VET in Europe database | Vocational education and training in Europe | Croatia

Cite as

Cite as: Cedefop; AVETAE - Agency for Vocational Education and Training and Adult Education (2022). Vocational education and training in Europe - Croatia: system description [From Cedefop; ReferNet. Vocational education and training in Europe database]. https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/croatia-u2

General themes

Summary of main elements 1

Overall responsibility for vocational education and training (VET) in Croatia lies with the Ministry of Science and Education supported by the Agency for VET and Adult Education (ASOO). The agency is responsible for developing VET curricula, continuous professional development of VET teachers, skills competitions and quality assurance. Stakeholders are involved in curriculum development, sector skills councils and in the VET Council.

Initial VET is publicly financed and free of charge. All VET programmes combine professional and general competences, to varying degrees; all include work-based learning (WBL), with duration and type varying.

VET is provided at upper secondary and postsecondary levels; the entry point is completion of compulsory education at age 14 or 15.

At upper secondary level, almost 70% of learners participate in initial vocational education and training (IVET). Around two thirds of VET learners are in 4-year school-based programmes, with under one third in 3-year programmes. Only one upper secondary programme lasts 5 years, leading to a general nursing qualification.

The 4-year, mostly school-based, VET programmes, with a WBL share of around 10%, as well as dual model VET programmes with WBL share of around 70%, lead to qualifications at CROQF level 4.2/ EQF level 4 and allow progression to tertiary education; this follows completing external State Matura exams. In 2020, around 80% of 4-year and 5-year programme graduates took State Matura exams and around 50% enrolled in higher education on completion of secondary education.

3-year VET programmes give access to the labour market and lead to qualifications at the Croatian Qualifications Framework (CROQF) level 4.1/ EQF level 4; WBL share ranges from 5% and more in school-based programmes, over 60% in apprenticeships (programmes for crafts, nationally referred to as unified model of education, JMO) and up to 80% in the dual model of education. Within the final exam for completion of the 3-year JMO programme, learners take the apprenticeship exam. Around 10% of all IVET learners are in apprenticeships.

Only a few learners take part in 2-year VET programmes, leading to qualifications, without completing upper secondary education. Graduates of 2- and 3-year programmes can continue their education as regular students to attain a (one level) higher qualification, which is decided by each school individually.

VET specialist development programmes (EQF 5) are foreseen but not introduced yet at post- secondary level.

Professional education and training are offered at tertiary level. Short-cycle professional undergraduate programmes last 2 to 2.5 years (at least 120 and under 180 ECTS points) and lead to qualifications at CROQF/EQF level 5. 3- to 4-year professional undergraduate programmes lead to a professional bachelor diploma at CROQF level 6.st 2 /EQF level 6. Professional bachelors may continue their studies in university; this is decided by each higher education institution individually. Specialist graduate professional studies last 1 to 2 years and lead to a professional specialist diploma at CROQF 7.1.st 3 /EQF level 7.

Adult education and training in Croatia lead to educational attainment at EQF levels 1 to 5 for learners older than 15. Most programmes are VET-related, ranging from short training and professional development to programmes leading to qualifications equivalent to those in IVET. The education ministry's approval of programmes leading to formal certificates is necessary, with prior positive opinion from ASOO. Adult learning is typically financed by learners.

Distinctive features 4

VET in Croatia has two main roles. Alongside preparation for labour market entry, it enables progression to tertiary education; this is primarily through 4-year VET programmes, where learners spend half of their time acquiring general competences. In 2020, around 54% of 4-year VET graduates enrolled in tertiary education on completion of secondary education.

Participation in VET at upper secondary level is one of the highest in the EU (69% compared to the EU-28 average of 47.3% in 2019). Croatia has the lowest rate of early school leaving in the EU (2.2% in 2020, compared to the EU-27 average of 9.9%) and has thus met its Europe 2020 national target of 4%.

Self-assessment at VET schools is part of the quality assurance system. Support measures are in place to advance self-assessment, including school visits, upgrades to the online tool e-Kvaliteta and feedback reports with recommendations.

To promote excellence in VET, Croatia is establishing a network of 25 regional centres of competence. These will offer state-of-the-art technologies, teaching excellence and work-based learning, training for professionals, VET teachers and in–company mentors, as well as close cooperation with local businesses.

In 2019, the first WorldSkills Croatia competition launched a reformed model of VET student competitions with over 560 competitors in 47 disciplines and fairs. With 10 000 visitors, high visibility and stakeholder endorsement, this became the leading national event for the promotion of VET. Following disruption by the COVID-19 pandemic in 2020, the WorldSkills Croatia competition was held live in 2021 for over 300 IVET learners in 43 disciplines.

Priorities for VET development focus on increasing its labour market relevance, quality, attractiveness and internationalisation. Determined reform efforts are under way to address outdated curricula, skills mismatch, the quality of work-based learning and apprenticeship, as well as the public image of VET. As the flagship initiative, VET curriculum reform is oriented towards comprehensive redesign in line with labour market needs, learning outcomes, work-based learning, contemporary teaching and close support to VET providers. New VET curricula, developed by the Agency for VET and Adult Education (ASOO) as a part of the VET curriculum reform, are expected to be implemented in 2022/23.

Youth unemployment has been gradually falling (16.6% in 2019 among those aged 15 to 24), yet it increased to 21.1% in 2020 in consequence of the economic effects of the COVID-19 pandemic. Similarly, the share of young people (aged 15 to 24) neither in employment nor in education and training (NEETs) fell to 11.8% by 2019, yet increased to 12.2% in 2020. Youth guarantee schemes are in place to help young people get into employment, apprenticeship, education and training within 4 months of leaving school or becoming unemployed.

National demographics are reducing the number of learners, particularly in 3-year IVET programmes. Those most affected are the apprenticeship programmes (JMO), losing half of their learners in the past 8 years. A new model of dual education was introduced as of 2018 to improve the quality of work-based learning and apprenticeships.

Participation in adult learning in 2020 was only 3.2%, positioning Croatia at the lower end of EU range despite the tax incentives available for entrepreneurs for education and training costs, and VAT exemptions for adult education providers offering programmes approved by the education ministry. The main activities aim at promotion of lifelong learning in Croatia through awareness-raising efforts by ASOO 5 .

Demographics

Population in 2021: 4 036 355 6 .

It has fallen by 5.3% since 2013 due to negative natural growth and emigration that has been steadily intensifying since Croatia joined the EU in 2013 7 .

As in many other EU countries, the population is ageing. The old-age-dependency ratio is expected to increase from 33.5% in 2021 to 59.4% in 2070.

Population forecast by age group and old-age-dependency ratio

Source: Eurostat, proj_19ndbi [extracted 1.9.2021].

Overall reduction in the number of learners at upper secondary level has been reflected in a sharp decline in enrolment rates in 3-year VET programmes over the past years. National demographics are reducing the number of learners, particularly in 3-year IVET programmes. Those most affected are the apprenticeship programmes (JMO), losing half of their learners in the past 8 years.

There is only a small number of VET providers that offer education in minority languages (9 institutions, 618 enrolled students). Language options include Serbian and Italian, followed by Hungarian, and VET providers are located in regions with higher representation of minority communities.

Economics

Although the number of small and medium-sized enterprises (SMEs) fell by 9.8% between 2010 and 2017, it started increasing again in 2018 (+2.7% from 2017). The majority of SMEs in 2018 were micro enterprises (91.1%) 8 .

SME contribution to the Croatian 'non-financial business economy' is of key importance. In 2017, 60.8% of overall value-added and 68.1% of employment is generated by SMEs, exceeding the respective EU averages of 56.8% and 66.4% 9 .

SMEs are concentrated in major urban centres (Zagreb, Split, Rijeka, Osijek) and the surrounding areas. According to total revenues, the leading industrial branches are the production of food, drinks and tobacco, chemical and oil industries.

Tourism is an important driver of the economy and generates strong multiplying effects spilling over to other economic fields. The total contribution of travel and tourism to GDP was 24.3% in 2019, against global average of 10.4%. The COVID-19 pandemic significantly affected the sector, halving its contribution to GDP in Croatia in 2020 (10.2%) and globally (5.5%) 10 .

Capital investments in infrastructure would boost the economy's growth potential; this is particularly so in transport, energy efficiency, transition to a circular economy, public and private research and development and digitalisation, but benefit would also come from resources used getting people to work and promoting social inclusion 11 .

Labour market

Alongside a fair number of regulated professions, the labour market is flexible to some extent.

Regulated professions extend over a range of sectors relevant to VET, including occupations in crafts and trades, medical care, tourism, and transportation.

The list of regulated professions is published by the Ministry of Labour 12 .

Total unemployment 13 (2020): 6.4% (6.2% in EU-27); it decreased by 4.8 percentage points (pp) since 2016 14 .

