Reference year 2026
Version 2026
Drafted by Mirela Laković, Advisor, Department for Education, Croatian Chamber of Trades and Crafts - Member of Cedefop Community of apprenticeship experts for Croatia
1Scheme history
The apprenticeship scheme of the Unified Model of Education (UME/JMO) was implemented from the school year 2004/2005.
However, prior to that, there were dual programmes since the school year 1995/1996. The first Act on Crafts (1994) was the basis and prerequisite for the development of educational legislation, curricula and practical introduction for the dual system of education. After drafting the legislation and curricula, an experimental practice of the dual system of education started. The results were encouraging, but they also showed that there was a lot of work to get the system operating in its full capacity. Alongside with the experimental system, the 'classical model' (school-based) was practiced in most of the VET schools.
Therefore, in early 2003, the unified model of education (JMO) was developed, which was implemented in accordance with the Act on Crafts and also contained, although to a lesser extent, characteristics of dual education.
With the introduction of new curricula within the VET reform in Croatia in school year 2025/26 the phasing out of the Unified model of education began. Apprenticeship will remain an option of implementation of the new curricula; however, the legal basis has not been adopted yet.
Although Croatia has a long-lasting tradition of craftsmanship, the apprenticeship scheme was formally introduced with the Crafts Act in 1996, when the “dual education” was first introduced. The existing JMO apprenticeship is both a continuation of this model and the result of an effort to increase the hours of practical training compared to the school- based model.
With the recent curricula reform, apprenticeship can be one of the options for several VET programmes, alternative to school-based VET combined with other WBL periods.
2Beneficiaries
Minimum and maximum age are not defined for apprenticeship but in relation to the enrolment in upper secondary education. As defined in the Ordinance on Elements and Criteria for Selection of Candidates for Enrolment in the First Grade of Secondary Schools (Official Gazette 49/15, 109/16, 47/17 and 39/22), to enrol in the UME students need to finish elementary school – which means that the minimum age would be 14.5 (although this number is not defined).
The maximum enrolment age as defined in the Ordinance is 18 years old.
These age limits apply to all regular VET students, both in old and new curricula.
There are no publicly available records of the age of students involved in apprenticeships. However, most students enrol in high school at the age of 15. All UME programmes last 3 years, so the majority of students involved in apprenticeships are in the 15 -18 bracket.
The new curricula for which apprenticeship will be offered after the recent VET reform are initial VET curricula, so the average age will remain the same.
The number of apprentices in the school year 2025/2026 is not known.
In the 2024/2025 school year: 12,825 students were enrolled in the scheme (out of which there were 4,524 new enrolments in the 1st year).
For comparison:
- in 2022/2023: 12,505 students (out of which 4,411 in the 1st year)
- in 2021/2022: 12,069 students (out of which 4,278 in the 1st year)
- in 2020/2021: 11,432 students (out of which 4,100 in the 1st year)
- in 2019/2020: 10,606 students (out of which 3,915 in the 1st year)
- in 2018/2019: 9,781 students (out of which 3,593 in the 1st year)
Source: Ministry of Science and Education’s public database: https://mzom.gov.hr/ser-skolski-e-rudnik-3419/3419
3Qualifications
Level 4.1 (EQF level 4: three-year vocational education. A total workload for acquiring a qualification is a minimum of 180 ECVET and/or HROO credits, with at least 120 ECVET and/or HROO credits of the Level 4 or a higher level of units of learning outcomes, respectively.
Source: Act on Croatian Qualification Framework (National Gazette 22/13, 41/16, 64/18, 47/20, 20/21)
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
ISCED 3, programme code 303.
The same VET qualification can be obtained through school-based VET programmes.
After completing an apprenticeship in the JMO/UME scheme, the student needs to pass the final exam.
The school issues a certificate of completion which is common for both tracks (school- based and apprenticeship). The Croatian Chamber of Trades and Crafts issues a supplement proving the successful apprenticeship examination, acquired key and professional competences and work experience.
An integral part of the final exam is the apprenticeship exam which involves the performance of a work task within a more complex examination that tests practical skills and the level of independence and responsibility for carrying out the tasks of a particular craft in accordance with qualification standard.
The test is an externally evaluated practical assignment and is carried out by preparing and defending a final thesis.
