognised non-formally petences of teachers, mentors, coaches and participants in adult users. various programmes for teachers and other education professionals involved in the pro- involved education professionals teachers and other competences of acquired learning outcomes and grammes. Levels of prior non-formal of an ordinance on the validation approval - and future profession and training of current education al lifelong and other education, teachers and pre-school childhood als in early development. and professional programmes. ence, verification and certification of knowledge, skills and com- and certification of knowledge, ence, verification training. education and vocational as define the processes of implementation of of resources, as well funding. centres of competence and their networks (exclusively using the (exclusively centres of competence and their networks and do so in collaboration with the facilities), capacities of existing es and the system of validation of prior non-formal and informal and informal of prior non-formal of validation es and the system BODYeducation. COMPETENT of programme participants. education education professionals (counsellors, mentors and coaches) in the and coaches) mentors (counsellors, professionals education centage of early childhood and pre- school education professionals, and pre- school education professionals, childhood of early centage workshops and education centres for particular groups or types of and education centres for workshops Note: The measure correlates with the realisation of sub-measure Note: - participants. Per of programme of programmes. Number Number Analyse the existing resources of laboratories, the existing MEASURE 1.1.6. Analyse Develop a project that would define the process- define that would a project MEASURE 1.1.5. Develop financed from the state budget. - for addition programmes and implement 1.1.4. Define MEASURE education methods, adult didactics, teaching psychology, fields of Define the terms of collaboration between the centres and the use of collaboration between the terms Define Encourage the validation of prior knowledge and skills in adult of prior knowledge the validation Encourage Use project funding for development of regional and national development funding for project Use : Adult Education Act and related regulations amended. and related regulations Education Act : Adult INDICATORS funding. Implementation ESF project : Possible IMPLEMENTATION : Permanent IMPLEMENTATION Preparation and and financed. approved : Project INDICATORS : Adult education institutions, higher education education institutions, : Adult IMPLEMENTATION - of practical experi the acquisition The centres should be places for 7.1. Establishing the optimal network of education institutions, the Establishing the optimal network 7.1. BODYCOMPETENT • • •

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education 209 - , adult education in CARNet, SRCE : National Council for Development of Human of Human Development Council for : National : Line ministries, state agencies : National Council for Development of Human of Human Development for Council : National BODY newly included, previously unemployed teachers, mentors and teachers, unemployed included, previously newly : Permanent institutions IMPLEMENTATION state budget. relevant measures for secondary vocational education and training, education secondary vocational measures for relevant systems and a level of satisfaction with the effects of such forms of of such of satisfaction with the effects and a level systems stitutions, higher education institutions and employers). Possible Possible and employers). stitutions, higher education institutions sionally experienced citizens - as teachers, mentors or coaches in citizens - as teachers, experienced sionally tions, secondary vocational schools, higher education institutions) tions, secondary vocational and higher education. and higher teaching. and content for adult e- teaching. and content for their use. and encourage aids with the possibility of free access, - the capacity and the com adult education institutions. In this way, petence of teaching resources, as well as social inclusion (especially as social inclusion (especially petence of teaching resources, as well pation, as well as the models of financial incentives and reliefs for and reliefs models of financial incentives as the pation, as well - profes and/or educated highly of unemployed partial employment funding from the ESF and the state budget. of content installed in knowledge bases. Number of users of the Number bases. of content installed in knowledge of elderly citizens) would be increased. would citizens) of elderly quisition of practical knowledge and skills. Number of verified and of verified and skills. Number knowledge quisition of practical coaches. Monitor the effects of inclusion of new service providers. service new of inclusion of the effects Monitor financed projects for the establishment of centres and networks. for the establishment of centres financed projects Develop and apply computer and expert systems systems and expert computer and apply MEASURE 1.1.8. Develop Develop the terms and the criteria of partici- the terms and Develop MEASURE 1.1.7. project funding. Implementation financed from the funding. Implementation financed from ESF project Possible Potential Potential, line ministries Potential, - the ac on the state of resources for prepared : Study INDICATORS : Project-based (including adult education institu- adult education (including : Project-based IMPLEMENTATION : Terms, criteria and models approved. Number of Number criteria and models approved. : Terms, INDICATORS : Agencies, employment offices, adult education employment : Agencies, IMPLEMENTATION ( : Projects IMPLEMENTATION Amount e-systems. developed of newly : Number INDICATORS Organise the creation of open educational content and teaching Organise the creation of open educational COMPETENT BODYCOMPETENT BODYCOMPETENT in various forms of acquisition of up-to-date non-vocational compe- of acquisition of up-to-date non-vocational forms in various tences and required qualifications. For particular target groups - such groups For particular target tences and required qualifications. par- youth, of education, unemployed levels as citizens with lower adapted. and/or ents, the marginalised and socially excluded, persons with disabilities, persons with excluded, ents, the marginalised and socially people and immigrants - specific programmes will be created elderly Another group of measures should foster greater inclusion of citizens Another group of measures should foster • • - : Ministries and agencies, local government bod- local government : Ministries and agencies, : Ministries and agencies, local government local government : Ministries and agencies, : National Council for Development of Human of Human Development Council for : National : Line ministries, National Foundation for Civil Civil for Foundation : Line ministries, National bodies immigrants. immigrants to participate in adult education. non-formal education programmes, which would include the the include would programmes, which education non-formal and cultural artistic creativity, develop and Foster media literacy. lower levels of education and qualifications, socially marginalised qualifications, socially of education and levels lower learning outcomes compared to the current state. learning outcomes line ministries, the agency responsible for adult education responsible for line ministries, the agency rural areas. sons with disabilities, elderly people and immigrants taking part in people and immigrants taking part in sons with disabilities, elderly rent state - surveys and research on the opinions of adult learners. and research on the opinions of rent state - surveys adult education programmes in smaller towns, undeveloped and undeveloped adult education programmes in smaller towns, the programmes. Amount of financial incentive per participant. the programmes. Amount of financial incentive and excluded citizens, persons with disabilities, elderly people and people and citizens, persons with disabilities, elderly and excluded people and people, persons with disabilities, elderly and excluded artistic institutions, civil society organisations, professional adult adult society organisations, professional civil artistic institutions, artistic institutions, civil society organisations, professional adult society organisations, professional artistic institutions, civil compared to the cur ticipants. Education and learning outcomes plementation. Number of programme participants. Education and of programme participants. plementation. Number for those groups of citizens through the media. for offices, public media of formal and non-formal education for citizens without primary education for and non-formal of formal marginalised socially of education, levels education or with lower expression. education associations education associations development of economic and financial literacy, parenting skills, skills, parenting literacy, and financial of economic development and consumer awareness, and ecological cultural, political civic, with lower levels of education, socially marginalised citizens, per- of education, socially levels with lower Society Development Financially encourage, develop and implement develop encourage, MEASURE 1.2.4. Financially Motivate and financially stimulate people with and financially MEASURE 1.2.3. Motivate Create and implement priority programmes MEASURE 1.2.2. Create and implement priority programmes Encourage the implementation of formal and and of formal the implementation Encourage 1.2.1. MEASURE Inform on and promote the possible ways of accessing education of accessing education on and promote the possible ways Inform Potential, local self- government, Croatian Employment Service, Croatian Employment government, local self- Potential, : Adult education institutions, employment education institutions, employment : Adult IMPLEMENTATION without primary education or of citizens : Percentage INDICATORS : Adult education institutions, cultural and education institutions, : Adult IMPLEMENTATION im- programme measures for of incentive : Number INDICATORS : Adult education institutions, cultural and education : Adult IMPLEMENTATION of programme par- of programmes. Number : Number INDICATORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT • • • •

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education 211 . . : MSES : Croatian Employment Service, ministries IM- : Croatian Employment : Agencies raising awareness of the necessity to invest in human resources of the necessity to invest raising awareness fostering mobility in adult education. fostering developing effective and user-oriented processes for informing and for informing and user-oriented processes effective developing : Adult education institutions education : Adult ies IMPLEMENTATION - COMPE and means of promotional activity forms introduce new media presentations. investment. in demand on the labour market. ly encourage the elderly to complete primary education. to complete primary the elderly encourage ly secondary vocational or higher education qualifications that are not secondary vocational tion. Number of adult learners. Amount of financial investment. of financial investment. of adult learners. Amount tion. Number and to foster motivation among citizens for lifelong learning; lifelong among citizens for motivation and to foster citizens about the possibilities of adult education; advising and education, and learning tribute to the promotion of lifelong the programmes. Assessed learning outcomes. Number of em- Number the programmes. Assessed learning outcomes. acquisition of an elementary education qualification, a higher level qualification, a higher level acquisition of an elementary education acquired. ployed out of the total number of participants. out of the total number ployed ployed out of the total number of participants. Amount of financial out of the ployed of adult learners. Amount of financial investment. Number of em- Number financial investment. Amount of of adult learners. offices, civil society organisations, vocational associations civil society organisations, offices, employed people in formal education programmes that lead to the in formal people employed the one already from different of a qualification, or a qualification cation and learning. Number of realised promotional activities and of realised promotional activities cation and learning. Number completed grammar school (gymnasium) education, and those with completed grammar school (gymnasium) Expand and improve existing events that con- events existing MEASURE 1.3.1. Expand and improve Financially encourage the participation of un- encourage Financially MEASURE 1.2.6. - Particular free primary adult education. Provide MEASURE 1.2.5. Evaluated learning outcomes. Evaluated Financed from the state budget and possibly from the ESF and possibly state budget Financed from the Financed from the state budget and possibly from the ESF and possibly Financed from the state budget : Percentage of adults with completed primary educa- of adults with completed : Percentage INDICATORS : Adult education institutions : Adult IMPLEMENTATION : Number of implemented programmes and number programmes of implemented : Number INDICATORS : Adult education institutions, employment education institutions, employment : Adult IMPLEMENTATION groups about edu- perception from target : Changed INDICATORS : Adult education institutions : Adult PLEMENTATION participate in who citizens unemployed of : Percentage INDICATORS The particular target groups are: unemployed young people with young groups are: unemployed The particular target TENT BODY BODYCOMPETENT BODYCOMPETENT — — — and situational obstacles for greater participation of citizens in pro- and situational obstacles for grammes. These measures include: The third group of measures is focused on overcoming psychological psychological on overcoming The third group of measures is focused • • • — — — AZUP — : Agencies : Agencies, employment offices employment : Agencies, : Employment offices, agencies, line ministries, offices, : Employment higher education institutions incentives, outcomes, etc. incentives, offices institutions, employment more about the possibilities of internal and international mobil- influence financial and other incentives, means of various By ity. network them. network institutions, employment offices, line ministries, higher education offices, line ministries, institutions, employment institutions ly distributed throughout the regions and easily accessible for all accessible for and easily distributed throughout the regions ly spatial mobility in adult education. Inform potential adult learners spatial mobility in adult education. Inform services. users of the existing Common Andragogical Data Register ( Register Data Common Andragogical users of the existing tion and Training and Adult Education, and make it available to the it available Education, and make tion and Training and Adult about adult education possibilities: information tions providing Accuracy to their total number. in relation system the information the increase in mobility of lifelong and adult learners within the and adult the increase in mobility of lifelong and skills. acquisition of specialised knowledge at all levels of education and employment. of education at all levels public. Develop an integral web portal and mobile device applica- device portal and mobile an integral web public. Develop offices, conditions, financial programmes, institutions, counselling ability and potential assessment tests, websites for counselling for websites ability and potential assessment tests, and user satisfaction. Number of process use and guidance. Levels of Percentage and regional coverage. of networking guidance. Level of the data in databases. Number of information system users. system of information of the data in databases. Number employment offices) Possible ESF funding. offices) employment country and on the international level, which should result in an which country and on the international level, of newly opened places providing information, counselling and information, opened places providing of newly citizens/youth using the services and level of satisfaction with the using the services and level citizens/youth citizens, especially for the youth. for citizens, especially education institutions) cies, schools, higher Develop projects aimed at increasing internal projects MEASURE 1.3.4. Develop Develop new and specific counselling processes counselling and specific new 1.3.2. Develop MEASURE Improve the structure, accuracy and possibilities for the structure, accuracy and possibilities for 1.3.3. Improve MJERA Expand places and offices for counselling and career guidance and and career for counselling and offices Expand places - would be appropriate and offices that counselling centres Establish and/or the state budget. from the ESF and/or funding Possible : Project-based, possibly with funding from the ESF with funding from the possibly : Project-based, IMPLEMENTATION adult education : Agencies, AND MAINTENANCE IMPLEMENTATION of institutions and programmes included in : Number INDICATORS : Projects (agencies, adult education institutions, (agencies, : Projects IMPLEMENTATION : Agencies, adult education adult : Agencies, AND MAINTENANCE IMPLEMENTATION and applied guides, developed of newly : Number INDICATORS - Service, agen Employment (Croatian : Projects IMPLEMENTATION BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT Andragoški upisnik podataka) of the Agency for Vocational Educa- for Agency of the upisnik podataka) Andragoški • • •

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education 213 - - - - - CROQF / adult learners in the programmes. adult learners : Number of mobility programmes and number of programmes and of mobility : Number INDICATORS average. The consequence is significantly reduced work reduced consequence is significantly The the EU average. below and is also extremely important for raising the degree of occupational important for and is also extremely among them specific crafts that tional occupations, and particularly aged, but also obliged, to continually and deliberately train their employ their train deliberately and continually to obliged, also but aged, to offer them contemporary training programmes for existing and new existing and new for them contemporary training programmes to offer to the transparent development of human resources over the long term. of human resources over to the transparent development total amount of investment and the degree of inclusion are significantly and the degree of inclusion are significantly total amount of investment the current state and of improvements of their human resources, and in of their human of improvements the current state and adjustments constant competitive preconditions for meet the that way processes and requirements related to adult education. force flexibility, which does not positively contribute to the concept of which does not positively flexibility, force ers is an important element in supporting the entire education system, ers is an important element in supporting the entire education system, ees for new occupations and to widen and improve their competences. and improve and to widen occupations new ees for evaluation of units of learning outcomes, which will positively contribute will positively of units of learning outcomes, which evaluation on the market and quality improvements of public services. Employers, of public services. Employers, and quality improvements on the market meth- innovative and even use various currently ones, larger especially the However, and from the workplace. ods of education at the workplace competence in almost all occupations. This is especially true for voca for true especially is This occupations. all almost in competence defined needs for) new knowledge and skills, and also have insufficient and also have and skills, knowledge new for) defined needs capacities and materials, which they use to educate their own employees, employees, use to educate their own they capacities and materials, which qualifications and occupations. will be aided by the accreditation of such programmes by means of the the accreditation of such programmes by will be aided by BASED LEARNING, EDUCATION, TRAINING AND TRAINING LEARNING, EDUCATION, BASED DEVELOPMENT Small and medium enterprises frequently lack the awareness of (and the of (and lack the awareness medium enterprises frequently and Small Skills and Jobs and Common Principles of Flexicurity. Skills and Jobs Moreover, they will obtain transferable certificates of acquisition and/or of acquisition and/or certificates transferable will obtain they Moreover, financial ability to educate their employees. A system will be established be established will system A employees. their educate to ability financial flexicurity — a concept embedded into the strategic documents of the — a flexicurity Furthermore, a stronger influence of trade unions is expected in the the in expected is unions trade of influence stronger a Furthermore, Employees will acquire credits through internal education programmes. Employees Register prescribes who is responsible for implementing the accreditation. the implementing for responsible is who prescribes Register Employers and the public administration need to take greater account of account greater take need to administration and the public Employers Initiatives by larger employers who have developed internal education internal developed have who employers larger by Initiatives and in initiatives such as the Europe 2020 Strategy, Agenda for New New for Agenda 2020 Strategy, such as the Europe EU and in initiatives Organising high-quality workplace-based practical training with employ Organising high-quality workplace-based Croatian Qualifications Framework. The Ordinance on the HKOthe on Ordinance The Framework. Qualifications Croatian Through financial reliefs and other incentives, employers will be encour be will employers incentives, other and reliefs financial Through OBJECTIVE 2: IMPROVE AND EXPAND WORK- AND EXPAND 2: IMPROVE OBJECTIVE - ), etc. SEECEL : National Council for Development of Human of Human Development Council for : National ber of adult learners in the programmes and amount of funding per small and medium enterprises. should include defined competences and learning outcomes. should include defined competences atian Employers’ Association atian Employers’ Ser- tutions; higher education institutions; Croatian Employment Association; South East European and Crafts; Croatian Employers’ and potential entrepreneurs, by means of calls for programme pro- programme means of calls for and potential entrepreneurs, by programmes for small and medium enterprises and for existing existing enterprises and for small and medium programmes for and learning outcomes. posals, based on agreed competences - entrepreneurs. Num enterprises and number of programmes for Develop specific priority education and training MEASURE 2.1. Develop Croatian Chamber of Trades vice; Croatian Chamber of Economy; and by employers. funding from the ESF and by Possible Potential, employment offices, Croatian Chamber of Economy, Cro- offices, Croatian Chamber of Economy, employment Potential, : Number of new programmes for small and medium programmes for of new : Number INDICATORS - adult education insti — agencies; projects : For IMPLEMENTATION Centre for Entrepreneurial Learning ( Centre for BODYCOMPETENT Accredited implementers should offer education programmes to implementers should offer Accredited Announce a public call for programme proposals. The programmes Announce a public call for be trained for education and certification activities. For fields deemed education and certification activities. be trained for have to develop and provide more accredited training programmes for training programmes for more accredited and provide to develop have in particular fields in Croatia, such centres will be identified in related in particular fields in Croatia, such centres new high-technology knowledge and skills. high-technology knowledge new important for the economic development of Croatia, projects will be will be of Croatia, projects the economic development important for importance in such circumstances are the employers’ attitudes and their attitudes and are the employers’ in such circumstances importance edu- and workshops laboratories, equipped and in companies, modern readiness to bring on young people for practical training, as well as to as as well practical training, people for to bring on young readiness support and reliefs should encourage employers to train counsellors train counsellors to employers encourage reliefs should support and transfer centres, regional development centres and similar institutions centres, regional development transfer also to learners and teachers in lifelong learning programmes. Many of of programmes. Many learning teachers in lifelong also to learners and by international organisations been certified have centres the existing verified and other types of that issue certain certificates, affirmations and mentors to lead pupils, students and trainees in practical training practical in trainees and students pupils, lead to mentors and at the workplace. are acquired only through intensive apprenticeship programmes. Of Of programmes. apprenticeship intensive through only are acquired pupils and students attending programmes in those institutions. Such Such institutions. those in programmes attending students and pupils edge and skills not only to pupils and students in regular education, but to pupils and students in regular and skills not only edge documents. Since there is no overview and analysis of such capacities analysis and there is no overview documents. Since centres of competence. new forming for developed centres employ experienced personnel, who are ready to transmit knowl are ready personnel, who experienced centres employ conduct workplace-based practical classes on their premises. Financial on their premises. practical classes conduct workplace-based the needs of meant for mostly are nowadays which cation centres exist, fields. They will be mutually networked, and experienced experts will will experts experienced and networked, mutually be will They fields. Higher education institutions, professional associations, technology technology associations, professional institutions, education Higher In many secondary schools and higher education institutions, as well as as well and higher education institutions, secondary schools In many •