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2011-20

NB: data based on ISCED 2011; breaks in time series; low reliability for ISCED 0-2 and 5-8, age 15-24.
ISCED 0-2 = less than primary, primary and lower secondary education. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_urgaed [extracted 1.9.2021].

The figure above shows unemployment is significantly higher among young people (aged 15-24) then among those aged 25-64 and it is distributed unevenly between those with low- and high-level qualifications.

As of 2015, for the 25-64 age group, the gap has been decreasing, with the unemployment rate for unskilled workers (9.1%) still high in comparison to those with medium-level qualifications, including most VET graduates (6.8%) and to those with tertiary education (4.9%) in 2020.

Employment of VET graduates aged 20 to 34 increased from 72.2% in 2016 to 77.6% in 2020 15 .

Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4)

NB: Data based on ISCED 2011; breaks in time series.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
Source: Eurostat, edat_lfse_24 [extracted 30.8.2021].

The increase (+7.4 pp) in employment of 20- to 34-year-old VET graduates in 2016-2020 in Croatia was higher compared to the increase in employment of VET graduates (+2.9 pp) in the same period in EU-27. However, in 2019-20, the COVID-19 pandemic affected the employment of VET graduates somewhat less in the EU-27 (-1.4 pp) than in Croatia (-2.0 pp).

VET learners by level

Share of learners in VET by level in 2019

lower secondary	upper secondary	post-secondary
10.5%	69.0%	Not applicable

Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 30.08.2021].

At tertiary level, 29% of higher education students attended professional programmes in 2019 16 .

Early leavers from education and training

Croatia traditionally has very low rate of early school leaving, 2.2% in 2020. It is significantly lower than 9.9%, the EU-27 average.

Early leavers from education and training in 2011-20

NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training; break in series; low reliability
Source: Eurostat, edat_lfse_14 [extracted 31.8.2021] and European Commission. [accessed 14.11.2018].

Participation in lifelong learning

Participation in lifelong learning in 2009-20

NB: Share of adult population aged 25 to 64 participating in education and training.
Source: Eurostat, trng_lfse_01 [extracted 6.5.2021].

The share of adults participating in training programmes in 2020 remains among the lowest in the EU (3.2%) and significantly below the EU-27 average (9.2%).

The education and training system comprises:

preschool education (ISCED level 0);
integrated primary and lower secondary education (ISCED level 2) (hereafter basic education);
upper secondary education (ISCED level 3);
post-secondary non-tertiary education (ISCED level 4);
tertiary education (ISCED levels 5, 6, 7 and 8).

Early and preschool education is offered from the very early age of 6 months and is provided at childcare institutions (dječji vrtići). 1-year pre-school education is compulsory before enrolling in primary education.

Primary and lower secondary education are integrated and last 8 years, typically from age 6 to 15; it may last to age 21 for special education needs learners.

Upper secondary education includes 4-year general education gymnasium programmes, art education and initial VET programmes that might last from 1 to 5 years.

VET specialist development programmes (strukovno specijalističko usavršavanje i osposobljavanje) are envisaged as further education programmes (specialisation) at the post-secondary level (CROQF/EQF 5, at least 60 CSVET 18 or 120 ECTS) for learners who completed VET programmes at secondary level (at least CROQF/EQF 4.1. or higher). Up to now, these programmes have not been developed, nor delivered by VET providers in Croatia.

Access to tertiary education is ensured through achieving adequate results in State Matura exams (državna matura) for general education, art education and 4-year programme VET graduates. 3-year VET programmes may be offered as apprenticeship and dual education programmes leading to the labour market. Graduates can enter an optional 1- to 2-year bridging programme and, if successful, take State Matura exams to qualify for tertiary education. In order to enrol in higher education, VET graduates can opt to take the State Matura exams (ispiti državne mature) following the completion of 4- and 5-year programmes. The National Centre for External Evaluation of Education administers the State Matura exams in cooperation with upper-secondary schools. These exams serve three aims: final examination and requirement for graduation from general upper-secondary schools; entrance exams for undergraduate studies at tertiary level for all students (including VET graduates); and external evaluation of student competences and learning outcomes. State Matura exams are administered in general education subjects only, as obligatory and optional exams. Obligatory exams are in Croatian language, mathematics and foreign language and they may be taken at A (advanced) and B (elementary) level. The list of optional exams is determined by the National Centre for External Evaluation of Education for each school year. Higher education institutions set the required level of exams and optional exams among their admission criteria independently.

Professional higher education is offered at polytechnics in the form of short-cycle undergraduate programmes (ISCED 5), professional undergraduate programmes (ISCED 6) and graduate professional specialist programmes (ISCED 7).

Initial and continuous VET is offered. The majority of initial VET programmes are 3-year or 4-year programmes leading to formal upper secondary VET qualifications. These programmes might be delivered as:

apprenticeships (alternation schemes);
school-based, with training periods at employers;
dual education programmes (in an experimental phase since the 2018/19 school year).

Delivery modes of upper secondary IVET programmes

IVET programmes	Delivery modes offered
	Apprenticeship programmes	School-based VET with periods of training at the workplace	Dual education programmes
3-year VET programmes for crafts (WBL performed through practical training in licensed crafts and/or legal entities and school workshops)	x
3-year VET programmes for industry and related education programmes (WBL is performed through practical training in school workshops, in the workplace and in school laboratories, and through professional practice performed in the workplace (included in most programmes))		x	X
4-year VET programmes (WBL is performed through practical training in school workshops and laboratories and through professional practice performed in the workplace (included in most programmes))		x	X
5-year VET programme – general care nurse (WBL is performed through training in school facilities, laboratories and clinical training)		x

Source: Agency for Vocational Education and Training and Adult Education.

IVET at upper secondary level leads to VET qualifications at levels 3 and 4 that are the same as in the European qualifications framework (EQF). There is an offer of 1-to 2-year VET programmes leading to levels 3, but these are minor pathways, for less than 1% of upper secondary learners. There is one 5-year programme only (general care nurse) with the implementation mode different from other programmes (2-year general education training and 3-year VET programme).

4-year VET programmes combine general and vocational education on average in the same shares. Therefore, they have good progression opportunities to tertiary education if learners pass the State Matura exams that are entrance exams.

3-year programmes delivered as apprenticeships and dual education programmes leading to labour market. Graduates who want to progress to tertiary education will take 1-to 2-year bridging programme that will allow them to take State Matura exams.

Professional education and training programmes at tertiary level are not considered VET.

Non-formal continuing VET is part of adult learning regulated by the Adult Education Act 19 .

Currently, there are two types of apprenticeship programmes in Croatia:

Unified Model of Education (Jedinstveni model obrazovanja, JMO);
experimental dual education programme based on the Model of Croatian Dual Education.

Unified Model of Education (Jedinstveni model obrazovanja, JMO)

As of the school year 2004/05, the apprenticeship scheme is implemented in 3-year initial VET programmes for crafts and trades, also known as the Unified Model of Education (Jedinstveni model obrazovanja, JMO).

Previously, programmes in dual education were introduced in the school year 1995/96. Their main characteristic was the separation of general education from vocational theoretical and practical education. In consequence, students were issued two certificates: one for general education and the other for vocational education. Due to the complexity, dual education programmes were replaced by the Unified Model of Education (JMO).

JMO programmes consist of two parts: general education part and apprenticeship. Apprenticeship consists of a professional-theoretical part and practical training and exercises. The share of work-based learning at apprenticeship providers is about 60% of the programme.

Apprenticeship providers are typically business entities such as craft business workshops or trade associations, institutions or cooperatives, licenced to offer practical training and exercises for apprentices. In order to get the licence, apprenticeship providers must ensure conditions for students to acquire competences in the real work environment, including a student mentor with adequate qualifications and pedagogical competences.

The JMO programme student has the status of regular student and apprentice in craft. Entry requirements include completed primary education, demonstrated medical fitness for the particular profession, as well as placement and apprenticeship contract with a licensed apprenticeship provider.

The apprenticeship contract in writing is concluded between the apprenticeship provider and the student or his/her parents or guardian if the student is not of legal age. It is not a contract of employment. The apprenticeship contract also prescribes the obligation to pay monthly remuneration to the student.

JMO programmes end with formal qualification at EQF level 4, ISCED 353. Students finish their education with the preparation and the defence of the final practical assignment (završni rad). The defence involves taking the apprenticeship exam, which includes a practical task within a complex examination item. The school issues a certificate of completion (svjedodžba o završnome radu) and the chamber of crafts issues a certificate supplement on apprenticeship (dodatak svjedodžbi o naukovanju). The main destination of graduates is the labour market. As of 2014, graduates from 3-year VET programmes can enter an optional 1- to 2-year bridge programme and, if successful in gaining a second VET qualification, can also take State Matura exams to access higher education. JMO graduates can also apply for the master craftsman exam after at least 2 years of work experience in the field.