After the final exams, upon successful completion of apprenticeships, the apprentice can enrol in some of the higher education programmes only if the meet the additional requirements of passing the State Matura exam.
To take the State Matura exam, qualification at level 4.2. is required. All qualifications gained through apprenticeship programmes are on level 4.1. of CROQF (three-year education).
Therefore, apprentices need to continue their education in the school-based model and gain the 4.2. qualification in a similar occupation/similar economic sector. If there is no programme for similar occupation, they can enrol in a school-based programme for a different occupation and take additional and supplementary exams of the first, second and third year of a particular qualification and then enter the fourth grade. Students can complete the equivalent four-year programme during a period of two years. Upon successful completion, students can take the State Matura Exams that enable enrolment to higher education institutions.
In short, although there is an indirect possibility for apprentices to access higher education, it is harder for them as they need to acquire additional qualification.
The same will apply to graduates from apprenticeships offered under the new curricula.
Alternatively, after completing apprenticeship and after two years of work experience in the occupation, it is possible for the person to take the master craftsman exam (EQF and CROQF level 5). This option is offered by the Croatian Chamber of Trades and Crafts.
Three years.
The curriculum for the JMO/UME programme defines (a) the number of hours per school year that the apprentice has to spend in practical training either at school workshop or at the employers and (b) out of that, the minimum number of hours that a student has to spend at the employer’s premises where they do training/work for which they are paid.
For the new curricula, work-based learning is part of a VET programme leading to a formal qualification. At least 70 CSVET points must be achieved through work-based learning (apprenticeship or not), with a licensed or unlicensed employer, a Regional Competence Centre or an institution where students are gradually introduced to the job and participate in the work process to a limited extent in controlled conditions with a mentor and/or teacher.
4Governance
For the existing (to be phased out) JMO/UME model, coordination is divided between the Ministry for Education, the Ministry for Economy, the Croatian Chamber of Trades and Crafts and the Agency for Vocational Education and Training.
The Ministry for Science and Education is primarily responsible for co-ordination of education that is provided in schools.
The Ministry for Economy, Entrepreneurship and Crafts in charge of managing the database of contracts and places for apprenticeships. https://enaukovanje.portor.hr/login.htm
The Croatian Chamber of Trades and Crafts is in charge of issuing licenses to crafts and companies to take on apprentices, conducting exams for in-company mentors for apprenticeships, participating in apprenticeship exams and proposing apprenticeship curriculum in cooperation with the ministry responsible for crafts.
Both Croatian Chamber of Trades and Crafts and Croatian Chamber of Economy conduct training of in-company mentors.
The Agency for Vocational Education and Training is responsible for the procedure of external evaluation of apprenticeship exams.
For apprenticeships under the new curricula the responsibilities lie within the Ministry for Education and the Agency for Vocational Education and Training.
Chambers and employers participated in the development of new occupational standards, that was initiated in 2019 by the Croatian Ministry of Labour (as part of an ESF project for the Implementation of the Croatian qualifications framework and the Development of tools to link education and labour market). This includes occupational standards for trades and crafts occupations, in which apprenticeship is offered under the EMU/JMO model.
Occupational standards are the basis of the subsequent development of qualification standards and new curricula, including those offered in apprenticeships.
Employers were also included in the development of new qualification standards and the new curricula. The new curricula were developed by the Agency for Vocational Education and Training and Adult Education.
In the UME/JMO scheme, the Croatian Chamber of Trades and Crafts is in charge of issuing licenses to crafts and companies to take on apprentices, conducting exams for in-company mentors for apprenticeships, conducting apprenticeship exams (and proposing apprenticeship curriculum in cooperation with ministry of responsible for crafts). Within the licencing procedure the Chamber checks the conditions that in-company mentors have to fulfil by law. The name of the approved mentors is entered in the apprenticeship licence.
The Croatian Chamber of Trades and Crafts provides support to companies within the licencing procedure. It also developed e-modules for future and existing in-company mentors to provide support in their mentoring work.
The apprenticeship exam within the final exam is an externally evaluated practical assignment. The examination board consists of a teacher and two members from licenced companies for the occupation in question. The licenced company members are proposed by the Chamber.