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education 215 - - - : Ministries, agencies, Croatian Employers Asso- Croatian Employers : Ministries, agencies, ber of Economy, Croatian Chamber of Trades and Crafts, employ ber of Economy, learner. Level of satisfaction of learners and employers. of satisfaction of learners Level learner. legislation and the Adult Education Act in order to enable undis- in order to enable Education Act Adult legislation and the aim of improving the conditions of teaching and practical training the conditions of teaching aim of improving - adult edu between cooperation fostering procedures for tions and turbed and legally performed adult teaching and practical training adult teaching performed turbed and legally throughout Croatia. perform practical teaching. practical perform ers cation institutions, entrepreneurs and local government, with the and local government, entrepreneurs cation institutions, ducting practical teaching. Number of places for practical training. of places for ducting practical teaching. Number ciation, Croatian Chamber of Economy; changes in legislation changes of Economy; ciation, Croatian Chamber within adult education programmes. within adult education 1.1.6.) Define simpler condi- 1.1.6.) Define to MEASURE 2.2. (related MEASURE Plan incentives for employers to train and encourage mentors to mentors and encourage to train employers for Plan incentives area of labour regulations in the existing In that respect, adapt : Defined measures, conditions and procedures of con- measures, : Defined INDICATORS : Adult education institutions, Croatian Cham- : Adult IMPLEMENTATION Total duration of practical classes. Total BODYCOMPETENT by institutions registered for adult education, and for which there is no which adult education, and for institutions registered for by but for commercial gain, and users are not thoroughly informed of the informed commercial gain, and users are not thoroughly but for institution. Additionally, no records of them are kept and they are not and they no records of them are kept institution. Additionally, ing processes focused on training adults for work, for various social social various for work, for on training adults processes focused ing last decade. These programmes are being implemented without the pos the without implemented being are programmes These decade. last refers to organised learning activities aimed at the acquisition and im- to organised learning activities refers sibility of checking their quality and without the consent of a competent are granted in accordance with the decisions of vocational associations are granted in accordance with the decisions of vocational maintain- and chambers, but the primary purpose of such credits is for activities and for personal development. In the broader sense, the term personal development. and for activities grammes and non-formal education programmes, which are implementedwhich education programmes, grammes and non-formal - fo programmes are mainly Such quality assurance system. part of any possibilities of verification of their acquired certificates and documents possibilities of verification provement of competences for personal, social and professional use, but personal, social and professional of competences for provement providing non-formal programmes has been growing steadily over the over steadily programmes has been growing non-formal providing for employment purposes. For many of these short programmes, credits many For purposes. employment for defined and implemented quality assurance system. defined and implemented quality assurance cused on providing currently attractive additional knowledge and skills, additional knowledge attractive currently cused on providing which is not verified by a public document. The number of institutions is not verified which In a narrow sense, non-formal adult education includes organised learn sense, non-formal In a narrow In adult education there is a difference between formal education pro- formal between In adult education there is a difference OBJECTIVE 3: ESTABLISH AN ADULT EDUCATION EDUCATION ADULT AN 3: ESTABLISH OBJECTIVE ASSURANCE SYSTEM QUALITY • - measures. establishing clear criteria and procedures of evaluation of establishing clear criteria and procedures of evaluation creating education programmes based on learning outcomes and in line with the needs of the labour market by coordinating them with coordinating them by line with the needs of the labour market accreditation). the minister. Primary school programme content is not adapted for is not adapted for Primary school programme content the minister. but it is not basedadult education. The programme is condensed, and subjects are excluded their acquisition. In fact, certain content set the minimum criteria and standardise the outcomes that would Framework). Qualifications outcomes (Croatian prescribed and developed. conditions are not appropriately prerequisites, will have difficulty in continuing their education. difficulty prerequisites, will have the related occupational standards and qualifications standards; of the accrediting programmes and institutions in the Register from it entirely, so adult learners, despite meeting the formal despite meeting the formal so adult learners, from it entirely, on an estimation of necessary competences and the time needed for and the time needed for on an estimation of necessary competences qualifications standards and units of learning outcomes, and whereas primary and secondary school programmes are adopted by are adopted by primary and secondary school programmes whereas Institutions themselves create adult education programmes, create Institutions themselves The criteria for issuing official opinions regarding programmes and The criteria for There are no qualifications standards and units of learningThere are no qualifications standards There is an obligation to keep records, but there are no sanctioning There is an obligation to keep The issued decrees for programmes have no expiration date (no re- date (no no expiration programmes have The issued decrees for Croatian Qualifications Framework. — — — — — — — istry (Ministry of Science, Education and Sports). Verification is based is Verification Sports). and Science, Education of (Ministry istry ing formal records of participation in lifelong education. No one actually one actually No education. ing in lifelong of participation records formal received a positive assessment from the Agency for Vocational Educa Vocational for from the Agency assessment a positive received surance of the acquisition of qualifications or units of learning outcomes, system. Some of the problems and challenges that provide fundaments that provide of the problems and challenges Some system. agencies in accordance with the levels of the adult education programmes. in accordance with the levels agencies tion and Training and Adult Education and have been examined by the by examined been Education and have Adult tion and Training and and directions for the development of quality in adult education are the of quality in adult education are the development and directions for principles of the Croatian Qualifications Framework: programmes there exists a basis for the development of a quality assurance the development a basis for programmes there exists following: establishing a quality assurance system will be based on the following will be based on the following establishing a quality assurance system evaluates the usefulness and the outcomes of such processes. and the outcomes the usefulness evaluates and the manner duration (the meet the criteria or not they: on whether requirements material and staffing spatial, the meet implementation); of determined by the Ordinance (Articles 23–41); and whether or not they or not they 23–41); and whether (Articles the Ordinance determined by which until now has not been the case. until now which Ministry of Science, Education and Sports. In formal adult education In formal Education and Sports. Ministry of Science, Because of the stated shortcomings of the current adult education system, the current adult education system, Because of the stated shortcomings of Formal adult education programmes are those verified by the line min- by the line are those verified programmes adult education Formal Quality assurance in adult education will be implemented by competent Quality assurance in adult education will be implemented by Their work on quality assurance will be supplemented by the quality as- will be supplemented by on quality assurance Their work — — — — — — —

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education 217 , . Such . Such CROQF / . Agencies . Agencies CROQF / CROQF / - , regulate the jurisdictions of agen Act. CROQF / CROQF / : MSES : MSES, agencies : MSES IMPLEMENTATION strengthen the functions of the competent agencies related to agencies strengthen the functions of the competent train institutions that implement formally accredited adult train institutions that implement formally organise the institutional structure for the development and the development organise the institutional structure for implementation of quality assurance, with a clear division of with a clear division implementation of quality assurance, institutions; jurisdictions between the involved institutions; the involved jurisdictions between responsible for quality assurance of adult education programmes, responsible for system in creating new programmes. Based on the assessed level in level on the assessed programmes. Based in creating new system adult education quality assurance. accordance with HKO the development of new adult education and professional training adult education and professional of new the development accordance with the HKO programmes. procedures of evaluation of adult education programmes and of adult education programmes procedures of evaluation education programmes and the efficiency of all stakeholders in the of all stakeholders education programmes and the efficiency education programmes to implement internal quality assurance, in education programmes to implement considering the specifics of the levels and types of education. considering the specifics of the levels quality assurance of adult education programmes. cies in the assurance and development of programme quality, and of programme quality, cies in the assurance and development quality assurance, qualifications standards and the criteria and quality assurance, qualifications standards Create and adopt procedures for agencies agencies MEASURE 3.1.2. Create and adopt procedures for Conduct an analysis of the availability of adult of the availability MEASURE 3.1.1. Conduct an analysis , agencies, higher education institutions , agencies, : MSES IMPLEMENTATION regulations that stipulate the jurisdictions in : Revised INDICATORS : Revised regulations concerning the procedures of : Revised INDICATORS BODYCOMPETENT BODYCOMPETENT — — — necessary to: must enable adult learners to acquire learning outcomes prescribed by by outcomes prescribed acquire learning adult learners to must enable system. The agency responsible for adult education (currently the Agency the Agency adult education (currently responsible for The agency system. adult education programmes at levels 5to8 of the HKO at levels adult education programmes the to programmes the on recommendations and opinions their give the procedure for initial accreditation (now verification), as well as peri- as verification), accreditation (now initial for the procedure HKO 2 to 5 of the at levels of programmes the initial evaluation the relevant Qualification Standard in the Register of HKORegister in the Standard Qualification the relevant programmes are proposed by education institutions, and must complete institutions, education are proposed by programmes for Vocational Education and Training and Adult Education) will conduct Education) and Training and Adult Education Vocational for odical procedures for re-accreditation, as part of the quality assurance re-accreditation, as part of for odical procedures excluding short-cycle programmes in higher education. The Agency for for education. The Agency programmes in higher short-cycle excluding decision on their accreditation. Science and Higher Education will carry out procedures of evaluation of of evaluation Education will carry out procedures Science and Higher Ministry of Science, Education and Sports, and the Ministry makes a a and the Ministry makes Education and Sports, Ministry of Science, In order to establish a quality assurance system in adult education, it is system In order to establish a quality assurance Adult education programmes for the acquisition of formal qualifications acquisition of formal the for education programmes Adult • • — — — - ), the Human Potential Potential ), the Human AZUP and possible regulation and possible CROQF / Register. CROQF / , Agency for Vocational Education and Vocational for : MSES, Agency : National Council for Development of Human of Human Development Council for : National : MSES : MSES : MSES based on learning outcomes and aligned with relevant occupational occupational and aligned with relevant learning outcomes based on institutions, employment offices institutions, employment institutions in the process of accreditation and re-accreditation of institutions in the process of accreditation market, as well as continue their education. as well market, learners, adult educators and the financing of accredited adult learners, adult educators and the financing system, which would contain information about programmes, adult contain information would which system, standards, in accordance with HKO in accordance with standards, the labour learners become qualified to enter sition, so that adult adult education programmes adult education programmes and relevant qualifications standards, qualifications and relevant programmes adult education of condensed on the basis of an assessment to adult learners and their acqui- and the time needed for competences the required key grammes in line with the labour market, and use the information and use the information grammes in line with the labour market, paredness of agencies. primary and secondary adult education. Content should be adapted adult education. Content should primary and secondary programmes for an analysis of the efficiency of the programmes and for an anal- of the efficiency of the programmes and an analysis for education programmes, which would also be connected to the would education programmes, which of efficient advisory assistance provided by agencies to education by advisory assistance provided of efficient changes. candidates who have completed accredited adult education pro- completed accredited have candidates who ysis of the quality of the work performed by the institutions. by performed of the quality of the work ysis Establish a national adult education information MEASURE 3.2.4. Establish a national adult education information Improve the criteria and the implementation the criteria and the MEASURE 3.2.3. Improve Develop improved curricula and programmes for curricula and programmes for improved Develop MEASURE 3.2.2. Revise guidelines and instructions for creating creating instructions for guidelines and 3.2.1. Revise MEASURE Collect information on the employability of the on the employability MEASURE 3.2.5. Collect information Register and the HKORegister : Agencies, adult education : Agencies, IMPLEMENTATION agencies Potential, ESF funding) INDICA (possible : Project-based IMPLEMENTATION : Percentage of surveyed adult learners. Level of use of adult learners. Level of surveyed : Percentage INDICATORS : MSES, agencies IMPLEMENTATION - of pre regulations in adult education. Level : Revised INDICATORS , agencies : MSES, agencies IMPLEMENTATION guidelines and instructions : Adapted INDICATORS : MSES, agencies IMPLEMENTATION education : Prepared primary and secondary adult INDICATORS Common Andragogical Data Register ( Register Data Common Andragogical Training and Adult Education Training and Adult : Established national information system : Established national information TORS BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT • • • • •

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education 218 adult

education 219 - : MSES the acquisition of first, partial (additional) or other qualifications (additional) the acquisition of first, partial the acquisition of primary education and key competences for competences for and key the acquisition of primary education institutions, which are subject to external evaluation performed by by performed evaluation to external are subject institutions, which internal quality assurance systems in accredited adult education accredited adult in assurance systems internal quality (European the ESG guidelines of the example following institutions, lifelong learning; lifelong system. responsible agencies. the information on employability in the efficiency analysis. in the efficiency on employability the information education. (retraining) focused on the needs of society and the economy. focused (retraining) Standards and Guidelines for Quality Assurance) in higher Quality Assurance) for and Guidelines Standards Develop the guidelines for the accreditation of the accreditation for the guidelines 3.3.1. Develop MEASURE Establish internal quality assurance systems in adult education assurance systems Establish internal quality , agencies, adult education institutions : MSES, agencies, IMPLEMENTATION of operation of the and level : Prepared guidelines INDICATORS BODYCOMPETENT — — low participation, is partly the result of uncoordinated management of uncoordinated management the result is partly participation, low rationalisation of the number of institutions and the establishment of establishment the and institutions of number the of rationalisation schools, which currently implement a significant number of adult educa currently schools, which their network, as well as for the number and types of programmes and as for as well their network, their development. tutions, and on supervision in the quality assurance system. The results tutions, and on supervision in the quality assurance system. tion programmes, should be used more in the development of a network of a network tion programmes, should be used more in the development on initial in adult education programmes, grammes, on all investments accreditation and periodical re-accreditation of programmes and insti- and other state and local institutions, and partly the result of insufficient and partly and other state and local institutions, and developing existing and, if reasonable, establishing new adult edu- adult new establishing reasonable, if and, existing developing and processes between various line ministries, agencies, employment offices employment line ministries, agencies, various processes between on citizens for: focused primarily from the analyses of the data obtained will be used as a basis for the the for basis a as used be will obtained data the of analyses the from of adult education institutions. employers and other participants in the system. Incentives must be be must Incentives system. the in participants other and employers cation institutions in smaller towns and rural areas. Public secondary and rural areas. Public cation institutions in smaller towns FINANCING AND MANAGEMENT OF ADULT ADULT FINANCING AND OF MANAGEMENT PROCESSES EDUCATION financing or poor incentives provided by financial measures for learners, by financial measures provided financing or poor incentives Public calls and available resources will be used to encourage equipping equipping to encourage used will be resources and available calls Public The inefficiency of the adult education system, measured by extremely extremely by measured system, education adult the of inefficiency The OBJECTIVE 4: IMPROVE THE ORGANISATION, THE ORGANISATION, 4: IMPROVE OBJECTIVE Agencies must monitor and consolidate information on accredited pro- must monitor and consolidate information Agencies • — — - - - - has increased, it is still almost impossible to gain reliable insight on the has increased, it is still almost impossible it is necessary to determine the commercial price for implementing implementing for price commercial the determine to necessary is it in the budgets of other ministries and bodies. of other in the budgets does not specify the but the Act Act, Education in the Adult is evident important for foreseeable needs) will be co-financed. Planning and di Planning co-financed. be will needs) foreseeable for important improved for the further development and implementation of adult of adult and implementation further development the for improved imple- and creation the education, adult and learning lifelong of isation those programmes, teacher education for programmes, mentation of new not be provided. recting financial investments and incentives must be improved by means must be improved and incentives recting financial investments such programmes — namely, a price below which programmes should which below price a namely, programmes — such use space and equipment mostly funded from public sources. Therefore, public sources. Therefore, funded from use space and equipment mostly tive is related to improving the coherence, organisation and management management and organisation coherence, the improving to related is tive total amount and structure of the expenditures — especially at the lo — especially total amount and structure of the expenditures are, specifically the priority qualifications to be obtained through those through be obtained to qualifications the priority specifically are, are (or part in programmes that are in demand on the labour market take learners. the community and for the highest importance for the creation and implementation of part-time study programmes, career programmes, of part-time study the creation and implementation as the organisation as well e-tools development, guidance and counselling, and tools. knowledge of open digital educational content, and formation providers of accredited adult education programmes, which can occur can which programmes, education adult accredited of providers programmes, as well as to identify possibilities for financial support financial support for as to identify possibilities programmes, as well pecially universities, must take on new obligations concerning the organ on new must take universities, pecially proposes the establishment of lifelong learning centres. of lifelong proposes the establishment funds planned and set aside for adult education are not in the budget are not in the budget adult education funds planned and set aside for funds. Only adult learners who learners who adult funds. Only or EU budget) from public funds (state of adult education processes. of the Ministry of Science, Education and Sports and/or the Agency for for the Agency and/or and Sports of the Ministry of Science, Education obligations of particular financiers. of better identifying proposed projects and by financing programmes of programmes financing by and projects proposed identifying better of education policy. education due to programme implementation in more privileged or less privileged or less privileged due to programme implementation in more privileged providers public providers, private to in contrast instance, For conditions. cal and regional government and self-government levels. Considerable levels. self-government and and regional government cal Measures should be planned to avoid disloyal competition between the competition between disloyal should be planned to avoid Measures In Croatia, there are various sources for financing adult education, which financing adult education, sources for In Croatia, there are various In accordance with their third mission, higher education institutions, es institutions, mission, higher education with their third In accordance It is proposed that the capacities of the relevant authorities should be should authorities of the relevant that the capacities is proposed It It is necessary to define what the priority adult education programmes adult education what the priority is necessary to define It For that reason, the section of the Strategy related to higher education higher to related of the Strategy the section reason, that For The first group of activities needed for the realisation of the given objec- given the of realisation the for needed activities of group first The Vocational Education and Training and Adult Education, but are rather Education, but are rather Training and Adult Education and Vocational Although funding in Croatia for adult education projects and programmes education projects adult Although funding in Croatia for

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education 221 s : IMPLEMENTATION : Ministries and agencies : National Council for Development of Human of Human Development Council for : National : ministries IMPLEMENTATION line : Agencies, bodies. ing involving various line ministries, state and local government line ministries, state and local government various ing involving ment. ment and monitoring. ment and local budgets according to the priority criteria for the community. the community. according to the priority criteria for local budgets state parties and the representatives of civil society in the adult of civil state parties and the representatives and fulfilment of priority criteria for the community. and fulfilment of priority criteria associations of NGO ture of publicly invested funds per participant. invested ture of publicly of the and development and non-state parties in the harmonisation society in of civil a representative Involve adult education system. and regulations. the discussions on amendments to acts amendments and their harmonisation. amendments and their of accreditation and realisation required for adult education. Time - manage decision-making, Strategy, of the tors of implementation programmes. Number of newly accredited programmes. Expendi- accredited of newly programmes. Number education system. - economic and social develop education programmes of priority for dures and jurisdictions. Level of operation of the department for for of operation of the department Level dures and jurisdictions. cies, employment offices and other state and local institutions. offices and other cies, employment Sports responsible for adult education. responsible for Sports Define the procedures of coordination in financ- the procedures MEASURE 4.2.1. Define Define the procedures for coordination of state the procedures MEASURE 4.1.2. Define - the indica for analysing the procedures 4.1.1. Define MEASURE Regular activity of agencies and line ministries of agencies activity Regular Identify programmes for financing, directubg funds from state and programmes for Identify Potential associations, national umbrella of Croatia, professional Republic Determine the criteria and the procedures for defining the adult defining the adult the criteria and the procedures for Determine Regular activity of agencies and line ministries. Act and ordinance and line ministries. Act of agencies activity Regular - agen of ministries, and the responsibilities the jurisdictions Define and at the Ministry of Science, Education Establish a department Level of use of funds in relation to the plan. Level of coordination to the plan. Level of use of funds in relation Level : Amount of financial investment from various sources. from : Amount of financial investment INDICATORS : Ministries, offices of the Government of the Government : Ministries, offices of the IMPLEMENTATION non- state and of partnership between forms : Revised INDICATORS - proce analysis Defined schedules. activity : Approved INDICATORS Coordinate the financing and the efficient use of funds. BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT tween various line ministries and bodies. line ministries various tween financing, and the managing and monitoring of expended funds be- of financing, and the managing and monitoring Another group of measures is aimed at improving coordination in at improving Another group of measures is aimed • • • : Government of the Republic of Croatia IMPLE- of the Republic : Government : Ministries and agencies : Ministries and agencies models of personal education accounts and vouchers co-financed and vouchers models of personal education accounts loans for adult education, in agreement with social partners; loans for tax reliefs for individuals for acquisition of key competences; acquisition of key for individuals tax reliefs for establishment of the adult training and education fund. days off work for employees undergoing education; undergoing for employees work off days by the state or a local adult education community; by ing the financial aspect of adult education activity. Define the tax activity. ing the financial aspect of adult education ment bodies and adult education implementers, consolidated and consolidated and implementers, and adult education ment bodies which according to defined indicators, arranged methodologically of funds. expenditure implementers and incentives. Number of new adult learners. of new Number incentives. local government, agencies; adult education institutions agencies; local government, should give insight into the number of adult learners, programmes, number of adult learners, programmes, insight into the should give results. Level of operation of the models of financial incentive. of operation of the models of financial incentive. results. Level agement for individuals and employers, based on an analysis of the based on an analysis and employers, individuals for agement adult learners. Expenditure of funds in relation to the effect. adult learners. Expenditure possibility and legitimacy of introducing the following forms of forms the following possibility and legitimacy of introducing policy regarding profit taxation, leading towards equality of adult towards policy regarding profit taxation, leading education institutions regardless of their founder. education institutions regardless of their of the objectives of adult education programmes, for the purposes the purposes programmes, for of adult education of the objectives management. and financial of monitoring offices Amendments to the Act are necessary. offices Amendments to the defined indicators (extent of usability of obtained data). Number of of usability of obtained data). (extent defined indicators - state and local govern responsible by of annual reports Submission financial incentives and reliefs: financial incentives Propose an optimal model of financial encour- MEASURE 4.3.1. Propose an optimal model of financial Harmonise and amend the regulations concern- MEASURE 4.2.4. Harmonise and amend the regulations Propose indicators of implementation efficiency efficiency of implementation 4.2.2. Propose indicators MEASURE viduals and employers, in accordance with the conducted analyses. viduals and employers, Introduce an optimal model of financial encouragement for indi- Introduce an optimal model of financial encouragement : Regulation amendments : Regulation INDICATORS : Completeness of the reports and the quality of the : Completeness of INDICATORS : Regular activity of agencies and line ministries; of agencies activity : Regular IMPLEMENTATION : Adult education institutions, employment education institutions, employment : Adult IMPLEMENTATION of use of the obtained and a level : Conducted analyses INDICATORS ,: MSES MoF MENTATION BODYCOMPETENT BODYCOMPETENT BODYCOMPETENT Amount of financial incentive for adult learners. Level of use of the Level for adult learners. Amount of financial incentive — — — — — employers, the following measure is proposed: the following employers, financial incentives for participation in programmes for citizens and in programmes for participation financial incentives With the aim of developing and choosing the optimal model of new model of new and choosing the optimal the aim of developing With • • • — — — — —