Various stakeholders are involved in the implementation of JMO programmes. The Ministry of Science and Education decides on enrolment quotas, adopts JMO curricula and approves programmes, with the prior consent of the ministry in charge of crafts. The ministry responsible for crafts shares the responsibility with the ministry in charge of education. It ensures apprenticeship vacancies and suggests the enrolment structure, drafts curricula, defines and supervises the licensing procedure for apprenticeship providers, maintains the database of licensed crafts, and sets minimum conditions for apprenticeship contracts. It also defines the method and process of taking apprenticeship exams and exams on elementary teaching skills for workplace mentors. The Agency for VET and Adult Education proposes curricula to the Ministry of Science and Education for adoption and is in charge of the external evaluation of apprenticeship exams. The chamber of trades and crafts issues licences to apprenticeship providers, verifies and keeps record of the apprenticeship contracts, issues certificate supplements on apprenticeship, runs training programmes and conducts exams in elementary teaching skills for workplace mentors in JMO. Apprenticeship providers offer practical training and exercises to students and participate in exam committees for apprenticeship exams. VET schools enrol students in JMO programmes, implement the general, vocational theoretical part and a smaller part of the practical training of the programme, organise the preparation and defence of the final practical assignment, and issue certificates of completion.

In the school year 2020/21, 11 445 students were enrolled in 42 JMO programmes delivered by 103 VET providers; this equates to 8.0% of all secondary school students and 11.8% of all VET students. JMO programmes are facing a steady decline in participation, with the number and share of JMO students in all VET programmes decreasing by more than a half in the past 8 years. JMO programmes are offered in nine sectors: agriculture, food and veterinary medicine; forestry and wood technology; textiles and leather; mechanical engineering, shipbuilding and metallurgy; electrical engineering and computing; construction and geodesy; economy and trade; tourism and hospitality; and personal and other services. The most popular qualifications in 2020/21 were hairdresser, car mechanic, car mechatronic, carpenter and installer of heating and air-condition.

Dual education programme based on the Model of Croatian Dual Education

In 2018, the Ministry of Science and Education (MoSE) launched the experimental dual education programme based on the document Model of Croatian Dual Education 20 . The responsible institution for the implementation of the programme is MoSE, with other ministries, agencies, economic and crafts chambers, employers' associations and with the support from partner institutions from Germany, Austria and Switzerland. Key participants in dual education represent students, VET schools and business entities. The partnership of VET schools and business entities reflects in cooperation in planning and implementation of work-based learning, continuous professional development of VET teachers and mentors in business entities, exchange of new technologies and know-how, monitoring and assessment of students' progress in work-based learning activities and the organisation of final exams. VET schools are responsible for teaching and learning activities in line with vocational curricula, planning work-based learning activities with business entities, preparing students for work-based learning, and supporting and supervising mentors in business entities. In the first year of the programme, work-based learning is mostly organised in VET schools, while in the following years, most work-based learning is undertaken in business entities. The entities are required to provide training and continuous professional development to mentors, as well as to ensure quality assurance of work-based learning. Students sign contracts with business entities and are entitled to a monthly allowance for the period of work-based learning undertaken in business entities. The experimental phase of the programme started in the 2018/19 school year. In 2020/21, it was conducted in nine qualifications at EQF level 4 (3-year programmes for salesman, glazier, chimney sweeper, CNC operator, waiter, cook, and painter decorator and 4-year programmes for beautician and hairdresser) in 28 VET schools. In 2020, curricula were adopted for four qualifications (salesman, glazier, chimney sweeper, and beautician). The programme is financed from the State Budget and from the Swiss-Croatian Cooperation Programme as part of the project Modernisation of VET Programmes.

Learn more about apprenticeships in the national context from the European database on apprenticeship schemes by Cedefop 21 .

Please, see also Cedefop Thematic country review on apprenticeship in Croatia 22 .

Although several governmental ministries have an influence on the development of VET for the sectors under their remit, the Ministry of Science and Education (Ministarstvo znanosti i obrazovanja) is responsible for overall VET policy. It monitors the overall compliance of the VET system with legislation and coordinates multiple executive agencies in the field of education.

Since the mid-2000s, the government has established several new agencies. Establishing the Agency for VET in 2005 marked the beginning of profound reforms in VET. In 2010, VET and adult education agencies merged into the Agency for VET and adult education (Agencija za strukovno obrazovanje i obrazovanje odraslih, ASOO) 23 . As an executive body in charge of the overall development and organisation of the VET system, ASOO is responsible for the following:

development of VET programmes/curricula;
ensuring stakeholder involvement in VET;
support and follow-up for VET school self-assessment;
monitoring the work of VET and adult education institutions;
provision of advice and counselling services for VET and adult education institutions;
professional exams for new, and promotions for experienced, VET teachers, offering continuous professional development opportunities for VET teachers;
foreign VET qualification recognition process;
organising national skills competitions.

Other stakeholders in VET are:

Ministry of Economy and Sustainable Development (Ministarstvo gospodarstva i održivog razvoja) defines conditions and procedures for licensing apprenticeship providers, taking apprenticeship exams, apprenticeship contracts, etc.;
Ministry of Labour, Pension System, Family and Social Policy (Ministarstvo rada, mirovinskoga sustava, obitelji i socijalne politike) is in charge of employment policies and labour market forecasting;
Council for VET (Vijeće za strukovno obrazovanje) consists of 21 members from various stakeholders. The role of this body is to coordinate activities of all stakeholders in VET, initiate the development of new curricula and revision of existing curricula, recommend new developments in VET, and to provide its assessment for the establishment of the network of regional centres of competence;
Education and Teacher Training Agency (Agencija za odgoj i obrazovanje, AZOO), responsible for the development of general education part of VET curricula;
the Croatian Chamber of Trades and Crafts issues licences to apprenticeship providers, verifies and keeps record of apprenticeship contracts, issues certificate supplements on apprenticeship, runs training programmes and conducts exams in elementary teaching skills for workplace mentors in JMO. It is also a partner in the experimental programme in dual education, launched as of school year 2018/2019;
the Croatian Chamber of Economy (Hrvatska gospodarska komora) is an independent organisation of all legal bodies performing business activities. The chamber advocates for the advancement of VET in Croatia and it is also a partner in the experimental programme in dual education, launched as of school year 2018/19;
the Croatian Employers' Association (Hrvatska udruga poslodavaca) is an independent organisation of all legal bodies performing business activities. Its tasks are to represent the interests of members in the development of the economic system, assess means and conditions of economic growth, improve the development of entrepreneurship, develop business relations with foreign partners, and support innovation and development;
industrial trade unions (six confederations of trade unions) are key stakeholders in social dialogue in Croatia who represent the position of Croatian labour force.

IVET providers are public and private secondary vocational schools that can be vocational or polyvalent (offer both gymnasium and VET programmes). The majority of schools are public, with the share of private VET schools at 4%. Local authorities are legal founders and owners of the public schools. Vocational schools can be technical, industrial, craft and others, based on the type of programmes and their duration (2-, 3- (industrial and crafts schools), 4- or 5-year (technical schools)). Some VET schools offer programmes from a single education sector or subsector, such as health and medicine, economy, commerce, administration, forestry, carpentry, agriculture, veterinary medicine, maritime, traffic, aviation, hospitality, tourism, engineering, electrical engineering, and construction.

Based on new legislative provision in 2018 24 , 25 schools from the sectors of tourism and hospitality, mechanical engineering, electrical engineering and ICT, health care and agriculture have been chosen in the process of establishing the network of regional centres of competences.

Since 2001, the financing of public upper secondary VET schools has been decentralised.

The State budget finances:

salaries for teachers and other employees in education;
in-service training of teachers and other specialists;
education of at-risk groups (ethnic minorities, learners with special needs) and gifted learners;
transportation costs of learners;
teaching materials and equipment;
information and communication technology infrastructure and software for schools;
school libraries;
capital investments (buildings, infrastructure).

Local and regional governments cover:

costs related to school premises and equipment;
operating costs of secondary schools;
transportation costs of employees;
co-financing of food and lodging in learner residences;
capital investments (buildings, infrastructure) according to criteria determined by the Minister of Education 25 .

If local/regional governments cannot ensure minimum funding, the centrally managed equalisation fund (Fond za izravnavanje) provides the deficit amount.

In 2019, the distribution of education expenditure by level shows greater inclination to funding pre-primary and primary education (50.1%), rather than tertiary (19.9%), and secondary education (19.1%) 26 .

In CVET, adult learners usually cover the expenses of the education programmes they attend. The exception is primary education programmes, which are free of charge for adults and financed by the Ministry of Science and Education. The public employment service, as a part of ALMP, covers for the education expenses of the unemployed, and some adult education programmes have recently been financed through different ESF-funded projects.