For apprenticeships under the new curricula, the roles of chambers, employers’ and employees’ representatives are not defined.
For the existing JMO/UME apprenticeship model:
• Ministry of Economy and Sustainable Development: selecting occupations/programmes
• Ministry of Economy and Sustainable Development, Croatian Chamber of Trades and Crafts, Ministry of Science and Education: developing curricula/standards
• VET providers and licenced companies: delivering apprenticeship
• Ministry of Economy and Sustainable Development, Croatian Chamber of Trades and Crafts, VET Agency, Ministry of Science and Education: monitoring
• VET providers and licenced companies, Chamber members as members of the Apprenticeship Examination Board: implementation and assessment of apprenticeship exams
• County offices responsible for education, VET schools, Ministry of Science and Education, Ministry of Economy and Sustainable Development, Croatian Chamber of Trades and Crafts: planning the enrolment quota
For apprenticeships under the recently introduced VET curricula:
• Ministry of Labour, developing occupation standards
• Ministry of Science, Education and Youth: selecting occupations
• Agency for Vocational Education and Adult Education: developing qualification standards/curricula
• VET providers, competence centres and companies: delivering education
• VET Agency, Ministry of Science, Education and Youth: monitoring
• County offices responsible for education, VET schools, Ministry of Science and Education, Ministry of Economy: planning the enrolment quota
VET teachers involved in apprenticeships are teachers of professional-theoretical content, teachers of practical classes and exercises, vocational teachers and teaching assistants, as regulated by the Act on Vocational Education (Official Gazette 30/09, 22/13, 25/18, 69/22)
A teacher of professional-theoretical content may be a person who has an appropriate degree, (at least 180 ECTS credits), and has the necessary pedagogical-psychological-didactic-methodical competences (the minimum of 55 ECTS credits) and meets other requirements prescribed by the curriculum.
A teacher of practical training can be a teacher who has completed an undergraduate university study or an undergraduate professional study of the appropriate type, (at least 180 ECTS credits) and has pedagogical competences and a previously acquired qualification of the appropriate profile.
A vocational teacher may be a person who has the level of education prescribed by the curriculum, and has at least secondary vocational education of the appropriate profile, pedagogical competences and work experience in the profession of at least five years.
A teaching assistant may be a person who has completed appropriate secondary education, acquired pedagogical competences and has at least five years of professional experience, unless otherwise prescribed by the vocational curriculum.
Additionally, the requirements for in-company mentors are specified by the Law on Trades and Crafts and By-Law on Licencing Workshops.
The UME/JMO curricula specify the qualification requirements for teachers, whereas the new curricula do not.
The new cycle of the ‘Promotion of WBL in VET’ scheme, launched in 2025, includes funding for training of VET teachers within workplaces, to provide them with real-world industry experience.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
The Ministry of Economy and Sustainable Development, the Croatian Chamber of Trades and Crafts, the VET Agency and the Ministry of Science and Education all have roles in monitoring and in quality assurance (e.g. external assessment of VET institutions). VET schools conduct self-assessment once a year. To assist VET schools in the process, the VET agency developed a comprehensive manual and an online E-quality tool (e-kvaliteta) that enabled secondary VET schools to present their self-assessment data and plans for improvements.
In the UME within the final exam there is so called apprenticeship exam which is an externally evaluated practical assignment. The examination board consists of a teacher and two members from licenced companies for the occupation in question.
The new curricula state that the final thesis is carried out on the basis of the Act on Education in Primary and Secondary Schools (Official Gazette, No. 87/08, 86/09, 92/10, 105/10, 90/11, 5/12, 16/12, 86/12, 126/12, 94/13, 152/14, 07/17, 68/18, 98/19, 64/20, 151/22, 155/23, 156/23), the Regulations on the preparation and defence of the final thesis (Official Gazette, No. 118/09) and the National Curriculum for Vocational Education (Official Gazette, No. 62/18).
A Catalogue of exam tasks for apprenticeship exams was applied for the first time to apprentices graduating in 2023/24. This regulatory development ensures that apprenticeship exams are standardised and designed to assess practical skills, independence and responsibility of apprenticeship candidates, in line with the educational programme/qualification standards.