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education 223 224 SCIENCE AND TECHNOLOGY

Knowledge and the application of knowledge are the main conditions for the success of Croatia in today’s world.137 Science and technology are therefore strategically developed and aimed at placing education, research and innovation at the centre of the national development strategy, while at the same time taking into account the European Framework Programme for research and innovation Horizon 2020.138 The main presumptions for reaching this goal are changes in Croatian science and changes that will improve science in Croatia. Croatian science needs changes and a structural transformation in order to maximally contribute to global knowledge, as well as contribute to social and economic development, job creation, and to improve quality of life and the general public good in Croatia.139 Croatia ranks in the highest group of countries of very high human development by the Human Development Index (HDI), which is used by the United Nations Development Programme (UNDP) to measure quality of life, and it is within this group that it must progress.140 The changes that will enable science to assume such a role demand a strengthening of the innovation economy and public services, as well as a gradual increase in funding for research and development towards three per cent of gross domestic product. Investment in research and innovation is an investment in Croatia’s future, whereby it must be ensured that every Kuna invested contributes to the well-being of Croatian citizens as much as possible.

In all documents of the European Union, especially in the Strategy for Smart, Sustainable and Inclusive Growth Europe 2020,141 and its flagship initiatives Innovation Union142 and Digital Agenda for Europe,143 as well as the Framework Programme Horizon 2020, research and innovation are brought together and the knowledge triangle between education, research and innovation is developed. This needs to be achieved in all Croatian strategic documents and an effective system of higher education, science and technology development needs to be built on this basis. The national priorities and national challenges must be defined and connected with those of Europe, and with an aim to achieve synergy in investing in science and technology from national, regional and international sources, including European Union funds.

In Croatia, the need for change was recognised on time. Although efforts have been made to enhance science and technology, especially over 225 the last ten years, the set goals have not been fully reached.144,145,146,147,148 Membership in the European Union has opened up new opportunities which cannot be exploited without rapidly introducing changes in the science and higher education system. The weaknesses of research and innovation, as well as the management of institutions in the science and higher education system, indicate a necessity for introducing changes – primarily on the basis of internationally accepted criteria for quality, relevance and rationality, as defined in the Guidelines for the Strategy for Education, Science and Technology.149 Education, science, research, development and innovation in Croatia cannot be enhanced outside the framework of the knowledge triangle and without the introduction of changes in science, education and the economy (as well as changes in their mutual relationships), all of which requires that which has so far been lacking: political dedication; responsibility; continuity; and technology science and coordination.

Researchers are of fundamental value to the Croatian science and higher education system. Croatia’s underutilised presumptions for development are networking, cooperation and synergy (along with a stronger linkage of the impact of science and art to society, education, technology and production), so that available human and material resources are fully exploited and new ones are created

OBJECTIVE 1: RAPIDLY INTRODUCE CHANGES IN THE SCIENCE AND HIGHER EDUCATION SYSTEM CROATIA AND THE EUROPEAN RESEARCH AND INNOVATION CONTEXT

Science and technology development are taking place in globally modified circumstances, which are characterised by recession, the still dominant role of the USA and the growth of Asian and other new economies (which have been assuming an ever-greater role in science and technology on a global level). The European Union, faced with the need for transformation, has adopted the Europe 2020 strategy. The Framework Programme Horizon 2020, which is the key instrument for the implementation of the flagship initiative Innovation Union, defines priorities that include excellent science, industrial leadership and the following societal challenges: health, demographic changes and welfare; food safety, sustainable agriculture, sea and marine research and bio-economy; safe, clean and effective energy; smart, green and integrated transport; climate change, effective utilisation of resources and use of raw materials; inclusive, innovative and reflective society; and a secure society. Horizon 2020 is an inter-disciplinary, multi-disciplinary and trans-disciplinary research programme in which all societal challenges contain components from humanities and social sciences. 226 Excellent science comprises frontier research. This term reflects the new understanding of fundamental research. On the one hand, it is stated that fundamental research in science and technology is of crucial importance for economic and social welfare, while on the other hand, frontier research and research beyond borders is a risky enterprise directed towards new and especially challenging areas – its feature being the elimination of borders between disciplines.150

European priorities link technology to research: Future and Emerging Technologies (FET) are linked to excellent science, whereas enabling and industrial technologies are linked to research for industrial leadership.

Furthermore, research and innovation are linked, with support from ideas to the market. The multi-annual financial framework and the resources technology science and from the European Structural and Investment Funds (ESIF) that are included in the Common Strategic Framework (CSF) serve the purpose of achieving the goals of the Europe 2020 strategy: the Cohesion Fund (CF), European Regional Development Fund (ERDF), European Social Fund (ESF), European Agricultural Fund for Rural Development (EAFRD) and the European Maritime and Fisheries Fund (EMFF).151 ‘The strengthening of research, technology development and innovation’ is defined as the first thematic goal. Meanwhile, possibilities are opened up for everyone in a new way — to the young, scientists with great potential, outstanding researchers and innovators.

To increase investment in research and development in the period 2014– 2020, in addition to its own funds, European funds will be available for Croatia, for which there are defined priorities and ex ante conditions that include defining a national strategy for research and innovation for smart specialisation.152 For Croatia, the thematic goal of ‘strengthening research, technology development and innovation’ is included in the priority area of investing in ‘the strengthening of the competitiveness of the economy’.

CROATIAN KNOWLEDGE TRIANGLE

Croatia must develop its own national knowledge triangle, linked to Euro- pean and global knowledge structures, by ensuring cooperation between the education, research and business sectors (especially industry). The Croatian Research and Higher Education Area will therefore be created, where public and private higher education and research institutions will operate, cooperating with the business sector and public services. This also opens up new opportunities for Croatian researchers, Croatian science, and for research and innovation in Croatia, and not just new requirements.

Regarding Croatia’s membership in the European Union, there is a need to present Croatian humanities outside our borders with the aim of ensuring Croatia’s presence and recognisability in a multinational union. On the other hand, there is an ongoing need to continually redefine 227 Croatian identity within Croatia. Continuous research on national and world cultural heritage and history is essential for societies that build their identities upon scientific results. Another essential factor in identity construction is awareness of Croatia’s geographical features – its natural and cultural landscapes.

It is essential to introduce changes in the science and higher education system. The process of introducing changes will start immediately.

Research and innovation will be placed at the centre of the national development strategy, thus contributing to the understanding and general acceptance of their social and economic role and tasks, whereas the success of Croatian science will be evaluated not only through its contribution to global knowledge, but also through Croatia’s social and technology science and economic development. What will therefore be taken into account are the tasks of higher education and science that go beyond the current and short-term needs of society and the economy, as well as the role of entrepreneurship in creating innovations.

Responsibility for research and development will be introduced in the programmes of all ministries, with effective inter-sectoral coordination. The utilisation of all state sources of public funding of research and development will be enhanced. Cooperation will be strengthened between public enterprises, community organisations and state institutions with universities and research institutes on research and development related to societal challenges. The European Union brings together all research and innovation programmes that have been implemented so far. This will be done by Croatia as well, and it will add programmes that have not yet been launched, but which serve as preconditions for the development of science and technology, as well as for social and economic progress.

The institutional framework for higher education, science and technology will be enhanced, parts of which have been well-defined. However, this framework has not been completed. It is insufficiently funded and in some areas it is only in the initial stage – namely in the area of strategic management of research, development and innovation. All four components of the institutional framework will be developed: strategic management through policy making, primarily within the Government’s competence; distribution of public funds through institutional funding and competitive funding that is carried out by foundations and agencies; quality assurance and independent quality assessment; and research, development and innovation at universities and research institutes, as well as with the business sector and in public services. The roles, tasks and responsibilities of all competent bodies and institutions will be clearly defined and distributed during the course of implementation, and the autonomy and responsibility of the competent bodies and institutions will be strengthened, as will the national and international evaluation of their work. 228 The introduction of structural changes will start immediately, which will result in the transformation of larger public universities into research universities, the establishment of research centres at smaller universities and the restructuring of public research institutes (by incorporating them within universities, by setting up associations of institutes or by providing them with training to independently accomplish their mission and fulfil their social role).

ENHANCEMENT OF THE COLLECTION, PROCESSING, INTER- PRETATION AND PUBLICATION OF STATISTICAL AND OTHER INDICATORS OF RESEARCH, DEVELOPMENT AND INNOVATION

The official statistics of Croatia contain basic statistical information on research, development and innovation, in accordance with the regulations technology science and of the Council of the European Union. Strategic planning, adequate policy making and preparation of action plans require credible and adequate indicators, as is the case for monitoring the impacts of strategic measures and the implementation of this Strategy.

Consequently, the collecting, processing, interpreting and publishing of statistical and other indicators resulting from research, development and innovation will be enhanced. In addition to the main indicators, additional indicators will be introduced that will provide detailed insight into investments in research and development, employment and human resources, as well as into productivity and competitiveness of research and development, in line with European good practice.153

Indicators on the status and trends regarding investments in research and development in higher education and at research institutes are needed (state budget investments and their structure according to organisational and functional classification; structure of expenses; investment in competitive programmes and projects; gross domestic expenditure and sources of funding). Data is also needed on investment in research and development from the business sector (gross domestic expenditure by size and ownership of the enterprise and the economic sector; the share of public enterprises and community organisations; structure of expenses; sales, exports and employment on the basis of research and development; innovation activities by enterprise size and by the related income from new products and exports; and sources of funding of research, development and innovation). Data is also needed on human capital development (enrolment in and completion of undergraduate, graduate and doctoral study programmes, with a focus on natural sciences, technology, engineering and mathematics; first employment by economic sector; and number of researchers and structure by sectors). Finally, better data is needed on research, development and innovation activities (participation in EU programmes and amount of funding; cooperation between the business sector, public services, universities and research institutes; registered trademarks, patents pending and registered patents, licence agreements, scientific publications and citation). Statistical indicators 229 will cover high-technology industry and knowledge-based services in particular.

• MEASURE 1.1. Introduce responsibility for research and development and for competitive project funding into the programmes of all ministries, with effective inter-sectoral coordination that will result in the effective utilisation of all state sources of research and development funding COMPETENT BODY: Government of the Republic of Croatia IMPLEMENTATION: All ministries, local and regional self-government INDICATORS: State budget: annual expenditure for research and development within the framework of the budget items of all ministries (amount, percentage of GDP). Annual expenditure for research technology science and and development by local and regional self-government (amount, percentage of GDP).

• MEASURE 1.2. Establish strategic management of higher education and science, and launch structural changes in the science and higher education system by means of research transformation of public universities and restructuring public institutes COMPETENT BODY: NVZVO/NCSHE IMPLEMENTATION: MSES, AZVO/ASHE, Rectors’ Conference, public universities and public institutes INDICATORS: Adopted action plan for structural changes in the science and higher education system

• MEASURE 1.3. Enhance the collecting, processing, interpreting and publishing of statistical and other indicators of research, development and innovation COMPETENT BODY: Croatian Bureau of Statistics IMPLEMENTATION: MSES, Ministry of Finance, HAMAG BICRO, AZVO/ASHE, State Intellectual Property Office, Croatian Bureau of Statistics — all in cooperation with public institutes and universities INDICATORS: Level of compliance of data collecting, and of processing, interpreting and publishing statistical and other indicators of research, development and innovation with EU provisions, including the introduction of additional indicators, especially for research and development in the business sector, including high-technology industry and knowledge-based services. Publishing of annual statistical report of the Ministry of Science, Education and Sports containing comprehensive data on research, development and innovation in Croatia, including all indicators covered by this Strategy.

230 OBJECTIVE 2: FOSTER THE DEVELOPMENT OF INTER- NATIONALLY COMPETITIVE PUBLIC UNIVERSITIES AND RESEARCH INSTITUTES IN THE CROATIAN HIGH- ER EDUCATION AND RESEARCH AREA TO CREATE NEW SCIENTIFIC, SOCIAL, CULTURAL AND ECONOMIC VALUES

RESEARCH IN THE PUBLIC SECTOR

The Croatian university system is comprised of seven public universities. Many young people opt to study natural, technical and biotechnical sciences, and the interest of female students in these fields is satisfac- technology science and tory – both of which are not the case in many European countries, but which are important for education in a knowledge society relying on technology.154 This is a good starting point for various forms of networking between universities that are similar or complimentary in terms of space or programmes, and also for implementing joint study and research programmes. Moreover, the majority of public research institutes are situated in university centres (21 in Zagreb, one in Jastrebarsko, Osijek, Porec and Split respectively), which facilitates the establishment of joint research teams, mobility of students and researchers, effective procurement and use of expensive research equipment. Higher education institutions and research institutes are located in cities offering social, cultural, artistic and economic activities, all of which facilitates various forms of cooperation. The Croatian Academic and Research Network has the basic information, communication and computing capacities to support cooperation in the Croatian and European education and research area. In addition to strengthening e-infrastructure, it will provide support to demanding programmes, both at the national level and within the framework of international cooperation.

Of the total number of researchers working full-time or part-time (11 454), almost 90 per cent are employed in higher education, public institutes and other parts of the state sector. Among those who are full-time researchers (6 487 in 2011), 80 per cent work in such institutions.155

Before 2013, scientific projects funded from the state budget were characterised by fragmentation (more than 2 000 simultaneous projects), a disconnect between the funding of basic project costs and the funding of early-stage researchers and equipment, as well as a lack of implementation for systematic and actual evaluations of projects. By entrusting the Croatian Science Foundation with the implementation of the procedure for evaluating and monitoring national scientific projects, a major step has been made towards a science system with fewer, but well-funded scientific projects that will be properly monitored. The Croatian Science Foundation has thus become the main source of funding for scientific projects in Croatia. 231 According to the key indicators that are systematically used in the Eu- ropean Union, research achievements in Croatia are generally below the European average, but they are higher than those in several countries of the same economic structure.156 Participation in European programmes is satisfactory, with 17 per cent of successful applications submitted by scientific and higher education institutions and 86 million Euros of utilised funds within the framework of the Seventh Framework Pro- gramme (FP7). Research conducted in the areas of health, information and communication technologies, biotechnology and transport has been particularly successful. Eighty small and medium-sized enterprises have been included in these projects. The indicators of scientific and technological excellence and cooperation are the following:157

Croatia EU technology science and

Scientific publications among the 10percent of most cited in the 3,2 11,0 world (percentage of all scientific publications)

Scientific publications published in cooperation with foreign researc- 428 343 hers (per one million citizens)

Scientific publications published in cooperation with researchers 5,2 7,3 from the private sector (per one million citizens)

The number of new doctorate graduates younger than 35 years of age is not much below the European average (Croatia with 1.4 and the EU with 1.7 doctorate graduates per one thousand citizens), but there is an insufficient number of them in natural science, technology, engineering and mathematical disciplines (around 40 per cent),158 and very few doctorate graduates are employed in the business sector (estimated at 15 per cent).

These results have been obtained with public investments in research and development of only 0.41 per cent of GDP, which is much below the European average of 0.74 per cent of GDP (2011).

PUBLIC UNIVERSITIES AND PUBLIC RESEARCH INSTITUTES IN THE CROATIAN KNOWLEDGE TRIANGLE

At the beginning of the 21st century, all scientific areas were moving towards research teams and networks. The focus has been on moving from science disciplines towards research areas, and with partnership between the scientific and business communities. Knowledge is looked upon in the context of a triangle of education, research and innovation. Public universities are expected to contribute to the development of all components of the knowledge triangle, whereas public research institutes 232 are expected to primarily contribute to research and innovation. New knowledge and new ideas, as well as new processes, products, services and new entrepreneurship are all interrelated components of research production. This science and education model (which has multiple goals) is a feature of the developed world, where science and the economy on the one hand, and knowledge and entrepreneurship on the other, are mutually encouraged.

This is the course to be taken by public universities and public research institutes in Croatia, which presumes scientific excellence and cooperation between research and innovation on the one hand, and the economy and public services on the other, including participation in the processes in which knowledge-related resources are concentrated and connected with priority economic activities in which Croatia may become and remain competitive. The criteria for evaluating researchers, research and technology science and research institutions (along with the criteria for investing in research) will be aligned with these strategic principles.

Research and innovation at public universities and institutes will focus on excellent science (that is recognisable in the European and global context), as well as on research for industrial leadership and national and global societal challenges. Meanwhile, research in the public sector will scientifically, economically, socially and culturally impact Croatia. Excellence is required in all scientific disciplines, and must be based on fundamental research and participation in frontier research, future and emerging technologies, cooperation between research, public services and the economy (which includes enabling and industrial technologies), and research focused on national and global challenges, including societal and humanistic challenges. Research on characteristics of Croatian history, territorial identity, natural heritage, society and culture will be an important component of the research area. Culture is in the very centre of development, forming an important feature of societies and social groups. Therefore, special attention will be given to the systematic care and research of Croatian heritage and archival records, with a view to preserving the Croatian national identity in the process of globalisation.

Such strategic tasks of public universities and institutes require autonomy in managing, funding and researching, but this autonomy is insep- arably linked to a responsibility in the creation and transfer of scientific achievements into society and the economy. Of particular relevance is respect for ethical principles in research and general principles that define the roles, responsibilities and obligations of researchers, their employers and financiers, as well as principles in recruiting researchers.159,160

Public universities will be developed as research universities that will form the basis of a knowledge-based society and economy, and in which scientific education is based on research and cooperation that will allow for innovation.161,162,163 Research universities are institutions whose main purpose is to create new knowledge and to transfer this knowledge to society through its educational, research and social mission.164 Research 233 universities are characterised by intellectual freedom, sense of initiative, creativity and openness. They are noted for their remarkably successful researchers and research groups at a high/international level, for their excellence in selecting students and teachers, for excellent doctoral study programmes established within doctoral schools, for students participating in research at undergraduate and graduate levels and for their impact on society and the economy. Research universities are characterised by their diversity, rather than by uniformity and similarity, and are also characterised by inter-disciplinarity, multi-disciplinarity, trans-disciplinarity and flexibility in conducting research, which is Croatia’s aim as well.