The reforms of IVET and CVET 27 foreseen strongly rely on EU structural funds.

VET teacher types

In VET, there are:

general subject teachers;
vocational teachers and trainers.

Teachers of general subjects, such as mathematics and English, are qualified according to general regulations on teachers set by the education ministry. These require graduate university or professional studies, as well as pedagogical competences.

Teachers and trainers in IVET and formal CVET 28 :

teachers of theoretical vocational subjects (nastavnik stručno-teorijskih sadržaja) require higher education (180 ECTS or more) and completed supplementary pedagogical-psychological education (60 ECTS) and other requirements according to the VET curriculum;
teachers of practical training and exercises (nastavnik praktične nastave i vježbi) require an undergraduate university or professional degree (180 ECTS or more), pedagogical competences and holding a qualification of a required profile;
vocational teachers (strukovni učitelj) require a level of education defined by VET curriculum (at least a secondary vocational education of the corresponding profile) pedagogical competences and at least 5 years of work experience in the appropriate profession;
teaching associate (suradnik u nastavi) requires a secondary education, pedagogical competences and at least 5 years of work experience, unless regulated differently by the vocational curricula.

In 3-year VET programmes (JMO), apprenticeship providers (crafts and legal entities) have to assign a mentor, usually a qualified staff member who accompanies apprentices during their work at employers. According to the legislation 29 , mentors can be:

master craftspersons;
persons who have the same rights, as per the Crafts Act, as the persons who have passed the master craftsman's exam and also have passed the exam that proves elementary teaching competences;
persons with relevant higher education qualifications and the exam proving elementary teaching competences;
inventors or persons with high school qualifications who have their trades and crafts businesses registered in the region of particular national interest, with at least 3 years of relevant professional experience and the exam proving elementary teaching competences;
persons with relevant high school qualifications, at least 7 years of relevant professional experience and the exam proving elementary teaching competences.

In 2019, about 15 100 teachers taught either vocational or general education subjects in upper secondary vocational education 30 .

In dual education programmes the mentor must be employed by the employer, have the appropriate qualification and have passed an exam that proves the basic knowledge of teaching.

Continuing professional development of teachers/trainers

The continuing professional development and in-service training of VET staff is mainly provided by the Agency for VET and Adult Education. VET schools are also expected to provide in-house staff development activities. However, there are currently no data available on the quality or effectiveness of these activities (see also below for school-based developmental projects and mobility projects funded by EU programmes). Travel and accommodation costs of in-service training for teachers are covered by VET institutions, which affects the numbers of teachers attending training. Overall, the provision of in-service training for VET staff is underfinanced and generally perceived as insufficient.

Apart from the State-funded in-service training described above, in-service training of VET teachers is also implemented by:

professional associations and other non-governmental organisations offering training (fee-based or free of charge);
public open universities (Pučka otvorena učilišta);
the Chamber of Crafts and Trades;

Such in-service training does not require programme or provider accreditation.

The system enables promotion in the profession of teachers, vocational trainers and teaching associates. The Regulation on the promotion of teachers in primary and secondary education 31 guides promotion in the profession, and teachers can acquire the title of mentors, advisors and excellent advisors.

They can be recognised for outstanding achievements in education. The Regulation prescribes levels, conditions and ways of progression. VET teachers initiate the process of promotion, with mandatory notification to their schools. The Agency of VET and Adult Education conducts the promotion procedure and issues decisions on the promotion of VET teachers. The requirements for advancement include a professional exam, work experience as a teacher, participation in CPD, and meeting additional assessment criteria, which cover organisation, participation or mentorship in student competitions; mentorship to students or teacher trainees; delivery or participation in training; activity in professional associations; publications and production of teaching materials and educational content; project management or implementation; and contribution to school (a mandatory criterion) and the education system.

Teachers are elected into positions of mentor and advisor for the period of 5 years and can be re-elected.

In 2018, the Agency for Vocational Education and Training and Adult Education (AVETAE) produced the concept for the new model of continuing professional development (CPD) and open programme of CPD for VET school teachers 32 . The concept significantly expands the scope, the quality and the modalities of CPD and defines general and elective modules delivered through guided training, individual assignments and assessment activities. Modules are directed at developing teaching competences, teaching talented students and students with disabilities, quality assurance, class management, innovative teaching methods, adult education, service learning, as well as strengthening peer- and lifelong-learning, digital and project management competences.

More information is available in the Cedefop ReferNet thematic perspective on teachers and trainers 33 .

Anticipating skill needs

Based on the Government Decree on the monitoring, analyses and prediction of labour market needs and the development of an educational enrolment policy 34 , PES 35 (Hrvatski Zavod za zapošljavanje) conducts an annual analysis and prediction of labour market needs for specific qualifications. This analysis is based on relevant statistical data and employment indicators of currently unemployed persons with specific qualifications, data from the Employers questionnaire (anketa poslodavaca) and regional and local development strategies and plans. PES publishes the Recommendations for educational enrolment and stipend policies (Preporuke za obrazovnu upisnu politiku i politiku stipendiranja). These recommendations are regionally and locally determined and are qualitative, rather than quantitative in nature, indicating only if there is a need for an increase or decrease in the enrolment in a specific VET programme. They have not always been taken into account while determining the enrolment vacancies in the specific VET programmes and the need for a more efficient and precise system was recognised.

Legislation on NQF 36 in 2013 provided a new tool for qualification development and reshaped the structure for labour market anticipation and feedback loops between occupational standards, qualification standards and curricula. The process of adjusting education to labour market needs begins with an estimation of future needs for knowledge and skills, as outlined in key strategic documents 37 . The process of adjustment between education and labour market needs is based on the development of occupational standards (standard zanimanja) and subsequently on the development of qualification standards (standard kvalifikacija). The occupational standards are empirically founded upon the sector profiles (profil sektora) and the occupation standard survey (anketa o standardu zanimanja). The development of VET curricula is based on the qualification standards.

In order to support qualification development, the Ministry of Labour has, in previous years, launched the Croatian Qualifications Framework (CROQF) web portal 38 as the central portal with labour market and education indicators. The CROQF portal is designed to serve as the central tool for labour market monitoring and the main evidence base for the development of sector profiles and occupational standards as the key mechanisms of CROQF. The portal offers data visualisation, statistics and analyses by CROQF sectors. It integrates data on employment, unemployment, enrolment in secondary and higher education programmes, key economic activities and corresponding employment rates, and distribution of different occupations in sectors in relation to economic activities. The portal associates data on unemployment from the Croatian Employment Service, data on employment from the Croatian Pension Insurance Institute, enrolment in secondary and higher education programmes from the Ministry of Science and Education and the relevant statistical indicators from the Croatian Bureau of Statistics.

Vocational education and training system chart

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Programme Types

EQF 3

2-year programmes

ISCED 351

EQF 4

School-based and

apprenticeship programmes,

3 years,

WBL 5-60%

ISCED 353

EQF 4

School-based programmes,

4 years,

WBL 10%

ISCED 354

EQF 4

General nursing qualification programme,

5 years

(2 years of general education and 3 years VET)

ISCED 354

EQF 5

VET specialist development programmes

ISCED 453

EQF 5

Short-cycle professional

undergraduate programmes

2-2.5 years

ISCED 554

EQF 6

Professional

undergraduate studies,

3-4 years

ISCED 655

EQF 7

Specialist graduate professional programmes leading to EQF 7

ISCED 757

Professional development programmes

ISCED 451

Short training programmes

ISCED 351

EQF 5

Master craftsperson qualification exam

IVET 2-year programmes leading to EQF levels 3, ISCED 351 (dvogodisnji strukovni programi).
EQF level	3	ISCED-P 2011 level	351
Usual entry grade	9	Usual completion grade	10
Usual entry age	15	Usual completion age	16
Length of a programme (years)	2 (up to)
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	Y	Is it continuing VET?	N
Is it offered free of charge?	Yes	Is it available for adults?	Y

