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Republic of Croatia Ministry of Education and Sports Institute for Educational Development <html> <META name="description" content="Zagreb, June 2000"> <META name="keywords" content="education system Croatia pre-school primary secondary adult special needs minorities migrants private curriculum civic library teachers management financing development ministry CRO ENL T05"> <title>Croatian educatio n sy stem - Interim Report</title> <!--NOSEARCHSTART--> REPUBLIC OF CROATIA MINISTRY OF EDUCATION AND SPORTS INSTITUTE FOR EDUCATIONAL DEVELOPMENT CROATIAN EDUCATION SYSTEM Interim Report Zagreb, June 2000 Translation of this publication is supported by Croatian National Observatory established by the European Training Foundation 1 REPUBLIC OF CROATIA MINISTRY OF EDUCATION AND SPORTS INSTITUTE FOR EDUCATIONAL DEVELOPMENT Editor in Cief: Dr. Sc. Zlatko Miliša Proofreading: prof. Nataša Mance Copyright: Ministry of Education and Sports This material was produced by the advisers and supervisors of the Institute for Educational Development. Copying, distribution or publishing is subject to prior consent of the editor. CONTENTS 2 I. INTRODUCTION……………………………………………. II. EDUCATION SYSTEM..……………………………………. 1. The structure of existing system………………………… 2. Pre-school education……………………………………… 3. Primary education………………………………………… 4. Secondary education……………………………………… 4.1. Gymnasiums …………………………………………. 4.2. Vocational education………………………………… 4.2.1. Dual system education………………………... 4.2.2. Arts education………………………………… 4.3. Students’ residential homes…………………………. 5. Education for children with special needs………………. 5.1. Education for handicapped and disabled…………… 5.2. Gifted children education……………………………. 6. Extra curricular activities………………………………… 7. Adult education……………………………………………. 8. Education of Croatian migrants abroad…………………. 9. Ethnic communities and minorities education in Croatia 10. Private education………………………………………….. III SCHOOLS’ NETWORK AND TYPES OF CURRICULA 1. Pre-school institutions…………………………………….. 1.1. Special needs education………………………………. 1.2. Minorities languages institutions……………………. 2. Compulsory education……………………………………. 2.1. Primary education in minorities languages………… 2.2. Special needs education……………………………… 2.3. Arts education………………………………………… 3. Secondary education……………………………………… 3.1. Gymnasium curricula……………………………….. 3.2. Arts schools…………………………………………... 3.3. Vocational schools……………………………………. 3.4. Dual system education………………………………. 3.5. Special needs education……………………………… 4. Students’ residential homes………………………………. 5. Adult education……………………………………………. IV EDUCATION AND EMPLOYMENT…………………………… V CURRICULUM……………………………………………………. VI EDUCATION FOR HUMAN RIGHTS AND DEMOCRACY VII LIBRARIES AND INFORMATION SERVICES………………. VIII STUDENTS’ EVALUATION AND ASSESSMENT ………….. 3 IX TEACHERS………………………………………………………. 1. Teachers qualifications……………………………………. 2. Teachers in education subsystems………………………… 3. In-service teacher training of trainees…………………… 4. Teacher training…………………………………………… 5. Teachers’ promotion……………………………………… X MANAGEMENT AND FINANCING OF EDUCATION……. 1. Administration……………………………………….. 2. Management………………………………………….. 3. Financing……………………………………………… XI PROFESSIONAL DEVELOPMENT ACTIVITIES IN EDUCATION ……………………………………………………. 1. The role & development of professional activities in education institutions……………………………… 2. Development projects………………………………… 3. The Institute for educational development…………. XII THE STRUCTURE OF THE MINISTRY OF EDUCATION AND SPORTS……………………………………………………. XIII SUMMARY……………………………………………………... 4 I. INTRODUCTION Since 1990 the Republic of Croatia has been undergoing changes in all walks of life including education. The changes in education system have been continuous with some more prominent activities in 1991, 1995 and 1996. Croatian education system has been under constant critical scrutiny and evaluation as to other European school systems. The aim is to meet the demands, which would make it compatible to common European framework still fostering traditional national values and bearing in mind the existing resources of the country. This report is an interim state of the art publication, which describes the part of the national education system, which is the responsibility of the Ministry of Education and Sports. Beside its descriptive part, the report includes statistical and other data enabling the quantifying analysis of the system and in particular that between 1997-2000. It should be noted that the overall report on Croatian education system is fragmentary as regards its continuity within the period since 1990. Due to the lack of data collecting activities in the Ministry as well as the suspension of all development activities and the extinction of the Educational Institute itself, the key data herewith included lack cohesion in their