Public institutes will develop programmes for continued research activities that will contribute to the national science, technology and innovation policy, and will conduct research for relevant state bodies. Their technology science and overall role will be defined in terms of societal needs and other system stakeholders, primarily in relation to the universities. The issue of restructuring public institutes has been open to debate for a long period, especially in terms of their efficiency and purposefulness. This issue is impossible to solve prior to defining every institute’s social role and mission in the globally modified research and innovation context, including EU membership. Such an analysis will indicate their activities, expanded or redefined, and the need to include them in universities, to establish associations of institutes or to train their staff with the aim of enabling them to independently accomplish the mission and social role of public institutes.

The social role of public institutes in the area of natural, biomedical and biotechnological sciences includes programmes for continued research activities and the establishment and maintenance of a research infrastructure that ensures a strategic approach to new technologies. It also includes research programmes for the business sector that will contribute to the expansion, enhancement and diversification of the national economy, and participation in the state system of quality control and the aligning of products and services with EU legislation (ecology, food, materials, etc.). Institutes of social sciences and humanities fulfil their role by conducting research on the social changes that are relevant for the country’s future and socially relevant forthcoming topics, by preparing scientific backgrounds for social reforms and by presenting critical reviews of policies and legal solutions. Furthermore, public institutes, along with public universities, take part in national and international research programmes and projects. By defining the mission of public institutes, their role and responsibility in society will be determined, thus enabling the targeting of resources needed for their work. In addition, the accomplishment of the defined mission will be the key element in assessing the work of the institutes.

234 RESEARCHERS AND RESEARCH GROUPS

Remarkably successful researchers and research groups are the main presumptions of international competitiveness and the national influence of universities and institutes — scientific, economic, social and cultural, the establishment of centres of research excellence, as well as the national, regional, European and global visibility of research in Croatia.

Croatian researchers have outstanding achievements in several scientific disciplines, and many researchers obtain quality and relevant research results that are aimed at strategic research priorities: excellent science, research for industrial leadership and societal challenges. Young researchers have a sense of initiative, and they are productive and ready to cooperate. This applies to a large number of active researchers, but not to everyone technology science and included in the science and higher education system.

Investment in researchers and research will be made from institutional and competitive sources.

The cost of basic research related to the scientific-educational or scientific workplace and the cost of related smaller equipment, as well as the cost of dissemination of research results of active researchers, will be included in earmarked institutional funding, which will assume the role of the current, mostly small-scale scientific projects and facilitate sustainable development of all scientific areas.

Investments from competitive resources will primarily be made through the Croatian Science Foundation, and together with additional investments from other foundations and institutional resources, they will be directed towards particularly successful scientists and research groups, talented young researchers, the establishment of new quality research groups and towards attracting excellent foreign researchers in those areas where research is to be undertaken or enhanced.

The centres of research excellence in Croatia will be established at the national level with the aim of achieving the following: critical mass and international visibility necessary for successful work; a well-defined research programme and integration in the European Research Area; a connection between science, industry and society; and a stable funding system that will not only depend on public investment.165 The centres will not be related to a single location, institution or research group, as researchers and research resources will be gathered and networked through e-infrastructure in order to facilitate high-level research and development, and the centres will be measured by scientific production, research education and technological innovations.

235 DOCTORAL SCHOOLS AND POST-DOCTORAL EDUCATION

Doctoral study programmes, as the main source for highly qualified researchers, are carried out by universities, with the inclusion of research resources of research institutes. The fundamental value of doctorates is proven by scientific excellence, scientific achievement and the original scientific contribution resulting from research. Their recognisability is based on published scientific papers and their impact on science. The added value of doctorates arises out of the potential impact of conducted research and achievements that can influence society, the economy and the development of creative thinking. There has been a change of the paradigm of ‘a successful doctorate’ towards ‘a successful doctor of science’. A doctoral education acquired by a doctoral student for the labour market does not only include the scientific and educational component, technology science and but they also acquire education for both an academic and non-academic career, or for a career in research, or for another kind of career. In other words, doctoral students are trained on how to be scientists, how to live and work in the field of science (or related to science), and how to use this knowledge to build partnerships.

Quality doctoral education that creates these values requires strong research-oriented doctoral study programmes structured within the framework of doctoral schools. European universities, in accordance with the Salzburg Principles,166,167,168 have been establishing doctoral schools as a major step in transforming doctoral education. By 2010, 65 per cent of European universities had established doctoral schools,169 so that today there is a structured form of doctoral education that is no longer theoretically discussed, but which is focused on quality assurance.170 The importance of doctoral education and doctoral schools is of continuing interest to all EU Member States,171 Croatia172 and all neighbouring countries.173

Doctoral schools aim to achieve the following: excellence in research; the possibility for interdisciplinary research; an attractive institutional environment; openness towards the economy and other services; international networking; the internationalisation of doctoral study programmes that includes foreign doctoral students and mentors; the acquisition of transversal skills; the professional development of researchers;174 and quality assurance.

Since Croatia has had no experience with doctoral schools, and due to the fact that inter- disciplinarity, multi-disciplinarity and trans-disciplinarity in research are the greatest unexploited potential, doctoral schools will be established at the university level. The models at a lower level (such as faculty doctoral schools or local/regional doctoral schools) will not bring about necessary changes due to great fragmentation and a large number of doctoral study programmes (a total of 128 doctoral study programmes) – most of which include a small number of students. In 236 addition, wherever it is possible, and especially in disciplines with smaller research and mentorship capacities, national doctoral programmes and international joint doctoral study programmes will be set up. These joint study programmes are implemented through cooperation between universities and cooperation with institutes. A selection will be carried out in the enrolment procedure for doctoral study programmes, doctoral research will be connected with research projects and the best research groups, and post-doctoral education will be set up. Cooperation between research institutes will be established and the research and mentorship potential of research institutes will be exploited, as will be the research resources of the business sector and public services. Doctoral study programmes in arts will be developed on the basis of the same principles. No doctorates will be awarded outside of universities.

The best undergraduate and graduate students with research tenden- technology science and cies will be included in research groups and involved in performing appropriate research tasks in ongoing projects, all in accordance with the practices of research universities. They will therefore be motivated to enrol in doctoral study programmes and for a career in research at an early stage. At a research university students are not a ‘burden’, but rather a research potential that no other institution has. In other words, universities are not transformed into institutes to become research universities, but rather students are included in the research. This is the change of the educational paradigm from the currently prevailing ‘research after learning’ towards ‘learning through research’.

The first indicator of understanding the transformation of research and the establishment of research universities will be the introduction of mentoring at all study levels and the introduction of doctoral education into the ‘regular’ teaching and research workload, as opposed to the current situation where mentorship and doctoral study programmes are a non- obligatory ‘supplement’ to lectures, practical classes and seminars in undergraduate and graduate study programmes.

EVALUATION OF RESEARCHERS, RESEARCH AND RESEARCH INSTITUTIONS

An evaluation system will be established that will encourage and ensure the recognition of scientific and artistic excellence, international visibility, mutual cooperation and cooperation with the benefactors of research results, as well as encourage and ensure the social and/or economic relevance of research. The evaluation will be based on three criteria: quality (excellence in research), relevance (in both the global and Croatian context) and rationality (efficiency and sustainability in terms of organisation and expenditure).

The criteria for evaluating researchers, research and research institutions will be aligned with the desired goals, which are scientific and artistic excellence, as well as cooperation between research and innovation with the economy and public services. Scientific excellence and its evaluation 237 are the first precondition so that the knowledge that already exists and is produced at Croatian public universities and institutes will be internationally competitive and will create new scientific, social, cultural or economic value. In order to enhance and encourage cooperation between research and innovation with the economy and public services, this will be included in the evaluation criteria, based on the requirements and expectations of scientific areas.

Evaluation criteria will be encouraging for successful researchers, as the criteria will reject unsuccessful researchers, research and research institutions, thus enabling the recognition of those that are excellent.

The value system of science and technology will be harmonised uncondi- tionally and as quickly as possible with the value systems in scientifically technology science and and technologically developed countries. The manner of scientific selection and career advancement of university professors and researchers will be modified and peer review will be introduced. This will be done in accordance with criteria applied in scientifically developed countries, whereby independence, originality and innovation in research will be evaluated separately. Strict international quality assessment criteria will, along with all research achievements, also include the potential for the development of creative careers.

On the basis of tenders and international peer reviews, the position of research professor will be ensured. Research professors participate in excellent research and doctoral level education for most of their working time (due to a special distribution of working time).

RESEARCH INVESTMENT PLANNING

Croatian research priorities and their link with European priorities will be defined by the National Council for Science, Higher Education and Technological Development. This is the principal expert body concerned with the overall development and quality of scientific activity and the system of science, higher education and technology development.

National investment planning will, along with the evaluation of research achievements, be aligned with desired objectives, which are scientific excellence and cooperation between research and innovation with the economy and public services. It will be based on the same criteria: quality and relevance, as well as efficiency and sustainability in terms of organisation and expenditure. Major changes will be implemented in directing budget funds and competitive funding of research and development.

The directing of budget funds for research and development, including funds for competitive funding of research, will be implemented in accordance with the methodology applied by the European Union in the Framework Programme Horizon 2020,175 taking into account the budget 238 shares allocated to each priority: excellent science (around 32 per cent, of which around 17 per cent will be allocated to research through the European Research Council (ERC), industrial leadership (around 22 per cent) and societal challenges (around 38 per cent). A total of 7 per cent of the funds are allocated to programmes for spreading excellence and strengthening participation, for integrating scientific and technological achievements into European society, and for the work of the European Institute of Innovation and Technology (EIT) and the Joint Research Centre of the European Commission (JRC).

Competitive funding through the Croatian Science Foundation will enable the funding of new doctoral students and post-doctoral researchers from project funds and through support programmes for future successful scientists, thus ensuring their inclusion in research programmes at universities, institutes, the economy and the public sector. technology science and

Science project competitions will combine open projects that encourage researchers to propose science-driven, bottom-up research with projects that encourage impact-driven, top- down research (whose outputs and project numbers have been defined beforehand). The competitions will include project support for international cooperation for research groups that have proven their research independence and have reached outstanding achievements in the priority areas of excellent science, frontier research or future and emerging technologies. An international evaluation of project applications will be carried out.

The tenders will be prepared and implemented in such a manner that they encourage the formation of, and enable the funding of quality research groups. Increased allocations need to be ensured from both budgetary and extra-budgetary resources, and excellence criteria that are comparable to those used in the European Research Area need to be systematically applied. The Croatian Science Foundation, as a body responsible for quality management in the science system, may prepare and implement tenders for the funds allocated from other sources, and not only through the Croatian Science Foundation.

• MEASURE 2.1. Define the research mission of each public university and its constituent units, and of each public institute as a condition for research transformation, and for the establishment of research universities and the restructuring of institutes COMPETENT BODY: NVZVO/NCSHE IMPLEMENTATION: MSES, AZVO/ASHE, public universities and public institutes INDICATORS: Plan defined for research transformation of each public university. Social role and form of work of each public institute defined: inclusion in the university, association of institutes or independent work.

• MEASURE 2.2. Strengthen the autonomy of public universities and public institutes in terms of funding and management and 239 their responsibility regarding the fulfilment of their research mission and social role, along with strengthening the supervisory function of the founders through quality monitoring and the accomplishment of the mission. Enhance international evaluation of public universities and institutes, as well as set up mechanisms for the impact of evaluation results on institutional funding through programme agreements. COMPETENT BODY: MSES IMPLEMENTATION: MSES, AZVO/ASHE, public universities and public institutes INDICATORS: Level of establishment of the system of institutional funding of overall activity through programme agreements, including salaries. Funds allocated for research and development in every public scientific and higher education institution (annual amount, technology science and increase and share). Earmarked funds for covering the basic costs of research in every public scientific and higher education institution (annual amount, increase and share). Percentage of funding that depends on obtained research results from the total amount of institutional funding sources.

• MEASURE 2.3. Set up a system of evaluating researchers, research and research institutions that will encourage and ensure the recognition of scientific excellence and international visibility, mutual cooperation, cooperation with the beneficiaries of research results and the societal relevance of research COMPETENT BODY: NVZVO/NCSHE IMPLEMENTATION: MSES, AZVO/ASHE, Rectors’ Conference, universities and research institutes INDICATORS: New system of evaluating researchers, research and research institutions established in 2015. Total number of scientific papers; number of scientific papers published in leading journals; number of scientific papers that are among 10 per cent of the most cited in the world176; number of scientific papers published in co-authorship: with foreign researchers, researchers from different Croatian universities/institutes, from various scientific disciplines and with researchers from the economic field or public services. Number of patents, licences and other forms of intellectual property. Number of projects: international and national; cooperation between research and the economy and public services. Income from international projects, national projects; cooperation between research and the economy and public services, intellectual property.

• MEASURE 2.4. Introduce peer review in the procedures for scientific selection and for career advancement of university professors and researchers COMPETENT BODY: NVZVO/NCSHE IMPLEMENTATION: Rectors’ Conference, universities and research institutes 240 INDICATORS: Level of establishment of the new system of scientific selection and career advancement of university professors and researchers. Number of university professors and researchers evaluated according to the new system of scientific selection and career advancement (in total, by research occupations and scientific areas).

• MEASURE 2.5. Set up doctoral schools at the university level, international joint doctoral study programmes and national doctoral study programmes with at least 80 per cent of research based on current high-quality doctoral study programmes COMPETENT BODY: Public universities IMPLEMENTATION: Rectors’ Conference, public universities, research institutes, AZVO/ASHE INDICATORS: Doctoral education introduced in the criteria for technology science and evaluating universities. Doctoral schools set up. National doctoral programmes prepared. International joint doctoral programmes prepared.

• MEASURE 2.6. Enhance the preparation and implementation of national science projects, so that their content and achievements will contribute to the quality, relevance and rationality of research and the fulfilment of strategic goals COMPETENT BODY: Croatian Science Foundation IMPLEMENTATION: Croatian Science Foundation, universities and research institutes INDICATORS: Tenders for scientific projects from the Croatian Science Foundation and their results (number and types of tenders, and for each tender: evaluation criteria, number and structure of submitted and approved projects/applications, amount of available and allotted funds). Total number of research groups, their structure, size and international recognisability, as well as international and national relatedness. Number of new research groups, their structure, size, international and national relatedness. Total number of foreign researchers and number of new foreign researchers in full-time employment. Total number of doctoral students and number of new doctoral students, compliance with the needs of the science and higher education system, the economy and public services, research achievements of doctoral students. Number of undergraduate and graduate students included in research.

• MEASURE 2.7. Set up national scientific centres of excellence that gather researchers and research resources and link them with European resources. COMPETENT BODY: NVZVO/NCSHE IMPLEMENTATION: MSES, AZVO/ASHE, universities and research institutes, through project proposals for centres of excellence for EU funding INDICATORS: Project applications from centres of excellence for EU funding. Approved projects of centres of excellence for EU funding 241 and dynamics of constructing centres of excellence. Number of established centres of excellence. Level of inclusion of researchers and resources and level of linkage with European resources.

OBJECTIVE 3: CREATE AN ENVIRONMENT THAT FACILITATES AND ENCOURAGES INTERACTION AND TRANSFER MECHANISMS FOR COOPERATION BETWEEN THE RESEARCH COMMUNITY, THE INNOVATION ECONOMY AND PUBLIC SERVICES technology science and RESEARCH, DEVELOPMENT AND INNOVATION IN THE CROATIAN ECONOMY

On 31 December 2012, almost 140 000 active business entities operated in Croatia. Out of this number, more than 80 per cent were private and almost 90 per cent had fewer than 10 employees. Small and medium-sized enterprises accounted for 10 per cent, whereas large enterprises with more than 500 employees accounted for no more than 0.2 per cent.177

In relation to the size of the enterprise, the total expenditure of enterprises for research and development in Croatia in 2010, was distributed as follows: —— enterprises with one to nine employees accounted for 1.1 per cent; —— enterprises with 10 to 49 employees accounted for 6.6 per cent; —— enterprises with 50 to 249 employees accounted for 34.9 per cent; and —— enterprises with more than 250 employees accounted for 57.4 percent of the expenditure.178

The intensity of research and development with respect to the size of the business entities is similar to that of most smaller countries, where medium-sized and large business entities account for 60 per cent of investment in research and development. Large business entities dominate in industrially developed countries, where their share in investments in research and development is around 80 per cent, or even higher.

The high-technology sector (according to the statistical classification of economic activities) includes high-technology production and knowledge-intensive services, including research and experimental development in natural, technical and biotechnical sciences, as well as in social sciences and humanities.179,180 There are more than 800 enterprises registered for high-technology production, and around 4 500 enterprises are registered for knowledge- intensive services. The share of high-technology products in total production is unknown. High-technology product imports in 2009 amounted to 1.35 billion Euros, whereas exports amounted to 565 million 242 Euros, whereby the imports exceed exports by 41.8 per cent. A survey on a sample of 4 500 enterprises was carried out on innovation activities in enterprises in the period between 2008 and 2010. According to this survey, innovative enterprises are defined as enterprises that introduced a product, or introduced a process, organisational or marketing innovation in the reporting period.181 Among other things, the survey showed the following: ‘The size of the enterprise is the key factor for its innovation activities. Nearly three out of four large enterprises, a little more than half of medium-sized enterprises, and a little more than one third of small enterprises are innovative. Innovation activities are more common in industrial enterprises, where almost half of them introduced innovations, while a little less than one-third of service enterprises introduced innovations.’

Furthermore: ‘Innovation activities include all scientific, technological, technology science and organisational, financial and commercial steps undertaken with the purpose of introducing innovation. The acquisition of machinery, equipment and software is the most frequent type of innovation activities present among most of the product and process innovators (84.4 per cent), which is equally used by industrial and service enterprises. Industrial enterprises were more inclined to use in-house research and development activities and design activities, while service enterprises were more inclined to acquire external knowledge, such as licensing of patents and non-patented inventions, know-how and other types of knowledge.’

Investments in research, development and innovation are low in the business sector, and are primarily the result of investments made by several business entities. The most frequent innovation activity is ‘Acquisition of machinery, equipment and software’ (in 84 per cent of enterprises), followed by ‘In-house activities of research and development’ (in 63 per cent of enterprises). Regardless of their size, enterprises invest more than 90 per cent of their funds in innovation activities based on in-house research, development and infrastructure. Innovation activities based on some form of cooperation (i.e. ‘External services of research and development’ and ‘The acquisition of external knowledge’) amount to only five to ten per cent, depending on the enterprise size. The share of enterprises with at least one innovation type in Croatia is around 37per- cent, compared to 52percent in the EU. According to EU benchmarks for assessing the innovation achievements of EU Member States, Croatia is classified in the group of ‘moderate innovators’.182

There are no particular data on enterprises that are partially or wholly owned by foreigners and regarding their development and innovation activities. Therefore, the current situation and their potential in terms of strengthening research and innovation in Croatia cannot be assessed. Considering the chronic lack of experts and researchers in the technological sector in Europe, these enterprises should attract research and development business to Croatia to a greater extent than has been the case so far – namely in areas with existing highly qualified experts and researchers. 243 COOPERATION IN RESEARCH, DEVELOPMENT AND INNOVATION

Research, development and innovation in Croatia are characterised by a low level of cooperation. There is insufficient cooperation within the research community, the economy, the social sector and between each other. The above-mentioned indicator of scientific publications published jointly by researchers from the public and private sectors is below the European average.