A methodology for benchmarking quality assurance in apprenticeships and work-based learning was developed in 2019, including a unique quality assurance framework, as well as different self-assessment questionnaires and online benchmarking tools for education institutions and companies respectively (BEQUAL.app initiative). An online platform was finalised but the tool is not widely or systemically used.
5Training at the workplace
Apprenticeships require the alternation of the learning venues. The curriculum for the UME programme defines the minimum number of hours that a student has to spend at the employer premises as part of their apprenticeship programme.
In fact, apprenticeship cannot start if the student has not found a place in a licenced enterprise. Without a place for apprenticeship, students have to transfer to the school- based programme or do the practical part of the curriculum in the school workshop instead of at the workplace of employers.
In the new curricula, further specifications are required.
For the UME, the recommended alternation model is: one week at school (theoretical part) – one week at the workplace. Schools also choose other possibilities (3 days school, 2 days companies).
This model can vary since it is not prescribed by legal documents. The main goal is to reach the total number of practical training hours.
The new curricula do not mention forms of alternation between places of learning.
For the JMO/UME model, there is a national regulation for each apprenticeship programme, that is for each occupation, which also includes the workplace component. The existing curricula used in JMO are specific curricula for apprenticeship pathway only - they include the workplace component as well.
The new curricula do not define the whole WBL component, with the apprenticeship being only one of the options. The implementation curricula have to be developed by schools.
National regulations for each UME apprenticeship programme define the learning outcomes. They do not divide outcomes into “general / technical / personal” categories (reference is to tasks and skills) but clearly correspond to recognised categories of learning outcomes used in national qualification frameworks (CQF), namely: knowledge, cognitive skills, psychomotor (technical) skills, social skills and responsibility. This aligns with the framework of describing qualifications in terms of learning outcomes as competencies that learners are expected to demonstrate.
The example for NN 112/2004 automechatronic:
- Knowledge: understanding principles, materials, systems.
- Cognitive & analytical skills: problem solving in diagnostics and planning.
- Psychomotor/technical skills: hands-on vehicle maintenance and repair tasks.
- Social & interpersonal skills: communication, teamwork.
- Autonomy & responsibility: independent learning, safety adherence, work planning.
First year:
• 315 hours for general education;
• 244-281 hours for the theoretical vocational part with elective classes;
• 900 hours for the practical part with technological exercises, of which at least 560 hours must be realised at the workplace.
Second year:
• 315 hours for general education;
• 244-280 hours for the theoretical vocational part with elective classes;
• 900 hours for the practical part with technological exercises, of which at least 630 hours must be realised at the workplace.
Third year:
• 224 hours for general education;
• 244-288 hours for the theoretical vocational part with elective classes;
• 800 hours for the practical part with technological exercises, of which at least 640 hours must be realised at the workplace.
The vocational curriculum ends with a test of professional knowledge, skills, and the associated independence and responsibility. The test is carried out by preparing and defending a final thesis.
The apprenticeship exam within the final exam is an externally evaluated practical assignment. The examination board consists of a teacher and two members from licenced companies for the occupation in question.
For the qualification level 4.1, the final thesis includes practical work and testing of other professional knowledge and skills stipulated in the learning outcomes of the curriculum.
The final thesis is a project task in which the student must demonstrate independence in analysing problems, developing possible solutions, and implementing possible solutions, applying the knowledge and skills acquired during the entire education for acquiring the qualification in question.
The Catalogue of exam tasks for apprenticeship exams was applied for the first time to apprentices graduating in 2023/24. This regulatory development ensures that apprenticeship exams are standardised and designed to assess practical skills, independence and responsibility of apprenticeship candidates, in line with the educational programme/qualification standards
This is specified in the Apprenticeship contract under obligations of the employer regarding the curriculum.
Learning outcomes for the apprenticeship are defined in the curricula, and employers need to organise their training according to the vocational curriculum.
A training plan is usually agreed between school and employer, but it is not formally required.
Assessment of apprentices during apprenticeship is carried out by the in-company mentor through the continuous monitoring of achievements at the workplace.
No information available for apprenticeships under the new curricula.
For the practical training and exercises, enterprises must have a license to take on apprentices, which is issued by the Croatian Chamber of Trades and Crafts.