ECVET or other credits	The total workload for acquiring a vocational qualification at EQF level 3 is a minimum of 60 CSVET credits of the EQF level 3 or a higher level of units of learning outcomes 59 . CSVET credits are awarded for vocational education and training at EQF levels 2 to 5. 60 . Each CSVET credit includes 15 to 25 hours of study work, duration of 60 minutes.
Learning forms (e.g. dual, part-time, distance)	school-based learning; work practice (practical training at school and in-company practice).
Main providers	Upper secondary VET schools
Share of work-based learning provided by schools and companies	> 50% 61
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at school in-company practice
Main target groups	2-year programmes at EQF level 3 are particularly suitable for young people aiming to enter the labour market upon completion of the programme, or learners at risk of early leaving. Students with disabilities may enrol adapted 2-year VET programmes, which could extend for up to 3 years.
Entry requirements for learners (qualification/education level, age)	Entry requirements include a certificate of completion of primary education and good physical and mental health, as required by the curricula.
Assessment of learning outcomes	For 2-year programmes at EQF level 3, VET providers perform the final learner assessment, which comprises production and presentation of the final practical assignment (završni rad).
Diplomas/certificates provided	For 2-year programmes at EQF level 3, certificates of completion (svjedodžba o završnome radu) represent a formal award recognised by the education and training and labour authorities.
Examples of qualifications	Welder (zavarivač), administrator (administrator).
Progression opportunities for learners after graduation	Students holding this certificate normally enter the labour market meeting requirements to execute simple tasks in familiar conditions. After completing 2-year VET programmes, learners have the possibility of vertical mobility and continuing their education at a higher level in the status of regular learners. They can enrol in a 3-year VET programme and pass additional and supplementary examinations.
Destination of graduates	2-year programmes at EQF level 3 are labour market-oriented, which is the primary destination of graduates.
Awards through validation of prior learning	No
General education subjects	Currently, the share of the general education content in the total teaching load for 2-year programmes ranges from 20-40% 62 .
Key competences	Depending on the curricula, key competences in programmes at EQF level 3 usually include competences in Croatian and foreign languages, mathematics and ICT.
Application of learning outcomes approach	No
Share of learners in this programme type compared with the total number of VET learners	In the school year 2020/21, 10 VET providers enrolled 162 students (0.2% of all IVET learners) in 9 programmes at EQF level 3.

Initial VET 3-year apprenticeship programmes for crafts and trades, Unified Model of Education, JMO (jedinstveni model obrazovanja, JMO programi); initial VET 3-year programmes for industry and crafts; and dual education programmes leading to EQF level 4, ISCED 353.
EQF level	4	ISCED-P 2011 level	353
Usual entry grade	9	Usual completion grade	11
Usual entry age	15	Usual completion age	17
Length of a programme (years)	3
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	Y	Is it continuing VET?	N
Is it offered free of charge?	Yes	Is it available for adults?	Y

ECVET or other credits	The total workload for 3-year vocational programmes is a minimum of 180 CSVET credits, with at least 120 CSVET credits of level 4 or a higher level of units of learning outcomes 63 . CSVET credits are awarded for vocational education and training at EQF levels 2-5. Each CSVET credit includes 15 to 25 hours of study work, duration of 60 minutes.
Learning forms (e.g. dual, part-time, distance)	JMO programmes: apprenticeships School-based programmes for industry and crafts: school-based learning with practical training at school and in-company Dual education programmes practical training at school and in-company
Main providers	JMO programmes: VET schools Companies (licenced craft workshops or legal entities) School-based programmes for industry and crafts: VET schools Dual education programmes VET schools Companies
Share of work-based learning provided by schools and companies	JMO programmes: 60% School-based programmes for industry and crafts: 5%-10% 64 Dual education programmes: 70% (exceptional to other 3-year programmes, which have up to 60% of WBL (JMO).
Work-based learning type (workshops at schools, in-company training / apprenticeships)	JMO programmes: apprenticeships practical training at school The education follows a VET curriculum that consists of two parts, the general education part and the apprenticeship. The apprenticeship consists of a professional-theoretical part and practical training and exercises. The general education and the professional-theoretical parts are implemented in VET schools. The practical training and exercises are implemented mainly in the work process, in craft business workshops or in a trade association, institution or cooperative, and, to a lesser extent, in VET school workshops for a certain number of hours, according to the curriculum for each qualification. School-based programmes for industry and crafts: practical training at school in-company practice Dual education programmes practical training at school in-company practice
Main target groups	Programmes are available for young people and also for adults. Many curricula at this level, for example for assisting professions, are also suitable for learners with special educational needs, such as moderate and severe disability. Special arrangements are available for them in VET schools. Programmes are also suitable for learners at risk of early school leaving.
Entry requirements for learners (qualification/education level, age)	The entry requirements for 3-year programmes include: certificate of completion of primary education; adequate physical and mental health, as required by the VET teaching plans and programmes. For JMO programmes, an apprenticeship contract is also required.
Assessment of learning outcomes	To complete a VET programme, learners need to take a final practical assignment (završni rad) which is mandatory for all learners in order to receive a valid qualification. The final assessment is organised and conducted by schools 65 ; upon passing it, a learner acquires a secondary school qualification and the VET school issues a certificate. The final assessment consists of the final practical assignment (izrada završnog rada) and its defence (obrana). Each school can have different timelines regarding the organisation of the final exam as well as the specificities regarding the choice of topics. Learners choose topics (tema) from the list of topics set by the school; learners may also propose topics themselves, in line with teaching plans / curricula. Each learner is assigned a VET teacher as mentor for the final practical assignment. Defence involves presentation of the final practical assignment in front of a commission, which consists of VET school teachers, including the learner's mentor. For learners in JMO programmes, the defence of the final practical assignment includes the apprenticeship exam. This consists of a practical task performed within a complex examination item, which assesses the practical skills, autonomy and responsibility of learners to perform an occupation in crafts in line with the qualification standard. VET schools organise apprenticeship exams and form assessment commissions, consisting of VET teachers and mentors in crafts (mostly the latter); the chamber of trades and crafts proposes mentors from licensed crafts and other legal entities for commissions. The apprenticeship exam may take place in school or craft workshop, including where the learner completed apprenticeship. JMO graduates receive a certificate of completion (svjedodžba o završnome radu) from schools and certificate supplement on apprenticeship (dodatak svjedodžbi o naukovanju) from the chamber of trades and crafts. Learners in JMO programmes can also take an intermediate test (kontrolni ispit) in the second year 66 . An intermediate test (ispit provjere znanja i vještina) is also foreseen in other VET pathways, such as dual education programmes, in the second year of education.
Diplomas/certificates provided	For 3-year programmes, certificates of completion (svjedodžba o završnome radu) are a formal award recognised by the education and training and labour authorities.
Examples of qualifications	JMO programmes: Chef, hairdresser, auto-mechanic, carpenter, photographer Programmes in industry: CNC operator Dual education programmes: Salesman, waiter, painter decorator
Progression opportunities for learners after graduation	Both horizontal and vertical pathways are stipulated 67 . As of 2014, graduates from 3-year VET programmes can enter an optional 1- to 2-year bridging programme (program za stjecanje više razine kvalifikacije) 68 and, if successful in gaining a second VET qualification, can also take State Matura exams to access higher education. JMO graduates can apply for the master craftsman exam after 2 years of work experience in the field. In 2016, an additional regulation on the conditions and the pathways of continuing education for obtaining a higher level of qualifications was introduced 69 . According to that regulation, learners can continue education for 2 years after acquiring the lower-level qualifications, conditional on previous education, i.e. qualification profile and the minimum grade point average achieved during their 3-year education. Schools providing 3-year programmes are obliged to organise a tuition-free fourth year for learners wishing to continue their education. Before enrolling a learner into the bridging programme, the teaching council at VET school determines the list of supplementary exams to the qualification already attained and the qualification that the learner aims to attain by completing the bridging programme. The number of supplementary exams determines the duration of the bridging programme. Learners with fewer supplementary exams can immediately integrate into the regular classes of the final year of 4-year programmes under condition that they pass the exams before 31 March of the same school year. Learners with more supplementary exams first take 1 year to pass them, and then can attend the classes regularly the following year. To complete the bridging programme, learners need to produce and present the final practical assignment (izradba i obrana završnog rada) which is mandatory for all learners to receive a valid qualification. The final assessment is organised by schools; upon passing it, a learner acquires a secondary school qualification and the VET school issues a certificate of completion (svjedodžba o završnom radu). To enrol into higher education, graduates can opt to take the State Matura exams (ispiti državne mature) following the completion of the bridging programme and the attainment of the qualification at EQF level 4, ISCED 354 70 . According to the findings of the Cedefop review 71 , provisions for access to higher levels of education are not widely used in practice. It is very hard for JMO learners to continue with their education: schools reported approximately 10% of their third-year learners continuing their studies. Learners have to take many exams to catch up with learners from other programmes and enrol in the regular fourth year: according to some, about 20-25 exams, or equal to 2 years of schooling, the successful graduation of which gives access to the State Matura exams (državna matura). Most schools offer, and learners opt for, adult education programmes that are not free of charge but are provided as evening school option allowing learners to work full-time. The learners who decide to continue their education are mostly those with higher grades achieved during the 3-year period of the JMO programme.
Destination of graduates	Students holding this certificate generally enter the labour market. In the school year 2020/21, 163 students are recorded to have enrolled a 4-year VET programme after having completed a 3-year programme, which equals 0.3% of students in 4-year VET programmes. The trend is similar for previous years.
Awards through validation of prior learning	No
General education subjects	JMO: currently, the share of the general education content in the total teaching load for JMO programmes is around 20%. Programmes in industry and crafts: currently, the share of the general education content in the total teaching load for 3-year school-based programmes is 20-40% in the first and the second year, and 25-40% in the third year 72 .
Key competences	Depending on the curricula, key competences in 3-year programmes at EQF level 4 usually include competences in Croatian and foreign languages, mathematics and ICT.
Application of learning outcomes approach	In the school year 2020/21, one 3-year outcome-based programme for salespersons is in implementation in Croatian VET schools. Other qualifications and vocational curricula in line with the learning-outcome approach are yet to be developed in the VET reform process currently under way. In dual education, 3-year programmes are also outcome-based for the qualifications of salesman, glazier, chimney sweep, CNC operator, waiter, cook, and painter decorator.
Share of learners in this programme type compared with the total number of VET learners	In the school year 2020/21, 212 VET providers enrolled 27 505 students (28.4% of all IVET learners) in 144 programmes. Over the last 15 years, student participation in these programmes has been steadily declining. Specifically, the number of students finishing 3-year programmes has fallen from 21 000 in 1998 to 9 965 in 2017, declining as a share of upper secondary education graduates from 40% to 22%.