In order to strengthen cooperation between the research and business sectors, changes are necessary on both sides, and in areas such as: development of research, development and innovation abilities and competitiveness of Croatian research institutions and the business sector technology science and (especially in industrial enterprises and industry). Moreover, a broader understanding of innovation is needed.

Cooperation between public universities, public institutes, the business sector and public services must incorporate interaction and transfer mechanisms contributing to interconnection and the exchange of knowledge.183 All global experiences (and some of our own) indicate a special relevance of interaction mechanisms in establishing relationships during research, as well as their advantage over transfer mechanisms in establishing relationships upon the completion of research.

The interaction mechanism for achieving large-scale changes are joint research projects resulting from cooperation between public universities and institutes with the business or social sectors. The difference between research projects financed from public funds and joint research projects is not due to a different scientific approach, but rather because of a different focus on the selected research area and the relevance of achievements. Joint research projects conducted within the framework of a doctoral study programme are particularly relevant, since this type of doctoral research fully contributes to the research and innovation potential of the economy. In order for this to be additionally strengthened, innovative schemes of co- funding doctoral study programmes will be set up with the aim of strengthening cooperation with the business sector and solving the current societal challenges. These topics of doctoral research will be linked with contracted research programmes of cooperation between the economy (industry and other services) and public universities and institutes. The mission of so-called collaborative doctoral programmes and industrial or professional doctoral programmes will thus be fulfilled. The quality of doctoral research will be ensured by high academic standards, while their relevance will be ensured by their value to the economy, society and other services in the areas where research, business or institutional strategies overlap.

The mechanisms for transferring knowledge, technology, innovation and 244 intellectual property from universities and institutes into the economy will be strengthened, along with the mechanisms for commercialising research results – especially regarding the establishment of innovative enterprises and cooperation within joint organisations oriented towards new ideas, procedures, processes, prototypes or patents. Scientific excellence and technological expertise will thus become the catalysts of new industry in high technologies and knowledge-based industry. At the same time, the transfer of knowledge, technology and intellectual property will be open towards international cooperation and the international market.

By organizing communities of knowledge and innovation (the Knowledge and Innovation Community, or KIC), the European Union has demonstrated the need for new forms of connectivity. These communities are organised for activities focusing on certain societal challenges with a view to forming a strong partnership in the knowledge triangle (orient- technology science and ed towards innovation and innovation models), and the EU expects that these communities will become the catalysts of sustainable economic growth and competitiveness.184,185

In order to strengthen cooperation, Croatia will opt to network research (universities, research institutes), higher education (universities, polytechnics, colleges) and development and industrial enterprises (large, medium-sized and small). A special reason for this networking is the structure of Croatia’s economy, which is dominated by micro-, small and medium-sized enterprises that find it hard to organise the needed research resources themselves, which in turn negatively affects their innovation capacities. If we want to catch up with developed economies and cooperate with them, the development cycle of innovation models applied in different countries over the last 30 years should not be repeat- ed. By using the best experiences from EU countries, competitiveness clusters will develop competence networks to facilitate close cooperation between stakeholders with different roles in the value chain (both within and between different sectors), as well as develop innovations of higher and high added value.

Societal challenges require appropriate social innovations that will create new social relationships and enable cooperation to offer solutions to societal challenges.186 The connection of science, art, technology, organisation and marketing with new business models and business practice has a social and humanistic dimension. There is now room for cooperation in research, development and innovation, including in the following areas: ethics in science, research and development, bioethics, intellectual property rights, new forms of work, virtual teams and organisations, new communication patterns and social networking, multi-culturality, high-technology workplaces, cognitive foundations of programme engineering, networked families, family networking, etc. There is a great potential for social usability of humanistic knowledge. The cultural sector may become a catalyst for economic activities and, in connection with business (especially tourism), may contribute to overall economic development and employment. The same applies to art and creative industries. 245 Public universities and public institutes should not only be better connected with the business sector and public services, but also with the competent ministries and agencies. Public universities and public institutes should therefore not assume business functions and roles of enterprises.

The national strategy for fostering innovation will propose changes that will enable the transformation of the economy through innovation. Furthermore, it will propose a national innovation scheme that sup- ports cooperation between innovation economy, public services and the research sector. Research and development focused on innovation is possible within the framework of regional cooperation.187

• MEASURE 3.1. trengthen cooperation between public universities, public institutes, the business sector and public services, and technology science and especially research and development by means of joint projects, joint mentoring of doctoral and graduate students, funding of doctoral research and the establishment of enterprises based on research results. Develop mechanisms for transferring knowledge, technology, innovation and intellectual property into the economy, as well as mechanisms for transferring the need for technological solutions and requests for solving specific issues in industry, the economy and public services towards public universities and public institutes. COMPETENT BODY: Government of the Republic of Croatia, HGK/ CCE, HUP/CEA IMPLEMENTATION: HZZ/CES, HAMAG BICRO, Croatian Bank for Reconstruction and Development, HGK/CCE, HUP/CEA, National Competitiveness Council, public universities and public institutes, alumni associations. INDICATORS: Joint research projects between the business sector, public services, public universities and public institutes (number of projects, and for each project: composition of research team, number of researchers and amount of funds). Number of products and services developed through joint projects. Number of products and services developed through joint projects and placed on the market. Joint mentorship of a graduate and doctoral study programme (number of graduate and doctoral students). Doctoral research funded or co- funded by the business sector or public services (number of doctoral students, area of doctoral research, amount of funds). Number of spin-offs (start-ups), number of employed persons. Number of joint companies/organisations with the business sector, number of employed persons. Number of projects for transferring knowledge, procedures, processes, prototypes and intellectual property rights, and realised income. Income from licences. Number of patent applications and of approved patents. Number of commercialised patents and realised income.

• MEASURE 3.2. Strengthen cooperation between public enterpris- 246 es, community organisations and state institutions with universities and research institutes on research and development related to societal challenges COMPETENT BODY: Government of the Republic of Croatia, local and regional self- government IMPLEMENTATION: HZZ/CES, HAMAG BICRO, local and regional self-government, universities and research institutes INDICATORS: Expenditures for research and development of public enterprises (total amount, percentage of income, percentage of GDP). Joint research projects between public enterprises and universities and public institutes and the amount of funding (number of projects, amount of funds). Expenditures for research and development of community organisations (total amount, percentage of income, percentage of GDP). Joint research projects between community organisations and universities and public institutes technology science and and amount of funding (number of projects, amount of funds).

• MEASURE 3.3. Strengthen the mobility of research human potential, which includes the employment of graduates who have completed an undergraduate, graduate or doctoral study programme, and the employment or temporary work of researchers from public universities and public institutes in the business sector. Double the number of doctorate graduates in the business sector, including support for employing doctorate graduates in the industry and entrepreneurial support to doctorate graduates in the establishment of innovative enterprises. COMPETENT BODY: Government of the Republic of Croatia, HZZ/ CES, HGK/CCE, HUP/CEA IMPLEMENTATION: HZZ/CES, HGK/CCE, HUP/CEA, National Com- petitiveness Council, universities and research institutes, alumni associations. INDICATORS: Number of graduates who completed a graduate study programme employed in research and development in the business sector. Number of doctorate graduates employed in research and development in the business sector. Number of researchers from public universities and public institutes temporarily working on joint research projects in the business sector. Num- ber of researchers from the business sector temporarily working on joint research projects at public universities and public institutes. Number of doctorate graduates employed in research and development in the business sector and public services. Amount of financial support for the establishment of innovative enterprises and number of instances of provided financial support. Number of innovative enterprises set up by doctorate graduates.

• MEASURE 3.4. Establish innovative schemes for co-funding of doctoral study programmes and doctoral students, strengthen cooperation with the business sector and solve current societal challenges COMPETENT BODY: MSES 247 IMPLEMENTATION: MSES, public universities, through the project proposal for EU funding ‘Innovative schemes for co-funding of doctoral study programmes for strengthening cooperation with the business sector and solving the current societal challenges‘. INDICATORS: Number of annual tenders within the framework of the ‘Innovative scheme for co-funding of doctoral study programmes for strengthening cooperation with the business sector and solving the current societal challenges’. Level of establishment: number of applications; number and types of approved contracts on co-funding (in total and by thematic areas).

• MEASURE 3.5. Within the competitiveness cluster, foster international cooperation and participation of Croatian partners in international research projects and joint participation of univer- technology science and sities, research institutes and the business sector at international and national competitions COMPETENT BODY: Ministry of Economy IMPLEMENTATION: MSES, Ministry of Economy, Ministry of Agri- culture, HZZ/CES, HAMAG BICRO, HGK/CCE, HUP/CEA, universities and research institutes, alumni associations INDICATORS: Funds for the preparation and submission of joint projects of public universities, public institutes and the business sector (sources, amount). Number and types of submitted projects that include joint participation of public universities, public institutes and the business sector at international competitions. Number and types of approved projects that include joint participation of universities, public institutes and the business sector at international competitions, containing the amount of project funds. Number and types of submitted projects that include joint participation of public universities, public institutes and the business sector at national tenders. Number and types of approved projects that include joint participation of public universities, public institutes and the business sector at national tenders, containing the amount of project funds.

• MEASURE 3.6. With regard to commercial activities conducted for social purposes, which are not performed by any other business entities on the market, institutions in the science and higher education system must set up their own limited liability companies and assign these tasks to them COMPETENT BODY: NVZVO/NCSHE IMPLEMENTATION: MSES, AZVO/ASHE, public universities and public institutes INDICATORS: Establishment of limited liability companies for commercial activities with a defined link with the home institution in the science and higher education system.

248 OBJECTIVE 4: INCLUDE UNIVERSITIES, POLYTECHNICS AND RESEARCH INSTITUTES IN SMART SPECIALISATION PROCESSES AND IN DEFINING GUIDELINES FOR TECHNOLOGY DEVELOPMENT

The concept of smart specialisation implies that knowledge-related resources are concentrated and connected to a smaller number of priority economic activities, in which countries and/or regions may become and remain competitive in the global economy, and so that the economy can be oriented towards smart, sustainable and inclusive growth.188

PARTICIPATION OF HIGHER EDUCATION AND SCIENCE IN SMART SPECIALISATION PROCESSES technology science and

One of the features of smart specialisation is that it is to be created and implemented within the framework of a dynamic research and entrepreneurial process, which requires the participation of higher education and science in evaluating, defining and developing priority economic activities in Croatia. This participation will have synergistic effects and it will foster the networking of the research and business sector.189 Knowledge and research achievements at public universities and institutes will therefore be institutionally included in expert teams and smart specialisation processes, which will define priority economic activities that are long-term competitive. The progress of these activities will be monitored and evaluated, taking into consideration the need to strengthen science- and knowledge-based development. Priority economic activities will be connected to national and global societal challenges in order to increase exports and reduce imports of products and services needed to solve these challenges.

The task of defining and analysing industrial value chains will be incorporated in the evaluation of priority areas with a view to evaluating both the knowledge and human potential needed for the production (or participation in the production) of certain goods or services, by applying the selected technology and by being well acquainted with the market. What will also be defined and analysed are value networks and the relationships between the education, research and business sectors, which, through their complex and dynamic exchange, create material and non-material values such as knowledge and know-how. In the priority areas defined, new scientific, social and economic value must be and can be achieved, without excluding curiosity in research and innovative creation. To increase the competitiveness of the Croatian economy and employment, and to achieve growth based on the use of in-house knowledge, additional investments will provide support to scientific excellence in smart specialisation areas.

249 TECHNOLOGY AND TECHNOLOGY DEVELOPMENT

Technology development in the EU has been strategically determined by two dimensions: the Framework Programme for Research and Innova- tion Horizon 2020 and the smart specialisation concept. Horizon 2020 covers technology in the key priorities, thus defining the guidelines for a common European technological policy, which are: enabling future and emerging technologies with excellent science, and also enabling industrial technologies with research for industrial leadership.

The following technologies have been defined as key enabling technologies (KET) (which open up entirely new possibilities for the development of products, processes, goods and services, as well as give rise to completely new industries and markets): nanotechnology; microelectronics and technology science and nanoelectronics; photonics; advanced materials and advanced production systems.190 In Croatia, and with few exceptions, these technologies are only present in research and they cannot have an impact on the competitiveness of the economy in the short-term. Cooperation in industrial value chains in the EU is essential, since products based on key enabling technologies are highly intensive. Moreover, research, development and innovation require a longer period, whereas the production processes include complex procedures.

European technological priorities related to industrial leadership are focused on supporting research and innovation in information and communication technologies (ICT), nanotechnologies, advanced materials, biotechnology and advanced production. The Internet and the web are key to launching innovation and creativity in society and the economy, and it is estimated that more than ten per cent of global GDP depends on ICT. Of strategic importance are advanced networks, cloud computing with wide possibilities for data processing, sensor and communication devices for smart networked environments that will enable many new applications, as well as an information and communication infrastructure of the highest quality.

Technologies related to societal challenges fall within the framework of the European Technology Platforms (ETP), an industry-led forum.191 In the period up to 2020, the European Technology Platforms are expected to be the key elements of the innovation ecosystem that will develop strategies and ensure business-oriented analyses of bottlenecks in research and innovation, and the possibilities related to societal challenges and industrial leadership.192

Croatia will develop guidelines for technology development within the framework of the smart specialisation process that will define priority national economic activities and the related industries, while taking into consideration the European assumptions for future, emerging, enabling and industrial technologies and their potential impact on the 250 competitiveness of the Croatian economy. The defined technologies will require special investments both in research (with the aim of achieving and maintaining scientific excellence), and in education (since there is a lack of highly educated experts and entrepreneurs trained for the multi- disciplinary nature of technologies in the EU). This will enable a more carefully planned and efficient approach to participating in European programmes, projects and cooperation.

• MEASURE 4.1. Institutionally include universities, polytechnics and research institutes in smart specialisation processes. Incorpo- rate the definition and analysis of industrial value chains and value networks in the criteria for evaluating priority areas. COMPETENT BODY: Ministry of Economy IMPLEMENTATION: MSES, Ministry of Economy, Ministry of Agri- culture, universities, polytechnics and research institutes technology science and INDICATORS: Institutional inclusion of universities, polytechnics and research institutes in defining the criteria for evaluating priority smart specialisation areas. The industrial value chain and value network for each priority smart specialisation area defined. Levels of additional investments: fostering of scientific excellence in smart specialisation areas (sources and amount).

• MEASURE 4.2. Develop guidelines for technology development within the framework of the smart specialisation process, and define priority economic activities and the related production in Croatia, taking into account the European and global technology principles for the period 2014–2020. COMPETENT BODY: NVZVO/NCSHE IMPLEMENTATION: MSES, Ministry of Economy, Ministry of Agri- culture, universities, polytechnics and research institutes INDICATORS: Level of institutional inclusion of universities, polytechnics and research institutes in defining guidelines for technology development aligned with priority smart specialisation areas. Guidelines for technology development defined for each priority smart specialisation area.

OBJECTIVE 5: ESTABLISH NATIONAL RESEARCH AND INNOVATION INFRASTRUCTURES THAT ARE PUBLICLY ACCESSIBLE AND THAT ARE INCLUDED IN AND LINKED TO EUROPEAN INFRASTRUCTURES

Research infrastructures include equipment, facilities and resources used by research communities to conduct research. Due to the fact that new knowledge and related innovations are only created in an environment with adequate advanced infrastructure, Croatia will be building and enhancing its national research and innovation infrastructures. Along with joint e-infrastructure, these infrastructures include the equipment 251 of laboratories that create and will create the research potential capable for being included in national and large-scale international collaboration programmes, as well as equipment for knowledge centres (that is, centres of excellence and competence centres, and networks). European models will therefore be applied, which will enable joint and coordinated procurement and use of equipment. Furthermore, connecting with and inclusion in the European research and innovation infrastructures will be carried out.193 Models that include the participation of the business sector in the funding of new equipment and models for the joint use of the research and innovation infrastructures will be developed.

A system of public access to existing and new public research infrastructures and to equipment purchased from sources of public funding will be established. The system will contain all information regarding available technology science and capacities and possibilities of use, along with a provision of resources for its maintenance and functioning (including human resources to provide equipment management services). In addition, open access to scientific and expert information resulting from sources of public funding will be established.194

E-INFRASTRUCTURE OF THE CROATIAN RESEARCH AND HIGHER EDUCATION AREA

Both globally and in Croatia, e-infrastructure is one of the main, de facto, basic joint infrastructure systems for science and higher education. E-infrastructure refers to the environment in which scientists, researchers, students and other members of the academic and research community gain joint access to distributed and/or common research resources, such as expensive instruments, advanced computing tools, and communication and data, regardless of the type of these resources and their geographic location.

E-infrastructure intended for science and connecting researchers must be of better quality than the e-infrastructure that is commercially available. The implementation of the Digital Agenda for Europe programme is important for enabling full access to e-infrastructure outside of academic and research institutions.

Without advanced and developed e-infrastructure, the science and higher education system cannot successfully introduce changes and fulfil its role in society and the economy. This infrastructure, which will be set up through the Croatian Scientific and Educational Cloud (HR-ZOO), will provide the services of virtual computing and storage resources, based upon: the principle of cloud computing; grid resources;195 high-performance computing resources; massive storage capacities; a rapid optical network; and connecting to the GEANT

European academic and research network. Taking into account the fact 252 that contemporary research relies on data intensive complex calculations, it is necessary to set up centres of research and innovation excellence that will promote new research paradigms (known as e- Science, Big Data, Fourth Paradigm) that enable the efficient use of e-infrastructure.

RESEARCH EQUIPMENT OF LABORATORIES AND CENTRES OF EXCELLENCE

An important component of research and innovation infrastructures are laboratories in which the research potential for inclusion in large-scale European collaboration programmes is and will be created. Infrastruc- ture projects will therefore include improving existing laboratories and equipping new ones, while large-scale infrastructure projects conducted by centres of excellence will not be funded at the expense of projects for equipping these research cores. technology science and INCLUSION IN EUROPEAN RESEARCH INFRASTRUCTURES

To conduct frontier research within the Horizon 2020 programme, such infrastructures are needed that go beyond the possibilities of certain countries. Back in 2002, the European Commission, with the consent of all Member States, set up the European Strategy Forum on Research Infrastructures (ESFRI). The ESFRI enables the Member States to express their common interests as regards to the establishment and use of research infrastructures.196,197

In Croatia, in areas where there is a critical mass of scientists who might join an existing ESFRI network or project, a Croatian Strategy Forum on Research Infrastructures (CSFRI) will be established and will be connected to the European counterpart. As joining the ESFRI requires payment of a membership fee and other obligations by Croatia, it will be ensured that all interested researchers, research groups and institutions are included in the CSFRI. Moreover, the European Union has planned to use the ERIC (European Research Infrastructure Consortium) instrument as a means to strengthen the pan-European scientific infrastructure by integrating the capacities of Member States or by creating new suprana- tional infrastructural capacities. Croatia has signed the Memorandum of Understanding, highlighting its dedication to joining certain ERIC initiatives, and it is also considering the possibility of joining other Eu- ropean initiatives.

SCIENTIFIC EVALUATION OF INFRASTRUCTURAL PROJECT PROPOSALS

The criteria for the scientific evaluation of infrastructural project proposals, projects for the acquisition of research equipment, and projects for connecting with and joining European and other international research and innovation infrastructures must incorporate strategic inclusion, relevance for Croatia, the scientific potential, manner of use and the user base, as well as achievability and sustainability, in accordance with European good practice.198 253 Strategic inclusion refers to compliance with the Croatian and European strategic guidelines and compatibility with the ESFRI.

Relevance for Croatia is determined on the basis of the following precepts: its contribution to the progress of science and the research competitiveness of institutions; its impact on the training of young researchers; its use for enhancing university teaching; its incorporation in the Croatian higher education and research area and in the innovation ecosystem; and whether or not it encourages the solving of a societal challenge and/or encourages economic development.