In order to get the licence, companies must ensure the conditions for apprentices to acquire the knowledge, skills and competencies in the real work process and guarantee the quality of the training at the workplace, in accordance with the curriculum.
This also means that an apprentice must have an appointed mentor who has adequate qualification and pedagogical competence.
The licence has a validity period of seven years.
In detail, craftsmen and legal entities offering apprenticeships are obliged to:
• ensure the necessary conditions for the acquisition of the defined competencies, ensure and implement the prescribed occupational safety and security measures during the apprenticeship training, renumerate the student, continuously monitor, evaluate and assess the achieved learning outcomes for the contracted part of the apprenticeship programme, allow a VET teacher to visit and monitor the apprenticeship training and check the documentation,
• keep documentation on attendance of apprenticeship training, provide the necessary materials, machines, devices and tools for apprenticeship training incl. the exams within the training,
• comply with the appropriate hygienic and technical protection measures and fulfil other obligations as regulated in the Apprenticeship Agreement.
Information on licensed enterprises involved in the implementation of apprenticeships can be found of the website of the Ministry of Entrepreneurship and Crafts “eNaukovanje” (https://enaukovanje.portor.hr/login.htm) or on the websites of chambers: Croatian Chamber of Trades and Crafts and Croatian Chamber of Economy.
• For the new curricula, for the time being, the same requirements are applied as in the UME/JMO.
The prerequisites for in-company mentors in UME/JMO are defined by the Act on Crafts and the 2020 Regulation on the procedure and manner of issuing permits (licenses) for conducting apprenticeships.
Their formal roles and duties are defined by the Act on Crafts and Regulation on the minimum conditions for apprenticeship contracts of 2020.
To implement the practical part of the apprenticeship training, the craftsman and the legal entity must have a license. The licence is issued by the Croatian Chamber of Crafts.
To get a licence, a company must provide a mentor: either the company owner or an employee, who must be employed full-time and fulfil one of the following conditions:
• the appropriate master craftsman qualification
• the appropriate secondary vocational education, a minimum of 7 years of work experience in the qualification and the exam proving basic knowledge of teaching students in apprenticeship training,
• the appropriate higher or higher education with the exam proving basic knowledge of teaching students in apprenticeship training,
• natural persons, inventors, persons with the appropriate secondary vocational education having a company in areas of special state care, hilly and mountainous areas or on islands, a minimum of three years of work experience in the qualification and the exam proving basic knowledge of teaching students in apprenticeship training.
Alongside with the existing Master Craftsman Exam which enables craftsmen to become in-company mentors, a new exam for in-company mentors was introduced in 2021. The exam is conducted by the Croatian Chamber of Trades and Crafts.
It is introduced according to the Act on Crafts, the 2020 Regulation on the programme of examination proving basic knowledge of teaching in apprenticeship training and the 2020 Regulation on the implementation of the exam proving basic knowledge of teaching in apprenticeship training.
One mentor can have up to 6 apprentices, ensuring that there are no more than 3 of them in the workshop at the same time.
For the new curricula, for the time being, the same requirements are applied as in the UME/JMO.
The National VET agency offered training to company trainers focused on improving pedagogical competences; the training covers topics such as planning lessons, monitoring student progress, conducting motivational conversations with learners and teaching students with special needs.
6Contract and compensation
The contract applying to the EMU/JMO scheme is not an employment contract. Therefore, the status of learner is only student.
In the new curricula, the status of the learner is also only student. For the time being the same contracts are used as in the UME/JMO scheme.
The apprenticeship contract is concluded in writing between the employer 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 Ministry responsible for crafts regulates the contract content. The Contract governs the mutual rights, obligations and responsibilities between the employer and the student throughout the duration of the apprenticeship and in particular:
• - The start and duration of the practical training and exercises at the workplace
• - Working hours of the student at the workplace
• - The duration of the vacations (daily and annual)
• - Obligations of the employer regarding the curriculum
• - Obligations of the student in practical training in a craft or legal entity (enterprise)
• - The monthly allowance to be given to the student
The contract is regulated by the Regulation on the minimum conditions for apprenticeship contracts (Official Gazette 107/20).
For the new curricula, when implemented as apprenticeships, for the time being the same contracts are used as in the UME/JMO scheme.