Initial VET programmes leading to EQF level 4, ISCED 354, 4-year programmes (Četverogodišnji programi redovitog strukovnog obrazovanja)
EQF level	4	ISCED-P 2011 level	354
Usual entry grade	9	Usual completion grade	12
Usual entry age	15	Usual completion age	18
Length of a programme (years)	4
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	Y	Is it continuing VET?	N
Is it offered free of charge?	Yes	Is it available for adults?	Y

ECVET or other credits	The total workload for 4-year programmes is a minimum of 240 CSVET credits, with at least 150 CSVET credits of the level 4 or a higher level of units of learning outcomes 73 . CSVET credits are awarded for vocational education and training at EQF levels 2-5. Each CSVET credit includes 15 to 25 hours of study work, duration of 60 minutes.
Learning forms (e.g. dual, part-time, distance)	For 4-year programmes: school-based learning with practical training at school and in-company Dual education programmes practical training at school and in-company
Main providers	4-year programmes: VET schools Dual education programmes VET schools Companies
Share of work-based learning provided by schools and companies	4-year programmes: less than 10% 74 Dual education programmes: 80%
Work-based learning type (workshops at schools, in-company training / apprenticeships)	In 4-year programmes: practical training at school in-company practice Dual education programmes: practical training at school in-company practice
Main target groups	Young people
Entry requirements for learners (qualification/education level, age)	The entry requirements include a certificate of completion of primary education and adequate physical and mental health, as required by occupational standards.
Assessment of learning outcomes	For the completion of the educational programme learners need to produce and present a final practical assignment (izradba i obrana završnog rada) which is mandatory for all learners in order to receive a valid qualification. A final assessment is organised and conducted by schools 75 ; upon successfully passing it, a learner acquires a secondary school qualification and the VET school issues a certificate.
Diplomas/certificates provided	For 4-year programmes, certificates of completion (svjedodžba o završnome radu) are the formal award recognised by the education and training and labour authorities.
Examples of qualifications	In 4-year programmes: beautician, mechanical engineering technician, ICT technician, commercialist. Dual education programmes: hairdresser, beautician.
Progression opportunities for learners after graduation	In order to enrol into higher education, graduates can opt to take the State Matura exams (ispiti državne mature) following the completion of 4-year programmes. Students holding the certificates of completion (svjedodžba o završnome radu) as well as a certificate on the State Matura exams passed (potvrda o položenim ispitima državne mature) can apply to higher education. The National Centre for External Evaluation of Education administers the State Matura exams in cooperation with upper-secondary schools. These exams serve three aims: final examination and requirement for graduation from general upper-secondary schools, entrance exams for undergraduate studies at tertiary level for all students (including VET graduates) and external evaluation of student competences and learning outcomes. State Matura exams are administered in general education subjects as obligatory and optional exams. Obligatory exams are in Croatian language, mathematics and foreign language and they may be taken at A (advanced) and B (elementary) level. The list of optional exams is determined by the National Centre for External Evaluation of Education for each school year. Higher education institutions set the required level of exams and optional exams among their admission criteria independently. National data from 2019 suggest that over 80% of 4- and 5-year VET programme students expressed a wish to study at the tertiary level by enrolling in the national information system and taking the three obligatory State Matura exams (Croatian language, mathematics, foreign language).
Destination of graduates	In 2020, around 54% of 4-year programme graduates enrolled in higher education.
Awards through validation of prior learning	No
General education subjects	The programmes consist of general education and vocational parts in approximately equal shares. The share of the general education content in the total teaching load in 4-year programmes ranges from 40-70% in the first year, 40-60% in the second year and 30-40% in the third and fourth years. The National curriculum for VET states that vocational curricula for 4-year programmes in IVET should comprise up to 45% of general education content.
Key competences	Depending on individual curricula, 8 key competences 76 are integrated in 4-year programmes at EQF level 4 to different extents.
Application of learning outcomes approach	In 2020/21, 25 outcome-based curricula were in implementation in Croatian schools in 4-year IVET programmes. In dual education, 4-year programmes for beautician and hairdresser are also outcome-based. All other programmes are content-based teaching programmes 77 .
Share of learners in this programme type compared with the total number of VET learners	In 2020/21, 267 VET providers enrolled 63 876 students (66.0% of all IVET learners) in 128 4-year programmes.

One 5-year programme for general nursing qualification (jedan petogodišnji program - za medicinsku sestru opće njege)
EQF level	4	ISCED-P 2011 level	354
Usual entry grade	9	Usual completion grade	13
Usual entry age	15	Usual completion age	19
Length of a programme (years)	5
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	Y	Is it continuing VET?	N
Is it offered free of charge?	Yes	Is it available for adults?	N

ECVET or other credits	The total workload for 5-year programmes is a minimum of 240 CSVET credits, with at least 150 CSVET credits of the level 4 or a higher level of units of learning outcomes 78 . CSVET credits are awarded for vocational education and training at EQF levels 2-5. Each CSVET credit includes 15 to 25 hours of study work, duration of 60 minutes.
Learning forms (e.g. dual, part-time, distance)	5-year programmes for general nursing qualification follow a different structure: school-based general education in the first 2 years; school-based vocational theoretical and practical parts in schools and practical training in hospitals in the second 3 years.
Main providers	VET schools
Share of work-based learning provided by schools and companies	60% in the final 3 years of the programme
Work-based learning type (workshops at schools, in-company training / apprenticeships)	For 5-year general nursing qualification programmes, practical training is organised in hospitals and other teaching healthcare institutions.
Main target groups	Young people
Entry requirements for learners (qualification/education level, age)	The entry requirements include a certificate of completion of primary education and adequate physical and mental health, as required by the occupational standard.
Assessment of learning outcomes	For the completion of the educational programme learners need to produce and present a final practical assignment (izradba i obrana završnog rada) which is mandatory for all learners in order to receive a qualification. A final assessment is conducted by schools 79 ; upon passing it, a learner acquires a secondary school qualification and the VET school issues a certificate.
Diplomas/certificates provided	Certificates of completion (svjedodžba o završnome radu) also represent the final formal award. However, after completing the first 2 years of the nursing programme, which focuses on the general education content, learners receive a certificate of completion, for 2-year general education for the attainment of a medical care qualification (uvjerenje o završenome dvogodišnjem općeobrazovnom programu za stjecanje zdravstvene kvalifikacije).
Examples of qualifications	General care nurse
Progression opportunities for learners after graduation	In order to enrol into higher education, graduates can opt to take the State Matura exams (ispiti državne mature) following the completion of the 5-year programme. Students holding the certificates of completion (svjedodžba o završnome radu) as well as a certificate on the State Matura exams passed (potvrda o položenim ispitima državne mature) can apply to higher education. The National Centre for External Evaluation of Education administers the State Matura exams in cooperation with upper-secondary schools. These exams serve three aims: final examination and requirement for graduation from general upper-secondary schools, entrance exams for undergraduate studies at tertiary level for all students (including VET graduates) and external evaluation of student competences and learning outcomes. State Matura exams are administered in general education subjects as obligatory and optional exams. Obligatory exams are in Croatian language, mathematics and foreign language and they may be taken at A (advanced) and B (elementary) level. The list of optional exams is determined by the National Centre for External Evaluation of Education for each school year. Higher education institutions set the required level of exams and optional exams among their admission criteria independently. National data from 2019 suggest that over 80% of 4- and 5-year VET programme students expressed a wish to study at the tertiary level by enrolling in the national information system and taking the three obligatory State Matura exams (Croatian language, mathematics, foreign language).
Destination of graduates	In 2020, around 40% of 5-year programme graduates enrolled in higher education on completion of secondary education.
Awards through validation of prior learning	No
General education subjects	The general education ratio is 100% the first 2 years, and VET part ratio is 100% in the second 3 years.
Key competences	Depending on individual curricula, eight key competences 80 are integrated in 5-year programme at EQF level 4 to different extents.
Application of learning outcomes approach	Curriculum for the qualification of general care nurse is learning outcome-based.
Share of learners in this programme type compared with the total number of VET learners	In 2020/21, 25 VET providers enrolled 5 263 students (5.4% of all IVET learners) in one (general care nurse) 5-year programme.

