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On VET

Useful sites:


Ministry of Science and Education of Croatia


Agency for Vocational Education and Training and Adult Education

Portor.hr: policy framework

European Centre for the Development of Vocational Training (CEDEFOP)

ReferNet Croatia

WorldSkills Europe

Nove boje znanja

Croatian Qualifications Framework


European Training Foundation (ETF)

Relevant legislation

 HR:

Zakon o strukovnom obrazovanju („Narodne novine“, 22/2013)
Zakon o obrtu („Narodne novine“, broj 143/2013.)
Pravilnik o načinu organiziranja i izvođenju nastave u strukovnim školama („Narodne novine“, broj 140/2009)
Pravilnik o postupku i načinu polaganja pomoćničkog ispita („Narodne Novine“, broj 63/2014)
Pravilnik o postupku i načinu izdavanja dozvola (licencija) za izvođenje praktične nastave i vježbi naukovanja („Narodne novine“, broj 37/2015.)
Pravilnik o minimalnim uvjetima za ugovore o naukovanju („Narodne novine“, broj 63/2014.)
Odluka o donošenju Programa za stjecanje pedagoških kompetencija za strukovne učitelje, suradnike u nastavi i mentore („Narodne novine“, broj 8/2016)
Pravilnik o uvjetima i načinima nastavka obrazovanja za višu razinu kvalifikacije („Narodne novine“, broj 08/2016)
Zakon o radu („Narodne novine“, 93/2014)
Pravilnik o poslovima na kojima se ne smije zaposliti maloljetnik („Narodne novine“, broj 89/2015)
Pravilnik o poslovima na kojima maloljetnik može raditi i o aktivnostima u kojima smije sudjelovati („Narodne novine“, broj 62/2010)


VET Development Programme 2016-2020
Strategy of Education, Science and Technology (HR)
Zakon o Hrvatskom kvalifikacijskom okviru (HR)

EU:

Fact sheets on the European Union: Education and Vocational Training
Education and Training 2020 – ET 2020

Copenhagen Declaration 2002
Maastricht Communique 2004
Helsinki Communique 2006
Bordeaux Communique 2008
Bruges communique 2010
Riga Conclusions 2015

Vocational education in Croatia

Duration of education in vocational schools depends on the type of curriculum and can last from one to five years. After finishing vocational school, a student can be included into the labour market or fulfil certain conditions in order to continue his education at the secondary or tertiary level.

Programmes of secondary vocational education can be:
  • four or five-year programmes which prepare students for labour market or continuation of their education at higher level;
  • three-year programmes which prepare students for working in the field of industry, economy and crafts;
  • programmes for acquisition of lower level qualification of secondary education which are, by organizational and performance characteristics, similar to the three-year vocational programme;
  • special education programmes for students with disabilities which provide lower or secondary level of education for students with disabilities.
Source:  MZO

In school year 2016/2017 in upper secondary schools there are 103 four-year and 134 three-year programmes
The total number and names of all programs are available at the link.

Upper secondary schools, class units and students, beginning of 2016/2017 school year.
Source: Croatian bureau of statistics

Škole
Schools
Razredni
odjeli

Class units
Učenici
Students
Ponavljači
Repeaters
ukupno
Total
samostalne
Self-contained
školske
jedinice/odjeli
School/class
units
ukupno
Total
učenice
Female
 students
ukupno
Total
učenice
Female
 students
Tehničke i srodne
Technical and related schools
 258  64  194 3 323 75 486 36 026 1 040
Državne
State
 247  62  185 3 257 74 397 35 458 1 029
Privatne
Private
 9  2  7  48  647  262  9
Industrijske i obrtničke
Industrial and crafts schools
 194  22  172 1 651 30 310 10 201 1 225
Državne
State
 192  22  170 1 646 30 266 10 195 1 223
Privatne
Private
 2 -  2  5  44  6  2


List of schools that are running vocational education programs: Source: MZO


Number of students of secondary schools (including repeaters) by grades and sex, beginning of 2016/2017 school year.
Source: Croatian bureau of statistics
  Učenici
Students
ukupno
Total
I. razred
1st grade
II. razred
2nd grade
III. razred
3rd grade
IV. razred
4th grade
V. razred
5th grade
svega
All
ponavljači
Repeaters
svega
All
ponavljači
Repeaters
svega
All
ponavljači
Repeaters
svega
All
ponavljači
Repeaters
svega
All
ponavljači
Repeaters
svega
All
ponavljači
Repeaters
Tehničke i srodne – ukupno
Technical and related schools – all
75 486 1 040 18 214  387 18 273  336 18 562  235 19 166  81 1 271  1
Učenice
Female students
36 026  361 8 397  156 8 492  110 8 870  69 9 284  26  983  -
Državne
State
74 397 1 029 17 966  381 17 992  334 18 315  234 18 907  79 1 217  1
Privatne
Private
 647  9  158  6  179  2  146 -  164  1  -  -
Vjerskih zajednica
Religious community
 442  2  90 -  102  -  101  1  95  1  54  -
Industrijske i obrtničke – ukupno
Industrial and crafts schools – all
30 310 1 225 9 598  662 10 533  435 10 055  128  124  -  -  -
Učenice
Female students
10 201  335 3 112  175 3 585  125 3 380  35  124  -  -  -
Državne
State
30 266 1 223 9 586  661 10 514  434 10 042  128  124  -  -  -
Privatne
Private
 44  2  12  1  19  1  13  -  -  -  -  -






































Statistical data on vocational education and training in the EU is available on Eurostat website.






In-company trainers competences

On this page, we have outlined the relevant materials from projects and initiatives that deal with the subject of training of in-company mentors for working with apprentices.

In Croatia, according to Vocational Education Act (Official Gazette No 30/2009) and Act on Trade (Official Gazette No 143/2013) a person conducting practical teaching in the apprenticeship has to acquire pedagogical competence to be an in-company mentor, or to pass the test, which proves the basic knowledge on teaching of the students. According to Program of acquisition of pedagogical competences for vocational teachers, teaching assistants and mentors, person conducting practical teaching in the apprenticeship should complete the special program in duration of 225 hours and gain 60 ECTS points. This program greatly hampered mentorship-licensing process and it is not in accordance with the possibilities of employers.

Below we list examples of practices from EU countries that have successful apprenticeship systems. To enhance the status, qualifications and core competences and to improve professional development opportunities for in-company trainers, many countries have evolved sector-based and national initiatives. All programs have some similarities although the implementation models are quite different.
Materials provide overview of key features of the apprenticeship systems governance and regulations, roles of social partners and companies, financing, training and teaching, and attractiveness and excellence of VET.

Croatia is yet to do a complete analysis and profile of in-company mentors.

European Commission (2017) Teachers and trainers in work-based learning/apprenticeships

Thematic working group set by the European Commission in cooperation with Cedefop(2012) In-company trainers: competence requirements, certification and validation

EU project (2016): The Apprenticeship Toolbox development

EU country specific reports: Supporting teachers and trainers

Cedefop (2010): Professional development opportunities for in-company trainers

Cedefop: Teachers and trainers’ professional development

Cedefop (2014): Guiding principles on professional development of trainers in VET

The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

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