Scientific potential is confirmed by the following: the basic purpose; number of researchers with considerable research potential; anticipated new scientific knowledge; importance of the research for new relevant technology science and innovation processes; fostering interdisciplinary cooperation between researchers; a common planned infrastructure; and whether such infrastructures already exist or if they are planned.

The manner of use and the user base includes: groups of users and their size; groups of researchers only from the home institution of the infrastructure or those from other institutions; the interest of the business sector or of the social community for the use; international interest for the use; the manner of funding the work; whether the home institution is able to cover the costs of use and maintenance; and the fees defined for researchers from other institutions and from the business sector.

Achievability is determined by: financial conditions; existing technical solutions and equipment; the necessary innovative development; the construction schedule; technical conditions at the home institution (energy, air-conditioning and similar); facilitating the use for groups both within and outside of the home institution; and professional maintenance staff. Sustainability is determined by the human, material and spatial resources available for the use of the infrastructure over a prolonged period of time.

All infrastructural projects will be documented in such a manner that they enable the recognition of the set parameters for the five evaluation dimensions. Projects foreseeing the use of foreign or international infrastructures will be assessed in a similar manner. The participation of industry in the funding of new equipment will be evaluated separately.

• MEASURE 5.1. Establish a transparent system of evaluating infrastructural project proposals, projects for equipment procurement and projects foreseeing the use of foreign or international infrastructures, and implement it in making decisions on investments COMPETENT BODY: MSES IMPLEMENTATION: MSES, universities and research institutes INDICATORS: Adopted and published evaluation criteria aligned with Croatian and European strategic guidelines, based on an 254 explanation and argumentation of relevance for Croatia and the scientific potential, including a clear projection of the manner of use, the user base, achievability and sustainability

• MEASURE 5.2. Build an advanced joint e-infrastructure of the Croatian education and research area COMPETENT BODY: MSES IMPLEMENTATION: University Computing Centre (SRCE), Croa- tian Academic and Research Network (CARNet), Ruđer Bošković Institute, Josip Juraj Strossmayer University of Osijek, University of Rijeka, University of Split and University of Zagreb, through the project proposal for EU funding ‘Croatian Scientific and Education- al Cloud’ INDICATORS: Launching of the project ‘Croatian Scientific and technology science and Educational Cloud’ in 2014. Extent of construction of the advanced joint e-infrastructure of the Croatian education and research area. Level of user satisfaction.

• MEASURE 5.3. Establish a system of open access to existing and new public research infrastructures and to equipment procured from sources of public funding. Establish data services, including digital repositories for facilitating the efficient collecting, processing and securing of permanent and reliable storage of and access to research results, including open access to scientific and expert information resulting from sources of public funding. COMPETENT BODY: MSES, NVZVO/NCSHE IMPLEMENTATION: Through the project proposal for EU funding ‘Project for the system of open access to research infrastructures and results of publicly funded research’ (Proposal for the project holder: University Computing Centre (SRCE) and cooperative institutions, including the National and University Library of Croatia) INDICATORS: Launching of the ‘Project for open access to research infrastructures and results of publicly funded research’ in 2014. Assessment of the extent to which the system of open access to public research infrastructures and equipment (procured from the sources of public funding and of data services) is operational. Level of user satisfaction.

• MEASURE 5.4. Establish a system and ensure competitive mechanisms for the equipping of existing and new laboratories, either operating independently or within the framework of centres of excellence, on the basis of a transparent evaluation by applying the criteria from MEASURE 5.1. COMPETENT BODY: MSES IMPLEMENTATION: Public universities and public institutes, through project proposals for EU funding. INDICATORS: Roadmap adopted for the construction of Croatian research infrastructures. The Croatian Strategic Forum on Research Infrastructures (CSFRI) established. Proposals for infrastructural 255 projects, projects for equipment procurement and projects foreseeing the use of foreign or international infrastructures evaluated according to criteria and evaluation results (type of proposal, assessment according to individual criteria, approved/non-approved, and amount of funds). Projects for equipping laboratories submitted for EU funding. Projects for equipping laboratories approved for EU funding and dynamics of equipping each laboratory. Projects by centres of excellence submitted for EU funding (research equipment). Projects of centres of excellence approved for EU funding and dynamics of equipping each individual centre of excellence.

OBJECTIVE 6: FOSTER THE GROWTH OF technology science and INVESTMENTS IN RESEARCH AND DEVELOPMENT BY ENHANCING THE SYSTEM OF PUBLIC FUNDING AND BY ENCOURAGING MORE INVESTMENTS FROM THE BUSINESS AND SOCIAL SECTORS

The strategic goal of the EU is to increase investment in research and development from the current 2 per cent to 3 per cent of gross domestic product (GDP) by 2020, whereby two-thirds of the funds for research and development would be invested from the business sector, in order for the EU to catch up with the most developed countries in the world and its direct competitors.199 Growth of investment in research and development is a Croatian strategic goal as well. Investments of 1.4 per cent of GDP are expected, of which 0.7 per cent would be invested through state/public funding. By introducing measures for strengthening the funding of research and development from the business sector and other national and foreign sources, the aim is to achieve investments of 2 per cent of GDP in 2020.

INVESTMENTS IN RESEARCH AND DEVELOPMENT IN CROATIA AND THE EUROPEAN UNION

Investments in research and development are measured by government budget appropriations or outlays on research and development and gross domestic expenditure on research and development. Budgetary expenditures for research and development in EU-27 countries amounted to 0.73 per cent of GDP in 2011, ranging from 0.15 per cent to 1.09 per cent among the Member States.200 Government budget appropriations or outlays on research and development in Croatia amounted to 0.74 per cent of GDP in 2011.201

Total investments in research and development measured by and gross domestic expenditure on research and development in EU-27 countries amounted to 2.03 per cent of GDP in 2011, whereby the intensity of in- 256 vesting varies substantially between Member States – ranging from 3.37percent to less than 0.5percent. Gross domestic expenditures for research and development in Croatia in 2011 were much below the Eu- ropean average, amounting to 0.75 per cent of GDP.202

The average annual growth of and gross domestic expenditure on research and development in EU-27 countries amounted to 3 per cent in the 2005–2011 period, which varied between Member States, while the average annual decrease of gross domestic expenditures for research and development amounted to 1 per cent in Croatia.

In comparison to the EU, the indicators by sectors and sources of funding for and gross domestic expenditure on research and development in Croatia in 2011 are as follows: the business sector203 (the EU: 62.3 per cent, Croatia: 44.6 per cent), higher education204 (the EU: 24.0 per cent, technology science and Croatia: 27.4 per cent), the government sector205 (the EU: 12.7 per cent, Croatia: 27.7 per cent) and the non-profit sector206 (the EU: 1.0 per cent, Croatia: 0.3 per cent). Sources of funding for research and development in 2010 are as follows: the business sector (the EU: 53.9 per cent, Croatia: 38.8 per cent), state and local government (the EU: 34.6 per cent, Croatia: 49.2 per cent), other national sources (the EU: 2.6 per cent, Croatia: 2.1 per cent) and external sources (the EU: 8.9 per cent, Croatia: 9.9 per cent).

PUBLIC INVESTMENTS IN RESEARCH AND DEVELOPMENT

Public funding of research and development is a precondition for the long-term stability, autonomy and international competitiveness of Cro- atian science. Additional sources of funding of research and development from European funds cannot and must not substitute the insufficient amount of investments from national sources of funding.

The analysis of budgetary expenditures in Croatia, as the main source of public funds for research and development, has shown that they are insufficient, non-directed and variable, while coordination for using state sources of funding is inefficient.

Budgetary investments in research and development will be primarily directed towards the funding of researchers and research projects, which will be followed by the procurement of research equipment, and will be least directed towards the funding of the construction of new facilities. Along with the growth of budgetary expenditures by the Ministry of Science, Education and Sports for research and development, the responsibility for budgetary expenditures for research and development will be divided between all ministries who are to ensure additional funds within the scope of their competence. These funds will be directed towards financing competitive research and earmarked projects through tenders implemented by foundations and agencies.

Public enterprises, community organisations and state institutions will be investing (directly or through foundations and agencies) in research 257 and development, as well as in projects implemented jointly with universities and research institutes. What is particularly relevant is research and cooperation related to societal challenges that largely overlap with the work of public enterprises, community organisations and state institutions; the lack of which will hinder the possibility of solving these challenges efficiently, both in terms of expenditures and in timely manner.

Local and regional self-government will contribute to strengthening local and regional research, development and innovation resources with funds for earmarked projects through tenders.

All public funds will be allocated in a transparent manner.

INVESTMENTS OF THE BUSINESS SECTOR IN RESEARCH AND technology science and DEVELOPMENT

The analysis of gross domestic expenditure on research and development has shown that total expenditure is low, and while it has been on the rise in most EU countries, it has been declining in Croatia. The share of the business sector is much too low and far below the European average.

In order to rectify this situation, a general refocusing of expenditures towards research and innovation, and towards small and medium-sized enterprises is essential in Croatia.207

Incentives and support that have been proven efficient in other EU countries will strengthen the role of small and medium-sized enterprises in research, development and innovation, while this role will be maintained and strengthened in large enterprises. The establishment and growth of innovation enterprises will be accelerated, and cooperation and joint projects between the business sector and public universities and public institutes will be fostered. As is the case globally, the business sector will earmark the majority of funds for ‘in-house research and development activities’. The growth of investments of the business sector in ‘external services of research and development’ and in ‘the acquisition of external knowledge’ will depend on the competitiveness of the higher education and research community, as well as on state measures for strengthening research, development and innovation.

Many research, innovation and business activities related to new and high technologies, as well as knowledge-based services, do not require huge investments in long-term assets, but they are knowledge- and work-intensive. This will be taken into account during the process of enhancing the investment environment.

258 INVESTMENTS IN RESEARCH AND DEVELOPMENT FROM OTHER NATIONAL AND INTERNATIONAL SOURCES

The measures that have proved successful in other EU countries will be stimulated by extra-budgetary investments in the Croatian Science Foundation and by the establishment and financial strengthening of private foundations.

Funds for the preparation of international research projects will be ensured, and the joint participation of public universities, public institutes and the business sector in international and national tenders will be fostered.

MEASURE 6.1. Achieve growth of investments in research and

• technology science and Achieve growth of investments in research and development of 1.4 per cent of GDP, of which 0.7 per cent will be invested through state/public funding, and by a general refocusing of expenditures towards research and innovation, small and medium-sized enterprises and by strengthening the funding of research and development from the business sector and other national and foreign sources, with the aim of achieving investments of 2 per cent of GDP in 2020. COMPETENT BODY: Government of the Republic of Croatia IMPLEMENTATION: Government of the Republic of Croatia INDICATORS: Gross domestic expenditures for research and development in the business sector (amount and structure of expenditures, percentage of GDP). Gross domestic expenditures for research and development in higher education (amount and structure of expenditures, percentage of GDP). Gross domestic expenditures for research and development in the government sector – public institutes (amount and structure of expenditures, percentage of GDP). Gross domestic expenditures for research and development in the non-profit sector (amount and structure of expenditures, percentage of GDP). The source of funding for research and development: the business sector, state and local government, other national sources, external sources (amount, percentage of GDP).

• MEASURE 6.2. Growth and diversification of budgetary expenditures for research and development, including the growth of budgetary expenditures of MSES and an increase of the share of other ministries’ to 30 per cent of the total budgetary expenditure for research and development COMPETENT BODY: Government of the Republic of Croatia IMPLE- MENTATION: All ministries INDICATORS: State budget: expenditure for research and development within the framework of budgetary cost items of all ministries (source, amount, percentage of GDP)

259 • MEASURE 6.3. Implement budgetary investments in research and development in accordance with the methodology and shares applied by the EU in the Horizon 2020 Framework Programme, and direct it primarily towards researchers and research projects, followed by the procurement of research equipment, and least of all in the construction of new facilities COMPETENT BODY: Government of the Republic of Croatia, NVZVO/ NCSHE, Croatian Science Foundation IMPLEMENTATION: Government of the Republic of Croatia, HZZ/ CES, HAMAG BICRO INDICATORS: Gross domestic expenditures for research and development in higher education (amount and structure of expenditures, percentage of GDP). Gross domestic expenditures for research and development in the government sector – public institutes (amount technology science and and structure of expenditures, percentage of GDP). The source of funding of research and development: state and local government (amount, percentage of GDP). Budgetary funds earmarked for excellent science, including frontier research, as well as future and emerging technologies (not less than 33percent, amount, increase and share). Budgetary funds earmarked for industrial leadership, including enabling and industrial technologies (amount, increase and share). Budgetary funds earmarked for societal challenges related to health, food, transport, climate and an inclusive and safe society (amount, increase and share; both in total and by challenges). Budgetary funds earmarked for cooperation between the research and business sector (amount, increase and share). Budgetary funds earmarked for bilateral international cooperation (amount; increase and share; number of projects; and amount of funds by countries).

• MEASURE 6.4. Increase budgetary funds for scientific competitive programmes and projects to at least 0.15 per cent of GDP COMPETENT BODY: Government of the Republic of Croatia IMPLE- MENTATION: MSES INDICATORS (per year): Funds for competitive programmes and projects (amount, percentage of GDP)

• MEASURE 6.5. Facilitate investing of innovation economy in research, development and innovation, including research projects implemented jointly with public universities and institutes COMPETENT BODY: Government of the Republic of Croatia IMPLEMENTATION: HZZ/CES, HAMAG BICRO INDICATORS: Level of enhancement of the system of support and incentives for research, development and innovation in the economy, especially industry. State of and trends in research, development and innovation in the economy (according to indicators of the Croatian Bureau of Statistics and Eurostat). Gross domestic expenditures for research and development in the business sector 260 (amount and structure of expenditures, percentage of GDP). The source of funding of research and development: the business sector (amount, percentage of GDP). Expenditures for research and development of public enterprises (total amount, percentage of income and percentage of GDP). Expenditures for research and development of community organisations (total amount, percentage of income, percentage of GDP). Joint research projects between the business sector and public universities or institutes (number of projects; for each project: composition of the research team, number of researchers and amount of funds). Public procurement fostering innovation and innovation partnership (number of tenders and amount of funds; in total and by societal challenges).

• MEASURE 6.6. Stimulate investments from the business sector in the Croatian Science Foundation, and establish private foundations technology science and and strengthen them in terms of finances by applying measures that have proven effective in EU countries COMPETENT BODY: Government of the Republic of Croatia IMPLEMENTATION: Ministry of Finance, MSES, Ministry of Econo- my, Ministry of Agriculture INDICATORS: Level of adopted incentives for investments from the business sector in the Croatian Science Foundation and other foundations. Private investments in the Croatian Science Founda- tion (source, amount). Private foundations conducting activities in the area of research and development (total number, number of newly established foundations; for each foundation: tender, number of submitted and approved projects, amount of available and approved funds).

261

262 GUIDELINES FOR THE IMPLEMENTATION OF THE STRATEGY

This Strategy covers a large system that starts with pre-school education and continuing through all the phases of formal, non-formal and informal education. The education system is interrelated with the science system, which is also covered by this Strategy. Their synergies should result in innovations in all fields of human activity. Innovation, however, is covered by a specific strategy, which must be closely linked to document, as well as with the Croatian Research and Innovation Infrastructures Roadmap and all other relevant strategic or implementation documents, including normative acts in the fields of education and science. The mediation of knowledge and the popularisation of research are of great importance for the implementation of this Strategy. For this reason, scientific publishing should be systematically supported, as well as media activities for the popularisation of science and for promoting the importance of education. This requires designing, developing and maintaining a strong (sub)system or network of activities that would continuously, actively and creatively develop the relationship between science and the general public. This network of activities would collect scientific information, shape an image of the world according to scientific results and achievements and educate the general public to follow developments in science and education.

In order to rationalise costs and avoid placing an additional burden on teachers and educational staff, relevant civil society organisations should also be included in the implementation of this Strategy. Namely, civil society organisations that work with children and young people can provide high-quality support to students, families and educational staff, and can facilitate the adaptation, integration (inclusion), development and the success of students in schools. Such organisations represent a resource that has until now been insufficiently used. They can become dynamic, high-quality and effective partners to schools, with different organisations responding to different needs of students.

Achieving the goals of this Strategy will not be possible without the cooperation of all ministries and other stakeholders in the education system, including local self-government, trade associations, the Croatian Parliament (and its bodies), agencies and the Government. Special responsibility lies, of course, with the MSES. An action plan for the implementation of this Strategy (including a timetable for the implementation of measures) will be developed and adopted no later than one month after the appointment of the expert committee. 263 As stated in the introduction, the implementation of this Strategy is a long-term project and the Strategy must be periodically evaluated and must allow for possible revisions or additions (if necessary). Systematic monitoring of its implementation is necessary in order to establish on time whether the planned results are being reached, i.e. whether the set objectives are being achieved within the specified time frame. It is therefore necessary to ensure coordination of all activities related to the implementation of the Strategy.

In order to coordinate the actions related to the implementation of this Strategy, monitor its implementation and ensure synergies with other related strategies, an expert committee will be established at the Office of the Prime Minister. The expert committee will design a two- year action plan for the implementation of the Strategy, monitor its implementation of the strategyof the guidelines for the implementation and report bi-annually to the Parliament through the Government on the state of play of the implementation of the Strategy. In addition, if required by the circumstances, it will propose possible amendments and modifications of the Strategy to the Government.

OBJECTIVE 1: DEVELOP A FRAMEWORK FOR THE IMPLEMENTATION OF THE STRATEGY

• MEASURE 1.1. Establish an expert committee (under the Office of the Prime Minister of the Republic of Croatia) for the implementation of the Strategy for Education, Science and Technology and for the coordination of strategies and activities in the field of education and science COMPETENT BODY: Government of the Republic of Croatia IMPLE- MENTATION: Government of the Republic of Croatia INDICATORS: Expert committee appointed

• MEASURE 1.2. Adopt an action plan for the implementation of the Strategy for Education, Science and Technology COMPETENT BODY: Government of the Republic of Croatia IMPLEMENTATION: Expert committee INDICATORS: Action plan adopted for the implementation of the Strategy for Education, Science and Technology

• MEASURE 1.3. Analyse whether there is a need to amend existing legislative and implementing acts in order to achieve the objectives of the Strategy COMPETENT BODY: Expert committee IMPLEMENTATION: Expert group for the analysis of necessary amendments to the existing legislative and implementing acts in order to achieve the objectives of the Strategy 264 INDICATORS: Analysis conducted regarding the necessary amendments to the existing legislative and implementing acts in order to achieve the objectives of the Strategy

• MEASURE 1.4. Define procedures for analysing the implementation indicators of the Strategy COMPETENT BODY: Expert committee IMPLEMENTATION: Working group for defining the procedures for analysing the implementation indicators of the Strategy INDICATORS: Strategy implementation indicators developed

OBJECTIVE 2: IMPROVE THE FUNDING SYSTEM FOR

EDUCATION AND SCIENCE strategyof the guidelines for the implementation

• MEASURE 2.1. Gradually change the structure of expenditure on education and science in order to reduce the share of expenditure on staff costs, while also increasing the overall funding level from the state budget and GDP COMPETENT BODY: Government of the Republic of Croatia IMPLEMENTATION: MSES, Ministry of Finance INDICATORS: By 2020 expenditure on education and science amounts to 6 per cent of GDP. By 2030 expenditure amounts to 7 per cent of GDP. At least 85 per cent of European funds of planned for education and science are used.

• MEASURE 2.2. Improve funding coordin ation processes and the processes for the control of expenditure between relevant ministries, state and local authorities COMPETENT BODY: Government of the Republic of Croatia IM- PLEMENTATION: Regular activity of the agencies and the relevant ministries INDICATORS: Use of public funds invested per participant. Utilisa- tion of funds in relation to planned funds.