VET specialist development programmes leading to EQF level 5, ISCED 453 (programistrukovnoga specijalističkog usavršavanja). These programmes are legally foreseen and not introduced yet.
EQF level	5	ISCED-P 2011 level	453
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	Not applicable	Usual completion age	Not applicable
Length of a programme (years)	2 (up to)
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	N	Is it continuing VET?	N
Is it offered free of charge?	Not defined. Qualifications at this level are foreseen by the NQF, yet no VET specialist development programmes have been developed to date.	Is it available for adults?	N

ECVET or other credits	The total workload for programmes at EQF level 5 is a minimum of 60 CSVET, with at least 30 CSVET credits of the level 6 or a higher level of units of learning outcomes 81 . CSVET credits are awarded for vocational education and training at EQF levels 2-5. Each CSVET credit includes 15 to 25 hours of study work, duration of 60 minutes.
Learning forms (e.g. dual, part-time, distance)	VET specialist development programmes may include: school-based learning practical training at school and in-company
Main providers	VET schools or higher education institutions
Share of work-based learning provided by schools and companies	> 50% 82
Work-based learning type (workshops at schools, in-company training / apprenticeships)	VET specialist development programmes may include: practical training at school; in-company practice (preferred).
Main target groups	Learners who completed VET programmes at secondary level (at least CROQF/EQF 4.1. or higher)
Entry requirements for learners (qualification/education level, age)	Completed VET programmes at secondary level (at least CROQF/EQF 4.1. or higher)
Assessment of learning outcomes	Not defined. Qualifications at this level were foreseen by the Act on NQF 83 in 2013, yet no VET specialist development programmes have been developed to date.
Diplomas/certificates provided	VET post-secondary development and training certificate
Examples of qualifications	Qualifications at this level were foreseen in 2013 by the Act on NQF 84 , yet no VET specialist development programmes have been developed to date.
Progression opportunities for learners after graduation	These programmes have strong labour market orientation. Progression mechanisms to higher education are not defined at this point.
Destination of graduates	Information not applicable since programmes are not introduced yet.
Awards through validation of prior learning	No
General education subjects	No
Key competences	Not defined. Qualifications at this level were foreseen by the Act on NQF 85 in 2013, yet no VET specialist development programmes have been developed to date.
Application of learning outcomes approach	All future qualifications, developed in line with the National curriculum in VET, should be outcome-based.
Share of learners in this programme type compared with the total number of VET learners	Qualifications at this level were foreseen by the Act on NQF 86 in 2013, yet no VET specialist development programmes have been developed to date.

Short-cycle professional undergraduate programmes (kratki stručni studij).
EQF level	5	ISCED-P 2011 level	554
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	Not applicable	Usual completion age	Not applicable
Length of a programme (years)	2-2.5
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	N	Is it continuing VET?	N
Is it offered free of charge?	Education is free of charge for full-time students enrolled in public higher education institutions, either for students in the first year of the programme for the first time or, in further years of study, for students who earned at least 55 ECTS credits in the previous academic year. Exceptions exist for students with disabilities and high-achieving students simultaneously enrolled in two programmes at tertiary level. Students at private higher education providers or part-time students pay tuition fees for their studies.	Is it available for adults?	N

ECVET or other credits	120 -150 ECTS
Learning forms (e.g. dual, part-time, distance)	part-time full-time
Main providers	Higher education institutions
Share of work-based learning provided by schools and companies	Opportunities for practical training depend on individual curricula.
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at higher education institutions, if determined by curricula in-company training, if determined by curricula.
Main target groups	For full-time studies: young people, secondary school graduates at EQF level 4. Besides young people, part-time studies may also be available to working adults.
Entry requirements for learners (qualification/education level, age)	Previously acquired EQF level 4 qualification or higher.
Assessment of learning outcomes	Written or oral examinations at course level. Final assessment may include written and/or oral examination or final thesis, as determined by curricula.
Diplomas/certificates provided	Professional associate (stručni pristupnik).
Examples of qualifications	Professional associate in chemical engineering (stručni pristupnik kemijskog inženjerstva).
Progression opportunities for learners after graduation	Graduates may continue their education with professional undergraduate programmes. Depending on the curricula, at the discretion of higher education institutions, graduates may also enrol in university graduate programmes or specialist graduate professional programmes; on condition they pass additional and supplementary exams.
Destination of graduates	Not applicable
Awards through validation of prior learning	No
General education subjects	General education subjects are taught mostly in relation to vocational subjects.
Key competences	Some courses may be offered to teach key competences.
Application of learning outcomes approach	Not consistent.
Share of learners in this programme type compared with the total number of VET learners	In 2018/19, there were 53 students enrolled in short-cycle professional undergraduate programmes, representing 0.1% of students in higher education professional programmes, and 0.03% of all students in higher education.

Undergraduate professional studies leading to EQF level 6, ISCED 655, (preddiplomski stručni studij).
EQF level	6	ISCED-P 2011 level	655
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	Not applicable	Usual completion age	Not applicable
Length of a programme (years)	3-4
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	N	Is it continuing VET?	N
Is it offered free of charge?	Education is free of charge for full-time students enrolled in public higher education institutions, either for students in the first year of the programme for the first time or, in further years of study, for students who earned at least 55 ECTS credits in the previous academic year. Exceptions exist for students with disabilities and high-achieving students simultaneously enrolled in two programmes at tertiary level. Students at private higher education providers or part-time students pay tuition fees for their studies.	Is it available for adults?	N

ECVET or other credits	180-240 ECTS
Learning forms (e.g. dual, part-time, distance)	part-time full-time
Main providers	colleges (visoke škole) polytechnics (veleučilišta) universities (sveučilišta)
Share of work-based learning provided by schools and companies	Opportunities for practical training depend on individual curricula.
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at education institution, if determined by curricula in-company training, if determined by curricula
Main target groups	For full-time studies: young people, secondary school graduates at EQF level 4 Besides young people, part-time studies may also be available to working adults.
Entry requirements for learners (qualification/education level, age)	Secondary education qualification at CROQF level 4.2 / EQF level 4 (awarded upon completion of at least 4-year secondary education programmes) and State Matura exams. Higher education providers may set additional requirements and different weights to average secondary school graduate point average (GPA), State Matura exams or entry exams independently. Work experience may be considered for enrolment in part-time programmes.
Assessment of learning outcomes	Written or oral examinations at course level. Final assessment may include written and/or oral examination or final thesis, as determined by curricula.
Diplomas/certificates provided	professional bachelor (baccalaureus, prvostupnik) in occupation, or professional bachelor engineer (prvostupnik inžinjer) in occupation.
Examples of qualifications	Professional bachelor (baccalaureus) in economy (stručni prvostupnik (baccalaureus) ekonomije) (bacc. oec.) Professional bachelor (baccalaureus) engineer in information technology (stručni prvostupnik (baccalaureus) inženjer informacijske tehnologije) (bacc. ing. techn. inf.)
Progression opportunities for learners after graduation	Upon graduation, students are allowed to progress to specialist graduate professional studies or university graduate programmes (EQF 7).
Destination of graduates	Information not available
Awards through validation of prior learning	Higher education providers are required to set internal guidelines for recognising prior learning at EQF levels 6 and higher 87 .
General education subjects	General education subjects may be taught in relation to vocational subjects, depending on individual curricula.
Key competences	Depending on the programme, courses may be offered to teach key competences.
Application of learning outcomes approach	Yes
Share of learners in this programme type compared with the total number of VET learners	In 2018/19, there were 39 526 students enrolled in professional undergraduate programmes, representing 84.9% of students in higher education professional programmes, and 24.3% of all students in higher education.