The contract is not covered by the labour act as it is not an employment contract.
The student has the right to receive a monthly allowance which is exempted from additional contributions for pension and healthcare.
The contract is regulated by the Regulation on the minimum conditions for apprenticeship contracts (Official Gazette 107/20).
Under the new curricula provisions, different types of work-based learning are possible. Apart from the apprenticeship contract there is also a contract for work-based learning with non-licensed companies.
For both type of agreements social protection is provided by the state since learners are regular students.
The apprenticeship contract is signed in four identical copies, which go to the student (parent or legal guardian), employer, the school and the Chamber of Trades and Crafts. The ministry responsible for crafts maintains a registry of apprenticeship contracts: https://enaukovanje.portor.hr/ugovori/home.htm
The ministry’s registry is public, but the contract is equally registered in the school and verified by the Croatian Chamber of Trades and Crafts.
The contract for other work-based learning types (with non-licenced companies) is registered in the VET school.
The Act on VET and the Regulation on minimal conditions for apprenticeship contract prescribe the obligation of employers to pay an allowance to the apprentice.
Although the allowance is not a form of taxable income, it is based on centralised guidelines.
Every year, the Croatian Chamber of Trades and Crafts issues guidelines for the payment of allowances.
Calculations are based on the average net salary earned in the previous year: the allowance is set at 10% of the average net salary for students in the first year of apprenticeship, 20% in the second year and 25% in the third year.
The allowance is paid to the apprentice for the number of hours spent in the apprenticeship training in the company.
Employers can offer a higher allowance to their students/apprentices.
7Financing and incentives
Employers cover the cost of allowances of apprentices.
See the following questions for reimbursement possibilities for employers.
Employers pay allowances to apprentices, which covers their time of in-company training.
In the programming period 2021-2027 the Ministry of Economy and Sustainable Development has planned a project for reimbursing costs of allowances and costs of material and tools. Scholarships are planned in the national budget by the Ministry of Economy and Sustainable Development starting from school year 2023/24.
Apprenticeship training is not supported by training funds.
There are two types of financial incentives applied by the State to encourage companies to engage in apprenticeship training.
a. Tax deductions: The Act on State Aid for Education and Training (Official Gazette 109/07, 134/07, 152/08, 14/2014) provides tax breaks for companies employing apprentices. This allows reducing of the basis for the calculation of income-tax or self-employment tax.
b. Grants from the Ministry of Economy: In recent years, the Ministry responsible for Crafts published an open public call for grants for two projects via the European Social Fund:
• the open public call for “Lifelong education for crafts” (Cjeloživotno obrazovanje za poduzetništvo) which provides incentives to compensate the costs for acquiring licenses (accreditation) for apprenticeship training.
• “Apprenticeships for Crafts Occupations” (Naukovanje za obrtnička zanimanja) is aimed at micro, small and medium enterprises: the financial incentive can be used as compensation for the allowance given to apprentices, a fee for mentors and costs of material and tools used in the apprenticeship training.
In the programming period 2021-2027 the Ministry for Economy and Sustainable Development has planned a project for reimbursing costs of allowances and costs of material and tools. Scholarships are included in the national budget by the Ministry starting from school year 2023/24.
In 2025, a new cycle of the ‘Promotion of WBL in VET’ scheme was launched, supported by EUR 60 million from the European Social Fund+ (ESF+). The largest share of funding – EUR 56 million for six school years – is allocated to incentives for licenced economic entities that provide apprenticeships. This grant scheme includes training for in-company mentors who deliver apprenticeships, training for VET teachers conducted within workplaces (to provide real-world industry experience), and the promotion of vocational occupations acquired through the apprenticeship model.
The new cycle of the ‘Promotion of WBL in VET’ scheme, launched in 2025, includes promotion of vocational occupations acquired through apprenticeships. It also includes funding for training apprenticeship in-company trainers.
The Croatian Chamber of Trades and Crafts provides support to companies within the licencing procedure.
It also developed e-modules for future and existing in-company mentors to provide support in their mentoring work within an Erasmus+ project aiming at improving cooperation to improve the quality of VET (e-mentor, n.d.).
Source: https://e-mentor.eu/2025/01/20/e-module-for-mentors-a-free-online-cours…