presentation. Therefore, the report includes data made available through different sources (Central Bureau of Statistics, Ministry of Education and Sports, County offices for education, non official statistics of the ministry staff, different analyses and reports, etc.) which have been collected for various purposes, and pursue different methodologies, criteria and standards what presents an objective obstacle in judging the quality and accountability of the collected material. In spite of what has been stated so far as well as for all constraints and unfavourable circumstances in the past, the aim of the report is to supply basic information to institutions and individuals who in any way might wish to reflect on and influence changes within the system. 5 II. EDUCATION SYSTEM 1. The Structure of Education System The education system in the Republic of Croatia consists of 4 main levels (see Chart 1): pre- primary, primary, secondary and higher education level. The secondary and higher education levels show horizontal and vertical variations. Chart 1: Education system in the Republic of Croatia 6 4.1.01. Education System in Croatia 6 Ph.D. Lifelong learning 26 8 25 7 Postgraduate 24 6 study Postgraduate Tertiary education (professional) 23 5 study 5 22 4 Labour Market 21 3 20 2 University study Non-university study 19 1 (professional study) 4 Special needs education Adult education 18 4 Gymna- Art Technical n 3 17 3 sium school & similar Vocational (Upper) education secondary 16 2 vocational school educatio Secondary Short term 15 1 school vocational 14 8 13 7 2 12 6 Second stage 11 5 10 4 compulsory 1 9 3 Basic education - 8 2 First stage 7 1 6 Preschool 5 0 Kindergarten education Pre-school 4 3 Nursery 2 1 Family education Usual age ISCED level Duration in years 7 2. Pre-school Education Pre - school education is the part of education system. It is regulated by: - Institutions Act (Official Gazette = Narodne novine = NN, # 76/1993) - Proposal on Development Concept of the Pre - school Education (Ministry of Culture and Education Bulletin, # 7/8, 1991) - Curricular Paths in Pre – school Education of Children (Ministry of Culture and Education Bulletin, # 7/8, 1991) - Decision on Standard Elements in Social Care of Preschool aged Children (NN # 28/1983) - Law on Financing Local Government Units (NN # 117/1993) - Pre - school Education Act (NN # 10/1997) and respective by-laws - Regulations on modalities and conditions of licensing education staff in the kindergarten (NN # 133/1997) - Regulations on modalities and conditions in promoting education staff in the kindergarten (NN # 133/1997). All quoted documents are applied at different levels with difficulties of different nature. In most cases they lack updated pedagogical standards, which should have been accepted six months after the Pre –school Education Act in 1997 was passed. Pre - school Education Programmes Pre-school education is being exercised through regular programmes varying from 5 to 10 hours a day. The most numerous are 10-hour programmes. Minor number of groups are in 5- 6 hour programmes particularly suited for smaller community centres or municipalities. The statistical data on institution number and types as well as children enrolled are given in Chapter 3. Both the 10-hour programme and the 5-6 hour programme are enriched by specialized programmes like: foreign languages, arts, music, sports etc. All programmes include supported development contents (eco) as well as drug- prevention programmes. Since 1992 special care has been given to language programmes. Namely, the Institute for Educational Development has elaborated an expertise in applying early learning of four (4) different foreign languages (English, German, Italian and French), has developed planning and evaluated the results. The latter are very satisfactory. All pre-school institutions are requested to submit proposals of their specialized programmes for approval to the Ministry of Education and Sports , namely , its Institute for Educational Development, in order to assess human resources and other conditions assuring accountability. 8 20% of children in pre-school institutions of larger communities have been included in shorter programmes which are being developed after the regular ones. Those communities which have been encouraged to develop specialized programmes (e.g. the town of Zagreb) register open market behaviour. Due to higher prices of these programmes, the parents are inclined to choose shorter specialized programmes within the regular ones, which are also cheaper than the all day programmes. 95% of the population has been included into an organized Pre-school programme free of charge for the child. The programme in most cases has been carried out by educators in kindergartens and teachers of first four grades in primary schools
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