Specialist graduate professional studies leading to EQF 7, ISCED 757 (specijalistički diplomski stručni studij)
EQF level	7	ISCED-P 2011 level	757
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	Not applicable	Usual completion age	Not applicable
Length of a programme (years)	1-2
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	N	Is it continuing VET?	N
Is it offered free of charge?	Education is free of charge for full-time students enrolled in public higher education institutions, either for students in the first year of the programme for the first time or, in further years of study, for students who earned at least 55 ECTS credits in the previous academic year. Exceptions exist for students with disabilities and high-achieving students simultaneously enrolled in two programmes at tertiary level. Students at private higher education providers or part-time students pay tuition fees for their studies.	Is it available for adults?	N

ECVET or other credits	60-120 ECTS
Learning forms (e.g. dual, part-time, distance)	part-time full-time
Main providers	colleges (visoke škole) polytechnics (veleučilišta) universities (sveučilišta)
Share of work-based learning provided by schools and companies	Opportunities for practical training depend on individual curricula.
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at education institution, if determined by curricula in-company training, if determined by curricula
Main target groups	for full-time studies: young people, graduates of undergraduate professional programmes Besides young people, part-time studies may also be available to working adults.
Entry requirements for learners (qualification/education level, age)	Entry requirements are completed undergraduate professional studies or completed undergraduate university studies.
Assessment of learning outcomes	Written or oral examinations at course level Final assessment may include written and/or oral examination or final thesis, as determined by curricula
Diplomas/certificates provided	professional specialist in occupation (stručni specijalist), or professional specialist engineer (stručni specijalist inžinjer) with the addition of the name of the occupation
Examples of qualifications	Professional specialist engineer in civil engineering (stručni specijalist inženjer građevinarstva) (struč. spec. ing. aedif.). Professional specialist in accounting and finances (stručni specijalist računovodstva i financija) (struč.spec.oec.).
Progression opportunities for learners after graduation	Specialist graduate professional studies are designed as a terminal professional degree leading to the labour market.
Destination of graduates	Information not available
Awards through validation of prior learning	Higher education providers are required to set internal guidelines for recognising prior learning at EQF levels 6 and higher 88 .
General education subjects	General education subjects are taught in relation to vocational subjects.
Key competences	Courses may be offered to teach key competences, depending on curricula.
Application of learning outcomes approach	Yes
Share of learners in this programme type compared with the total number of VET learners	In 2018/19, there were 6 965 students enrolled in specialist graduate professional programmes, representing 15.0% of students in higher education professional programmes, and 4.3% of all students in higher education.

Professional development programmes, ISCED 451 (programi usavršavanja)
EQF level	Not applicable	ISCED-P 2011 level	451
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	Not applicable	Usual completion age	Not applicable
Length of a programme (years)	At least 150 hours 89
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	N	Is it continuing VET?	N
Is it offered free of charge?	No	Is it available for adults?	Y

ECVET or other credits	Not applicable
Learning forms (e.g. dual, part-time, distance)	The theoretical part of the programme may be delivered through in-person group instruction at the adult education provider, and partially, through independent learning (including distance learning). The practical part of the programme is generally delivered in-person at the adult education provider or in companies, as set by professional development programmes.
Main providers	Adult education providers
Share of work-based learning provided by schools and companies	Not applicable
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at adult education provider in-company practice
Main target groups	Professional development programmes are generally intended for adult learners who wish to further their skills related to their occupation.
Entry requirements for learners (qualification/education level, age)	Professional development programmes, adopted by adult education institutions, set entry requirements. These may involve certain education level, qualification, age, work experience, medical fitness or other specific prerequisites of the programme (e.g. driver's licence).
Assessment of learning outcomes	Final assessment is performed by an exam commission at the adult education provider delivering the professional development programme. It generally includes a theoretical exam (written and/or oral) and a practical exam.
Diplomas/certificates provided	Professional development certificate (uvjerenje o usavršavanju) is a formal certificate (javna isprava) recognised by the education and training and labour authorities.
Examples of qualifications	Trained sommelier (usavršavanje za poslove sommeliera), trained driving instructor (usavršavanje za poslove instruktora vožnje)
Progression opportunities for learners after graduation	Labour market. Professional development programmes are intended for workers who wish to further their skills in the existing occupation.
Destination of graduates	Not available
Awards through validation of prior learning	No
General education subjects	No
Key competences	Only if related to training programme
Application of learning outcomes approach	Yes
Share of learners in this programme type compared with the total number of VET learners	About 5% of adult learners opted for professional development programmes in 2020.

Short training programmes, ISCED 351 (programi osposobljavanja)
EQF level	Not applicable	ISCED-P 2011 level	351
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	Not applicable	Usual completion age	Not applicable
Length of a programme (years)	At least 120 hours 90
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	N	Is it continuing VET?	N
Is it offered free of charge?	No	Is it available for adults?	Y

ECVET or other credits	The total workload for acquiring a qualification at EQF level 2 is a minimum of 20 CSVET credits of the EQF level 2 or a higher level of units of learning outcomes 91 . CSVET credits are awarded for vocational education and training at EQF levels 2-5. Each CSVET credit includes 15 to 25 hours of study work, duration of 60 minutes.
Learning forms (e.g. dual, part-time, distance)	The theoretical part of the training may delivered through in-person group instruction at the adult education provider, and partially, through independent learning (including distance learning). The practical part of the training is generally delivered in-person at the adult education provider or in companies, as set by training programmes.
Main providers	Adult education providers
Share of work-based learning provided by schools and companies	> 60% 92
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at adult education provider in-company practice
Main target groups	Short training programmes at EQF level 2 are generally intended for adult learners.
Entry requirements for learners (qualification/education level, age)	Training programmes, adopted by adult education institutions, set entry requirements. These may involve certain education level, age, work experience, medical fitness or other specific prerequisites of the training programme (e.g. driver's licence, etc.).
Assessment of learning outcomes	Final assessment is performed by an exam commission at the adult education provider delivering the training programme. It generally includes a theoretical exam (written and/or oral) and a practical exam.
Diplomas/certificates provided	Short training certificate (uvjerenje o osposobljavanju) is a formal certificate (javna isprava), recognised by the education and training and labour authorities.
Examples of qualifications	Trained forklift operator (osposobljen za rukovatelja viličarom), trained for bartending jobs (osposobljen za poslove barmena), trained for simple jobs in the occupation of butcher (osposobljen za jednostavne poslove u zanimanju mesar).
Progression opportunities for learners after graduation	Learners holding this certificate normally enter the labour market meeting requirements to execute simple tasks in familiar conditions.
Destination of graduates	Not available
Awards through validation of prior learning	No
General education subjects	No
Key competences	Only if related to training programme
Application of learning outcomes approach	Yes
Share of learners in this programme type compared with the total number of VET learners	Adult learners most often opt for short training programmes, over 60% in 2020.

Master craftsperson qualification exam leading to EQF level 5 (majstorski ispit)
EQF level	5	ISCED-P 2011 level	Not applicable
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	Not applicable	Usual completion age	Not applicable
Length of a programme (years)	Not applicable
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	N	Is it continuing VET?	N
Is it offered free of charge?	No	Is it available for adults?	Y

ECVET or other credits	The total workload for programmes at EQF level 5 is a minimum of 60 CSVET, with at least 30 CSVET credits of the level 6 or a higher level of units of learning outcomes 93 . CSVET credits are awarded for vocational education and training at EQF levels 2-5. Each CSVET credit includes 15 to 25 hours of study work, duration of 60 minutes.
Learning forms (e.g. dual, part-time, distance)	Not applicable
Main providers	Chamber of trades and crafts
Share of work-based learning provided by schools and companies	Not applicable
Work-based learning type (workshops at schools, in-company training / apprenticeships)	Not applicable
Main target groups	Professional workers in regulated crafts and trades occupations
Entry requirements for learners (qualification/education level, age)	Eligible candidates for taking the master craftsperson qualification exam are: those who passed the apprenticeship exam and have at least 2 years of experience in the occupation; those who completed upper secondary education other than apprenticeship and have at least 4 years of experience in the occupation; those who passed the apprenticeship exam and completed 1-year training in master craftsperson school; those who completed upper secondary education other than apprenticeship, have at least 2 years of experience in the occupation, and who completed 1-year training in master craftsperson school.
Assessment of learning outcomes	The master craftsperson qualification exam includes assessment of general knowledge and knowledge of legislation in the economy and entrepreneurship relevant for operating a crafts business and training apprentices, as well as practical skills and professional-theoretical knowledge relevant for specific occupation in crafts and trades. Master craftsperson qualification exams are conducted by commissions nominated by the chamber of crafts. The ministry in charge of crafts regulates the procedure of taking the master craftsperson qualification exams 94 .
Diplomas/certificates provided	Master craftsperson diploma (diploma o majstorskom zvanju)
Examples of qualifications	Master ship mechanic (majstor brodski mehaničar), master plumber (majstor vodoinstalater)
Progression opportunities for learners after graduation	Labour market. Qualification is intended for experienced craftsmen in regulated crafts and trade occupations.
Destination of graduates	Not available
Awards through validation of prior learning	No
General education subjects	No
Key competences	No
Application of learning outcomes approach	No
Share of learners in this programme type compared with the total number of VET learners	Not applicable

Vocational education and training in Europe

EU Member States

Other

Croatia

General themes

Vocational education and training system chart

Programme Types

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