• MEASURE 2.3. Equalise the tax treatment of all accredited education institutions regardless of their founder, especially in the area of income tax COMPETENT BODY: Government of the Republic of Croatia IMPLEMENTATION: Ministry of Finance INDICATORS: Act and regulations on income tax (and acts in other areas, if necessary) are amended

• MEASURE 2.4. Define indicators for the effective implementation of the lifelong learning objectives for the purposes of monitoring and of management of funding. Submit annual reports by the competent national and local authorities and education providers; unified and organised according to defined indicators. 265 COMPETENT BODY: Expert committee IMPLEMENTATION: Compe- tent agencies INDICATORS: Performance indicators for the lifelong learning process. Number of participants of programmes. Utilisation of funds in relation to their effectiveness

OBJECTIVE 3: PROMOTE SCIENTIFIC AND PROFESSIONAL PUBLISHING

• MEASURE 3.1. Establish a working group for drafting the objectives, measures and responsibilities related to scientific and professional of the strategyof the guidelines for the implementation publishing COMPETENT BODY: Expert committee IMPLEMENTATION: MSES, Ministry of Culture, Union of Publishers and Booksellers at the Croatian Chamber of Economy INDICATORS: Proposal made for the objectives, measures and responsibilities related to scientific and professional publishing

OBJECTIVE 4: INCREASE THE PUBLIC AVAILABILITY OF INFORMATION ON SCIENCE, RAISE PUBLIC AWARENESS ABOUT SCIENCE AND INCREASE THE PUBLIC IMPACT OF SCIENCE

• MEASURE 4.1. Create a system for media coverage of education and science COMPETENT BODY: MSES, Croatian Journalist Association IMPLEMENTATION: MSES INDICATORS: Increase in the number and improvement of the quality of media content dedicated to education and science

• MEASURE 4.2. Educate journalists and scientists for media coverage of science COMPETENT BODY: MSES, Ministry of Culture, Croatian Journalist Association, adult education institutions, higher education institutions IMPLEMENTATION: MSES, stakeholders in the field of science, Croa- tian Radio Television, Croatian News Agency INDICATORS: Increased number of press releases and improved quality of content in the media, as well as increased public interest in educational and scientific topics

266 OBJECTIVE 5: ENSURE OTHER PRECONDITIONS FOR THE IMPLEMENTATION OF THE STRATEGY

• MEASURE 5.1. Ensure equal financial preconditions for the operation of all public education institutions COMPETENT BODY: Government of the Republic of Croatia IM- PLEMENTATION: MSES, Ministry of Finance, local self-government units INDICATORS: Equal working conditions in primary and secondary schools

• MEASURE 5.2. Ensure equal access to information and communication technologies in all institutions of education and science COMPETENT BODY: Government of the Republic of Croatia of the strategyof the guidelines for the implementation IMPLEMENTATION: MSES, Ministry of Maritime Affairs, Transport and Infrastructure, CARNet and Croatian Regulatory Authority for Network Industries INDICATORS: Broadband Internet (or another adequate type of connection) is available to all institutions in education and science

• MEASURE 5.3. Provide timely, regular, objective and high-quality information to the public about the objectives and implementation of the Strategy and education and research in general; periodically organise public debates on the implementation of the Strategy COMPETENT BODY: Government of the Republic of Croatia IMPLE- MENTATION: MSES INDICATORS: Systematic and high-quality publication of information about the objectives and implementation of the Strategy and on education and research

OBJECTIVE 6: DEVELOP ACTION PLANS FOR THE IMPLEMENTATION OF THE STRATEGY

• MEASURE 6.1. Organise projects for the development of action plans for the implementation of complex measures COMPETENT BODY: Expert committee IMPLEMENTATION: Profes- sional teams INDICATORS: Completed projects

267 OBJECTIVE 7: INTEGRATE LIFELONG LEARNING AND EDUCATION POLICY WITH OTHER PUBLIC POLICIES RELATED TO PERSONAL, SOCIAL, ECONOMIC, REGIONAL AND CULTURAL DEVELOPMENT, AS WELL AS WITH EMPLOYMENT AND SOCIAL WELFARE POLICY

It is necessary to develop integrated and coordinated processes for implementing lifelong learning and education policies, at the centre of which are aspirations, detection and development of individuals’ capabilities, aims and cultural and other values of the society and economic development. of the strategyof the guidelines for the implementation Linking the registers and other databases of the Croatian Employment Service, the Croatian Pension Insurance Institute, the Central Registry of Affiliates and of ministries and agencies in the field of education will provide the possibility to generate a time series of key data on the economic activities of the working-age population by relevant characteristics. Changes in outcomes that have resulted from decisions taken during education and work would be analysed for the purpose of research in career development. Such data could be used for the following areas: analysis of effects of labour market policies, development and education; longitudinal studies on the effects of qualifications; development of sector profiles; assessment of labour mobility; monitoring changes in activities (occupational, physical) by status (employed, unemployed, inactive); and for providing career information and career counselling.

Quantitative data and appropriate qualitative methods are necessary not only for conducting analysis but also for forecasting future labour market needs. This is particularly the case for demand at the level of individual activities and groups of occupations such as: education planning; enrolment quotas; adult education programmes; development of sector profiles; more reliable human resource development in regional and national development plans; and planning the network of education institutions.

The results of such analyses will be used to continuously implement projects that develop new occupational standards and qualifications standards, as well as new programmes based on those standards. Eu- ropean structural funds should be used for the development of such programmes, as well as for their pilot introduction and for their implementation. The programmes would be carried out continuously as part of the process of adapting knowledge and skills to the needs of the individual, the community and the economy.

A high-quality system for monitoring and evaluating policies (as well as for monitoring the implementation of measures defined in this strategic 268 objective) will provide the basis to learn from experience. Therefore, a system for directing and managing such activities should be established under the authority of the National Council for the Development of Human Potential (NCDHP). The Council should adopt guidelines and decisions in cooperation with the National Education Council (NEC) and the National Council for Science, Higher Education and Technological Development (NCSHE).

In the process of lifelong learning, special importance is placed on work- based learning, which should become an integral part of a system for acquiring practical knowledge and skills at the level of secondary school, higher education and adult education and training. Greater involvement in the work processes during education will raise the employability of students and speed-up the process of adaptation to the workplace. of the strategyof the guidelines for the implementation • MEASURE 7.1. Design and establish a Public Register of Human Potential and link databases of employees, the unemployed and learners attending formal education programmes COMPETENT BODY: State and public administration bodies (MSES, Ministry of Labour and Pension System, Ministry of Public Ad- ministration) IMPLEMENTATION: Relevant ministries and Croatian Employment Service, agencies in the education sector INDICATORS: Public Register of Human Potential established. Percentage of the population and percentage of learners attending formal education programmes included in the database/register.

• MEASURE 7.2. Establish a system for the monitoring and evaluation of integrated policies of development, education and employment, based on their defined objectives. Conduct a needs analysis of the labour market and society as a whole and prepare and implement projects aimed at the development of new occupational standards and qualifications standards, as well as educational programmes based on those standards. COMPETENT BODY: NCDHP in cooperation with other National Councils IMPLEMENTATION: Ministries responsible for the implementation of the CROQF INDICATORS: Assessment of the extent to which the system for monitoring and utilisation of the data obtained from annual reports on the effects of policies and measures (in relation to set objectives and selected indicators) is operational. Number of new occupational standards, qualifications standards and related educational programmes, based on the analysis of the labour market and society as a whole.

• MEASURE 7.3. Develop models and tools for forecasting needs for knowledge, skills and qualifications in line with the development goals of society and with foreseeable demographic and migratory changes COMPETENT BODY: State and public administration bodies 269 IMPLEMENTATION: Relevant ministries, public employment services, trade associations, chambers, higher education institutions INDICATORS: Number of models and tools. Quality of the methodology (level of usage of the obtained data).

• MEASURE 7.4. Develop a model and implementation mechanisms for the acquisition of practical knowledge and skills in a work environment as part of the qualifications that prepare for the labour market COMPETENT BODY: MSES, Ministry of Labour and Pension System and all other ministries related to the economy and individual sector IMPLEMENTATION: Employers, craftsmen, employers’ associations, social partners, agencies, education institutions, civil society, public administration INDICATORS: Percentage of employers who are certified to receive of the strategyof the guidelines for the implementation students to work during their education. Percentage of learners involved in the work processes during regular and adult education. In- crease of employability of people with new skills compared to those who did not have the same learning process. Results of employer survey about their satisfaction with the work of new employees.

• MEASURE 7.5. Develop a model to promote shortage occupations COMPETENT BODY: MSES, Ministry of Labour and Pension System and other ministries related to the economy and individual sectors, local self-government units IMPLEMENTATION: Employers, craftsmen, employers’ associations, social partners, agencies, education institutions, civil society organisations, public administration INDICATORS: Decline in demand for shortage occupations. Incen- tives ensured for shortage occupations in the form of additional employee benefits and provision of accommodation for working in smaller towns.

270 of the strategyof the guidelines for the implementation

271

272 ABBREVIATIONS

ENGLISH CROATIAN FULL NAME IN english

AZUP Common Andragogical Data Register HAKOM Croatian Regulatory Authority for Network Industries HAMAG Croatian Agency for SMEs, Innovations and Investments BICRO srce University Computing Centre agr voi Unit for the preparation of a comprehensive system for monitoring, assessing, grading and reporting as a part of the comprehensive curricular reform AMEUP Ampeu Agency for Mobility and EU Programmes ASHE azvo Agency for Science and Higher Education AVETAE asoo Agency for Vocational Education and Training and Adult Education CARNet CARNet Croatian Academic and Research Network CASA HAZU Croatian Academy of Sciences and Arts CBRD HBOR Croatian Bank for Reconstruction and Development CCE HGK Croatian Chamber of Economy CCTC HOK Croatian Chamber of Trades and Crafts CEA HUP Croatian Employers’ Association CEEPUS Central European Exchange Program for University Studies ces HZZ Croatian Employment Service cf Cohesion Fund CISOK CISOK Lifelong Career Guidance Centre cja HND Croatian Journalists’ Association CNES HNOS Croatian National Educational Standard CROQF HKO Croatian Qualifications Framework CSF Common Strategic Framework CSF HRZZ Croatian Science Foundation EAFRD European Agricultural Fund for Rural Development EAR AGR Unit for the preparation of a comprehensive system of monitoring, assessment, grading and reporting as a part of the comprehensive curricular reform ECTS European Credit Transfer System ECVET European Credit System for Vocational Education and Training ELGPN European Lifelong Guidance Policy Network EMFF European Maritime and Fisheries Fund EQA oko Unit responsible for education quality assurance EQF European Qualifications Framework 273 ERC European Research Council ERDF European Regional Development Fund ESF European Social Fund ESG Standards and Guidelines for Quality Assurance in the European Higher Education Area ESIF European Structural and Investment Funds ETTA azzo Education and Teacher Training Agency ETUCE European Trade Union Committee for Education EU European Union EWGR SRS Expert working groups for the preparation of national curricular documents EWGRI ERS Expert working group for innovation and modernisation of the National Curriculum Framework and harmonisation of various educational policy documents abbreviations FET Future and Emerging Technologies FTE Full-time equivalent GDP BDP Gross domestic product HDI Human Development Index HEIIS ISVU Higher Education Institutions Information System ICT IKT Information and Communication Technologies KEY Key Enabling Technologies KIC Knowledge and Innovation Community LLP Lifelong Learning Programme MET MST Mobile Expert Teams MLPS MRMS Ministry of Labour and Pension System MMATI MPPI Ministry of Maritime Affairs, Transport and Infrastru- cture MoE MINGO Ministry of Economy MOEC MINPO Ministry of Entrepreneurship and Crafts MoF MFIN Ministry of Finance MoI MUP Ministry of the Interior MRDEUF MRRFEU Ministry of Regional Development and EU Funds MSES MZOS Ministry of Science, Education and Sports NCC NVK National Competitiveness Council NCDHP NVRLJP National Council for the Development of Human Potential NCEE NCVVO National Centre for External Evaluation of Education NCF NOK National Curriculum Framework NCSHE NVZVO National Council for Science, Higher Education and Technological Development NEC NVOO National Education Council NUL NSK National and University Library OECD Organisation for Economic Co-operation and Deve- lopment PISA Programme for International Student Assessment SEECEL South East European Centre for Entrepreneurial Learning SNI MPU Support network for the introduction of curricular 274 documents into the education system STEM Science, Technology, Engineering, Mathematics UEAS JSAP Unit for expert and administrative support for the preparation of curricular documents UNDP United Nations Development Programme VET SSO Vocational education and training abbreviations

275

276 FOOTNOTES

1 In the text the words and terms used with a gender meaning, shall equally apply to both genders (masculine and feminine) and to both numbers (singular and plural), regardless of whether they are used in the masculine or feminine form, or the singular or plural form. (This is relevant for the Croatian version of the Strategy.)

2 Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, Official Journal L 394 of 30.12.2006.; http: //eur-lex.europa.eu/LexUriServ/ site/en/oj/2006/l_394/l_39420061230en00100018.pdf

3 Rethinking education: Investing in skills for better socioeconomic outcomes; http: //ec.europa.eu/education/news/rethinking_en.htm

4 OECD Programme for International Student Assessment (PISA); http: //www.oecd.org/pisa/

5 Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning. (Official Journal of the European Union 2012/C 398/01)

6 *In this text, the term adult education institution refers (in the narrow sense) to institutions whose fundamental or predominant activity is related to adult education. In the broader sense, the term refers to all other institutions connected to education (secondary schools, higher education institutions, non-formal education institutions).

7 The documents are the following: —Making a European Area of Lifelong Learning a Reality (2001) —Council Resolution on lifelong learning (2002) —Adult learning: It is Never Too Late to Learn (2006) —It is Always a Good Time to Learn (2007) —European Platform against Poverty and Social Exclusion (2010) —Youth on the Move (2010)

8 http: //www.see-educoop.net/education_in/pdf/bela_knjiga-cro- hrv-t02.pdf

9 http: //www.zakon.hr/z/384/Zakon-o-obrazovanju-odraslih

10 http: //public.mzos.hr/lgs.axd?t=16&id=15672

11 http: //euapp.weebly.com/uploads/1/2/8/2/12824638/deklaracija_o_ znanju.pdf 277 12 http: //info.hazu.hr/upload/file/Dokumenti/Izjava%20HAZU_Va- znost%20znanja%20i%2 0primjena%20znanja%20za%20izlazak%20iz%20 krize%20i%20razvoj%20Hrvatske.pdf 13 http: //public.mzos.hr/Default.aspx?art=11662

14 The European Lifelong Guidance Policy Network, ELGPN, http: //www. elgpn.eu

15 http: //ec.europa.eu/education/com392_en.pdf

16 http: //www.europarl.europa.eu/sides/getDoc.do?language=EN&reference=A6- 0304/2008

17 http: //www.see-educoop.net/education_in/pdf/01-en_principles_ footnotes en.pdf

18 http: //eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD: 2012: 0374: FIN: EN: PDF

19 Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’)

20 European Commission: Rethinking education: investing in skills for better socioeconomic outcomes

21 Council conclusions of 26 November 2012 on education and training in Europe 2020 — the contribution of education and training to economic recovery, growth and jobs

22 National Curriculum Framework for Pre-school Education and Gene- ral Compulsory and Secondary Education. MSES, 2011

23 M. Mourshed, C. Chijioke and M. Barber, How the World’s Most Im- proved School Systems Keep Getting Better, Washington, D.C.: McKinsey and Co., 2010

24 School Autonomy in Europe. Policies and Measures, Brussels: Eurydice, 2007; also PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), OECD Publishing: 2003

25 See Objective 8 of this Strategy.

26 See in particular Objective 8.2 of this Strategy.

27 The term ‘educational outcomes’ refers to more broadly defined outcomes that should be acquired through the formal educational system. This is especially important when it comes to the pedagogical dimension of all levels of education and to educational outcomes that are not directly 278 related to teaching, such as creativity, metacognition, initiative, enterprise, etc. The term ‘learning outcomes’ is more directly related to the process of teaching and learning in schools and is more closely linked to dominant forms of validation and assessment such as written and oral examination.

28 Since the strategic objective ‘Implementation of a comprehensive curricular reform’ has been recognised as one of the strategic priorities whose implementation should begin immediately after the adoption of the Strategy for Education, Science and Technology, the sub-objectives and specific measures are designed as part of a comprehensive project with precisely defined deadlines and a high level of specificity.

29 In the text, the terms ‘early childhood and pre-school education’ and ‘primary education’ are used. At the level of secondary education, the terms ‘grammar school (gymnasium)’, ‘vocational education’ and ‘art edu- footnotes cation’ are used, by which the pedagogical dimension of different types of secondary education is not neglected.

30 It is important to emphasise that the area and subject/modular structure, as well as the number of hours on particular levels and in particular types of education, are not defined by this Strategy.

31 Eurydice (2013). Compulsory Education in Europe 2012/13

32 Eurydice (2013). Recommended Annual Taught Time in Full-time Compulsory Education in Europe 2012/13

33 In this part of the text, all persons responsible for teaching and learning by the end of secondary education, regardless of whether early childhood and pre-school education, primary education or secondary education is concerned (including technical, professional and art education), are referred to as teachers (in accordance with Recommendation Concerning the Status of Teachers, UNESCO, Paris, 1966).

34 EC (2012). Communication Supporting the Teaching Professions for Better Learning Outcomes, http: //ec.europa.eu/education/news/rethinking/sw374_en.pdf

35 Eurydice (2013). Key Data on Teachers and School Leaders in Europe. Luxembourg: Publications Office of the European Union. http: //eacea. ec.europa.eu/education/eurydice/documents/key_data_series/151EN.pdf

36 Statistical Yearbook of the Republic of Croatia (2012). Zagreb: Cro- atian Bureau of Statistics, http: //www.dzs.hr/Hrv_Eng/ljetopis/2012/ sljh2012.pdf

37 OECD (2012a). PISA IN FOCUS — Does performance-based pay improve teaching? http: //www.oecd.org/pisa/pisaproducts/pisainfocus/50328990.pdf

279 38 OECD (2012b). PISA IN FOCUS — Does money buy strong performance in PISA? http: //www.oecd.org/pisa/pisaproducts/pisainfocus/49685503.pdf

39 NCVVO data, http: //www.ncvvo.hr/drzavnamatura/c/portal/layout?p_l_id=PUB.1001.21.

40 OECD Programme for International Student Assessment (PISA). http: //www.oecd.org/pisa/

41 Baranović, B., Domović, V. Vizek Vidović, V. (2013). Changes and developmental directions in contemporary education, in: Milanović, D. Bežen, A. Domović, V. (ed.) Teaching methods in the contemporary education system, Zagreb: Academy of Educational Sciences (7–25). footnotes 412 ETUCE (2008). Teacher education in Europe, Brussels: European trade union committee for education and Comité syndical europeen de l’édu- cation. http: //etuce.homestead.com/Publications2008/ETUCE_PolicyPa- per_en_web.pdf

43 Vizek Vidović, V. (ed.) (2005). Lifelong learning of teachers — multiple perspectives, Zagreb, Institute for Social Research in Zagreb.

44 ETTA (2013). Analysis of the existing ETTA system of in-service training of educational staff and estimation of needs for in-service training of educational staff, Zagreb, http://www.azoo.hr/images/pkssuor_dokumen- ti/130429_C1_Analiza_AZOO_INSETT_syste m_TNA_fin_compl_HR.pdf

45 Eurydice (2006). Quality Assurance in Teacher Education in Europe. http://www.cen.eu/cen/Services/Education/Educationaboutstandards/Do- cuments/11.QualityAssurance

46 Domovicć, V. (2011). Teaching profession and the professional identity of teachers. In: Vizek Vidovicć, V. (ed.): Teachers and their mentors. Zagreb: Institute for Social Research, p. 12–37.

47 C (2011b). Position of the Commission Services on the development of Partnership Agreement and programmes in the Republic of Croatia for the period 2014–2020. http://ec.europa.eu/regional_policy/what/.../partnership/hr_position_paper.pdf

48 Hattie, J. (2003). Teachers Make a Difference. What is the research evidence? Australian Council for Educational Research. http: //www.acer. edu.au/documents/Hattie_TeachersMakeADifference.pdf

49 Fullan, M. (2001). The New Meaning of Educational Change (3rd ed.) Teachers College Press, Columbia University. New York, NY.

50 Donaldson, G. (2010). Development of national teacher qualification 280 frameworks across. Five Balkan countries (working paper — ATEPIE project) http: //www.cep.edu.rs/sites/default/files/teacher_qualifications_in_five_ balkan_countries.pdf

51 EC communication (2012). Supporting the Teaching Professions for Better Learning Outcomes, http: //ec.europa.eu/education/news/rethinking/sw374_en.pdf

52 OECD (2013). Synergies for Better Learning — An International Perspective on Evaluation and Assessment. Chapter 7: The appraisal of school leaders: Fostering pedagogical leadership in schools.

53 Day, C., P. Sammons, D. Hopkins, A. Harris, K. Leithwood, Q. Gu and E. Brown (2010), 10 Strong Claims about Successful School Leadership, National College for School Leadership, Nottingham. footnotes

54 Barber, M. and Mourshed, M. (2007). How the World’s Best-performing School Systems Come Out on Top.

55 European Commission (2013). Reducing early school leaving: Key messages and policy support — Final Report of the Thematic Working Group on Early School Leaving

56 Ristić Dedić, Z., Jokić, B. (2011). Efficiency of preventive measures in Croatian educational system, MSES, internal report

57 Government of the Republic of Croatia (2003). National programme for Roma people, http: //www.vlada.hr/nacionalniprogramromi/nacprog- zarom.htm

58 Government of the Republic of Croatia (2005). Decade of Roma Inclusion 2005–2015 Action Plan — Education, http: //public.mzos.hr/lgs. axd?t=16&id=14321

59 In the school year of 2005/2006, 106 111 children were included in pre-school education, whereas in the school year of 2012/2013 the number rose up to 128 046 children (CBS, 2006 and 2013). In the school year of 2004/2005, 391 112 students were enrolled in primary schools, and in the school year of 2012/2013 the number decreased to 334 070 (CBS, 2006 and 2013). In the school year of 2004/2005, 188 677 students were enrolled in secondary schools, and in the school year of 2012/2013 the number decreased to 184 793 (CBS, 2006 and 2013).

60 According to population projections, by 2021 the number of children and youth aged 0–19 will decrease by 86 840 compared to 2011. Out of the total number, 21 752 are children aged 0–4, 1 915 are children aged 5–9, 22 990 are children aged 10–14 and 40 183 are children aged 15–19 (Akrap and Čipin, 2013).

61 The State Pedagogical Standard of Primary Education (2008), Article 28 281 62 Adapted in accordance with: The European Qualifications Framework For Lifelong Learning (EQF). Luxembourg: Office for Official Publications of the European Communities — Annex III — Common Principles for Quality Assurance in Higher Education and Vocational Education and Training in the context of the European Qualifications Framework.

63 ETTA (2013). Analysis of the existing ETTA system of in-service training of educational staff and estimation of needs for in-service training of educational staff, Zagreb, http://www.azoo.hr/images/pkssuor_dokumen- ti/130429_C1_Analiza_AZOO_INSETT_syste m_TNA_fin_compl_HR.pdf

64 The existing Department for the development and information infrastructure of the education system performs some work from the scope of quality assurance. However, it does not necessary have the competen- footnotes ces and capacities for system management and should be renamed, its jurisdiction clearly defined and human resources strengthened.

65 Principles and approaches used for external evaluation of schools can also be used for external evaluation of pre-school institutions and student dormitories.

66 Faubert, V. (2009), School Evaluation: Current Practices in OECD Co- untries and a Literature Review, OECD Education Working Papers, No. 42, OECD Publishing. http: //dx.doi.org/10.1787/218816547156

67 OECD (2013). Synergies for Better Learning — An International Perspective on Evaluation and Assessment. Chapter 6: School evaluation: From compliancy to quality.

68 Popham, J. (1991), ‘Why standardized tests don’t measure educational quality’, Educational Leadership, 56/6, 8–15.

69 OECD (2013). Synergies for Better Learning — An International Per- spective on Evaluation and Assessment. Chapter 4: Student assessment: Putting the learner at the centre.

70 EU Commission (2012). Assessment of Key Competences in Initial Education and Training: Policy Guidance.

71 Progress in International Reading Literacy Study (PIRLS). http: //nces. ed.gov/surveys/pirls/pirls2006.asp

72 Trends in International Mathematics and Science Study. http: //timss. bc.edu/timss2011/

73 First European Survey on Language Competences. http: //ec.europa. eu/languages/eslc/

282 74 OECD Programme for International Student Assessment (PISA). http: //www.oecd.org/pisa/

75 European Communities (2007). Key Competences for Lifelong Lear- ning — A European Reference Framework.

76 Looney, J.W. (2011). Integrating Formative and Summative Asse- ssment: Progress Toward a Seamless System?. OECD Education Working Papers, No. 58, OECD Publishing.

77 Europe 2020: A strategy for smart, sustainable and inclusive growth

78 Education and training within Europe 2020 strategy

79 Education and Training Monitor 2012, Rethinking education: inve- footnotes sting in skills for better socio-economic outcomes

80 Summaries in European legislation, Modernising universities

81 Internationalisation in European higher education: European policies, institutional strategies and EUA support

82 EC, The Higher Education Modernisation Agenda

83 EC, The Bologna Process — Towards the European Higher Education Area

84 MOZVAG, Directory of study programmes

85 http: //www.dzs.hr

86 Network of higher education institutions and study programmes in the Republic of Croatia, http: //www.unipu.hr/uploads/media/Mreza_vi- sokih_ucilista_i_studijskih_programa_u_RH_ final.pdf

87 The Croatian Qualifications Framework Act, http: //narodne-novine.nn.hr/clanci/sluzbeni/2013_02_22_359.html

88 MSES, ECTS - European Credit Transfer and Accumulation System

89 Using learning outcomes, European Qualifications Framework Series: Note 4

90 Summaries of EU legislation, European Qualification Framework

91 Summaries of EU legislation, eLearning Action Plan

92 Study in Croatia, Croatian higher education system

93 Centre for Politological Research. Where is Croatia Going? Future 283 population trends

94 Data - ASHE, www.azvo.hr

95 EC Education & Training, EU studies and projects on mathematics and science

96 Standards and Guidelines for Quality Assurance in European Higher Education Area, http: //www.unidu.hr/datoteke/19izb/ESG-u-potpunosti. pdf, http: //www.unidu.hr/datoteke/19izb/ESG-u-potpunosti.pdf

97 www.azvo.hr

98 Data from the Ministry of Labour and Pension System, http: //www. footnotes mrms.hr/povezivanje-obrazovanja-i-potreba-trzista-rada

99 UNESCO, Handbook on career counselling

100 MOZVAG, Directory of study programmes

101 According to the data from the MSES

102 Standards and Guidelines for Quality Assurance in European Higher Education Area, http: //www.unizg.hr/fileadmin/upravljanjekvalitetom/pdf/ docsmjernice/esg.pdf

103 Ordinances on the contents of a letter of accreditation, conditions for obtaining accreditation for activity of higher education, implementing study programmes and re- accreditation of higher education institutions, http: //narodne-novine.nn.hr/clanci/sluzbeni/2010_02_24_575.html

104 Centre for Politological Research. Where is Croatia Going? Future population trends

105 Ordinance on the conditions for the election to scientific grades, http: //narodne- novine.nn.hr/clanci/sluzbeni/289156.html

106 Decision on the necessary conditions for the assessment of teaching and professional activity in the election process for teaching grades, http: //narodne-novine.nn.hr/clanci/sluzbeni/128118.html

107 Collective Agreement for Science and Higher Education

108 MSES, Programme agreements

109 EHEA, Bologna Process, Financing and Governance of Higher Education

110 ECA Paper: Private higher education institutions and quality assurance 284 111 Centre for Higher Education Policy Studies, Progress in higher education reform across Europe, Funding Reform

112 Ordinances on the contents of a letter of accreditation, conditions for obtaining accreditation for activity of higher education, implementing study programmes and re- accreditation of higher education institutions, http: //narodne-novine.nn.hr/clanci/sluzbeni/2010_02_24_575.html

113 http: //www.isvu.hr/javno/hr/index.shtml

114 http: //mozvag.srce.hr/

115 Prague Communiqué, http: //zagreb.idi.hr/bolonjski_dokumenti/ Praska%20deklaracija%20Hr.doc footnotes 116 Bucharest Communiqué, http: //www.ehea.info/Uploads/(1)/Bucha- rest%20Communique%202012(2).pdf

117 London Communiqué, http://www.ond.vlaanderen.be/hogeron- derwijs/Bologna/documents/mdc/London_Communiqu e18May2007.pdf

118 http: //www.eurostudent.eu/

119 Data from the MSES

120 MSES, Programme agreements

121 Publicdata.eu, Participation of Under-Represented Groups in Higher Education, http://publicdata.eu/dataset/participation-of-under-represented-groups-in-higher-education

122 Access, http: //www.tempus-access.info/

123 Eduquality, http: //www.eduquality-hr.com/index.php?option=com_ content&view=section&layout= blog&id=9&Itemid=124&lang=hr

124 EC, Education & Training, Mobility and lifelong learning instruments

125 EUA, Annual Report 2012

126 http: //www.leru.org/index.php/public/home/

127 http: //ec.europa.eu/education/lifelong-learning-programme/era- smus_en.htm

128 www.ceepus.info/

129 eu2013.ie, A Presidency Explainer: Erasmus+

130 EUA, Annual Report 2012 285 131 Academic Cooperation Association, Promoting Innovation and Inter- nalisation, http: //www.aca-secretariat.be/index.php

132 Act on Quality Assurance in Higher Education and Science, http: // narodne-novine.nn.hr/clanci/sluzbeni/2009_04_45_1031.html

133 Standards and Guidelines for Quality Assurance in the European Higher Education Area, http: //www.eqar.eu/fileadmin/documents/ e4/050221_ENQA_report.pdf

134 http: //www.azvo.hr/images/stories/kvaliteta/ESG_HR_final.pdf

135 Ordinances on the contents of a letter of accreditation, conditions for obtaining accreditation for activity of higher education, implementing footnotes study programmes and re- accreditation of higher education institutions, http: //narodne-novine.nn.hr/clanci/sluzbeni/2010_02_24_575.html

136 The Strategy and Action Plan for Adult Education, 2004, Committee for Adult Education; http: //www.mzos.hr/Download/2004/07/27/Strate- gija_obrazovanja_odraslih_i_akcijski_ plan.doc

137 Croatia Based on Knowledge and the Application of Knowledge, Croatian Academy of Science and Arts, 2004

138 Horizon 2020 — The Framework Programme for Research and Inno- vation, European Commission, November 2011

139 The Importance of Knowledge and the Application of Knowledge in Overcoming the Crisis and Fostering the Development of Croatia, Croa- tian Academy of Science and Arts, 30 November 2011

140 Summary Human Development Report 2013 — Rise of the South: Human Progress in a Divers World, United Nations Development Pro- gramme, 2013

141 Europe 2020 A strategy for smart, sustainable and inclusive growth, European Commission, March 2010

142 Europe 2020 Flagship Initiative Innovation Union, European Commission, November 2010

143 Europe 2020 Digital Agenda for Europe, European Commission, August 2010

144 Strategy of Development of the Republic of Croatia — Croatia in the 21st Century — Science, Official Gazette, 108/2003, 26 August 2003

145 Science and Technology Policy of Croatia 2006–2010, Ministry of 286 Science, Education and Sports, October 2006 146 Action Plan to Encourage Investment in Science and Research, Mi- nistry of Science, Education and Sports, April 2008

147 Action Plan to Increase the Absorption Capacity of the Republic of Croatia for Participation in the Seventh Framework Programme for Research and Development 2009–2010, Ministry of Science, Education and Sports, December 2008

148 Action Plan for the Mobility of Researchers 2011–2012, Ministry of Science, Education and Sports, December 2010

149 Guidelines for the Strategy for Education, Science and Technology, Ministry of Science, Education and Sports, April 2012 footnotes 150 Definition: European Research Council ERC( )

151 Elements for a Common Strategic Framework 2014 to 2020 the European Regional Development Fund, the European Social Fund, the Cohesion Fund, the European Agricultural Fund for Rural Development and the European Maritime and Fisheries Fund, European Commission, March 2012

152 Position of the Commission Services on the development of Par- tnership Agreement and programmes in the Republic of Croatia for the period 2014–2020

153 Strategy for Science, Technology and Innovation Indicators, Forfás, Republic of Ireland, December 2011

154 Recommendations based on the debate ‘Education for a technology-dependent knowledge society’, Croatian Academy of Science and Arts, 28 November 2007

155 Statistical data 2013, Croatian Bureau of Statistics, 2013

156 Research and Innovation performance in Croatia, Country profile 2013, European Commission, Directorate-General for Research and Inno- vation.

157 Innovation Union Scoreboard 2014, European Commission, 2014

158 Doctorate graduates in 2012, Communication, Croatian Bureau of Statistics, 15 March 2013

159 European Textbook on Ethics in Research, European Commission, Directorate-General for Research, 2010

160 The European Charter for Researchers and The Code of Conduct for the Recruitment of Researchers, European Commission, Directorate-Ge- 287 neral for Research, 2005, European Charter for Researchers and Code of Conduct for the Recruitment of Researchers, University of Zagreb, 2011

161 Recommendations based on the debate ‘Innovation, research university and enterprise based on knowledge’, Croatian Academy of Science and Arts, 30 April 2008

162 Aarhus Declaration 2011 ‘Investing Today in Talent Tomorrow’, Eu- ropean University Association, May 2011

163 Research Strategy Development and management at European Universities, European University Association, 2006

164 ‘Research universities and research assessment’, (52.), League of footnotes European Research Universities, 2013

165 Action for ‘centres of excellence’ with a European dimension, Eu- ropean Research Area.

166 Salzburg Principles, Bologna Seminar on ‘Doctoral Programmes for the European Knowledge Society’, Salzburg, 3–5 February 2005

167 Doctoral Studies, National Foundation for Science, Higher Educati- on and Technological Development of the Republic of Croatia, 2006

168 Salzburg II Recommendations: European university achievements since 2005 in implementing the Salzburg principles, European University Association, 2010

169 Trends 2010: A decade of change in European Higher Education, European University Association, 2010

170 Quality Assurance in Doctoral Education: results of the ARDE project, European University Association, 2013

171 Report of Mapping Exercise on Doctoral Training in Europe ‘Towards a common approach’, European Commission, 2011

172 Study on the organisation of doctoral programmes in EU neighbouring countries: Croatia, Technopolis Group, 2010

173 Study on the organisation of doctoral programmes in EU neighbouring countries: Practices, developments and regional trends — Final synthesis, Technopolis Group, 2010

174 Good Practice Elements in Doctoral Training, Advice paper No. 15, League of European Research Universities, January 2014

288 175 Regulation (EU) No. 1291/2013 of the European Parliament and of the Council from 11 December 2013 on establishing the Horizon 2020 Framework Programme for Research and Innovation (2014–2020) and on putting out of force the Decision No. 1982/2006/EZ, Official Journal of the European Union, L 347/104 HR, 20 December 2013

176 Indicator contained in the reports of the European Commission: Research and Innovation Performance in Croatia, Country profile 2013, European Commission, Directorate-General for Research and Innovation

177 The number and structure of business entities in December 2012, Communication 1.1.11/4, Croatian Bureau of Statistics, 13 February 2013

178 Science, technology and innovation in Europe 2012 edition, Euro- stat/European Commission, European Union, 2012 footnotes

179 NACE Rev. 2 Statistical classification of economic activities in the European Community, Group 21, 26, 59–63 and 72, Eurostat

180 National Classification of Activities, Groups 21, 26, 59–63 and 72, Croatian Bureau of Statistics

181 Innovation in Croatian Enterprises 2008–2010, Communication 8.2.2, Croatian Bureau of Statistics, 13 July 2012

182 Innovation Union Scoreboard 2013, European Commission, 2013

183 Improving knowledge transfer between research institutions and industry across Europe, European Commission, Directorate-General for Research, Directorate-General for Enterprise and Industry, 2007

184 Annual Report 2012, European Institute of Innovation and Techno- logy (EIT), 2013

185 Catalysing innovation in the knowledge triangle — Practices from the EIT Knowledge and Innovation Communities, Publication for the Eu- ropean Institute of Innovation and Technology (EIT) by Technopolis Group, June 2012

186 Guide to Social Innovation, European Commission, February 2013

187 Western Balkans Regional R&D Strategy for Innovation, World Bank, October 2013

188 Guide to Research and Innovation Strategies for Smart Specialisati- ons (RIS3), European Union, May 2012

189 Connecting Universities to Regional Growth: A Practical Guide, European Union Regional Policy, September 2011 289 190 A European Strategy for Key Enabling Technologies — A bridge to growth and jobs, European Commission, June 2012

191 Strengthening the role of European Technology Platforms in addressing Europe’s Grand Societal Challenges, Report of the ETP Expert Group, European Commission, Directorate- General for Research, October 2009

192 Strategy for European Technology Platforms: ETP 2020, European Commission, Commission Staff Working Document, July 2013

193 Horizon 2020 Work Programme 2014–2015, 4. European rese arch infrastructures (including e-Infrastructures), European Commission Decision C (2013)8631 of 10 December 2013 footnotes 194 Croatian Open Access Declaration (http: //www.otvorenipristup.hr/ wiki/index.php/Otvoreni_pristup_znanstvenim_publikacijama)

195 CRO NGI Croatian National Grid Infrastructure (www.cro-ngi.hr)

196 European Research Infrastructures with global Impact — Some Examples from the ESFRI Roadmap, ESFRI European Strategy Forum on Research Infrastructures

197 State of Play of the Implementation of the Projects on the ESFRI Roadmap 2010 — Report of the Implementation Group to the ESFRI, ESFRI European Strategy Forum on Research Infrastructures, November 2012

198 Concept for a Science-Driven Evaluation of Large Research Infra- structure Projects for a National Roadmap (Pilot Phase), Wissenschaftsrat, Germany, December 2012

199 Analysis of the development of R&D expenditure at regional level in the light of 3% target, European Commission, Directorate-General for Research, 2009

200 Science, technology and innovation in Europe 2013 edition, Euro- stat/European Commission, European Union, 2013

201 Budget allocations for research and development 2011–2012, Com- munication 8.2.4, Croatian Bureau of Statistics, 27 December 2012 and Budget allocations for research and development 2011–2012, Communica- tion 8.2.2, Croatian Bureau of Statistics, 30 December 2013

202 Research and Development in 2011, Communication 8.2.1, Croatian Bureau of Statistics, 13 November 2012 and Research and Development 2012, Communication 8.2.1, Croatian Bureau of Statistics, 31 October 2013

203 Enterprises/companies whose main activity is producing goods and 290 services for the market at a commercial price. Public enterprises belong to the business sector.

204 Higher education institutions regardless of the source of financing or legal status.

205 Institutions and other bodies that provide the community with free shared services (other than higher education), which could otherwise not be provided under market conditions, and are an expression of economic and social policy of the community. Public institutes belong to the state sector.

206 Non-profit organisations that provide non-market goods or services to households (i.e. the general public), except for those that are controlled and mainly financed by the state, whose main characteristic is that they footnotes cannot be sources of income or profit for the units they are monitored by.

207 Position of the Commission Services on the development of Par- tnership Agreement and programmes in the Republic of Croatia for the period 2014–2020

291