- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
The need for significant upskilling and reskilling efforts to offset skills mismatch and labour market imbalances in Croatia is recognised at the European level (European Commission, Education and Training Monitor 2019 - Croatia) and the national level (Strategy for education, science and technology, 2014).
Objectives
The project focuses on strategic planning and implementation of a comprehensive set of activities for the promotion of lifelong learning and adult education in Croatia.
Description
The Agency for VET and Adult Education (ASOO) conducted an ESF-funded project Promotion of lifelong learning from 2016 until 2019. The activities encompass a nationwide media campaign, organisation of the annual Lifelong learning week and International andragogy symposium, capacity building for decision makers and adult education teachers, and several dissemination conferences.
In 2017, the Survey on adult education in Croatia included 2 369 participants throughout Croatia to determine the types and modalities of adult education activities, the social structure of adult learners, the motivational factors and the barriers, as well as the learning outcomes and the perceived benefits of participation in lifelong learning. Based on the results of the survey, ASOO developed and published the Strategic framework for the promotion of lifelong learning 2017-21 in 2017. The framework offers an analysis of the current situation in lifelong learning in Croatia, the orientation for the promotion of lifelong learning activities, as well as specific communication plans. These plans outline promotional activities for specific target groups, including students in the formal education system, existing and potential participants in adult education, employers, vulnerable social groups, education policy decision-makers and adult education providers. The main priorities for the promotion of lifelong learning involve raising awareness of the...
The Agency for VET and Adult Education (ASOO) conducted an ESF-funded project Promotion of lifelong learning from 2016 until 2019. The activities encompass a nationwide media campaign, organisation of the annual Lifelong learning week and International andragogy symposium, capacity building for decision makers and adult education teachers, and several dissemination conferences.
In 2017, the Survey on adult education in Croatia included 2 369 participants throughout Croatia to determine the types and modalities of adult education activities, the social structure of adult learners, the motivational factors and the barriers, as well as the learning outcomes and the perceived benefits of participation in lifelong learning. Based on the results of the survey, ASOO developed and published the Strategic framework for the promotion of lifelong learning 2017-21 in 2017. The framework offers an analysis of the current situation in lifelong learning in Croatia, the orientation for the promotion of lifelong learning activities, as well as specific communication plans. These plans outline promotional activities for specific target groups, including students in the formal education system, existing and potential participants in adult education, employers, vulnerable social groups, education policy decision-makers and adult education providers. The main priorities for the promotion of lifelong learning involve raising awareness of the need for lifelong learning as a process of, personal and social development, the benefits of lifelong learning for easier adjustment to changing labour market needs, career advancement and employability, as well as the significance of non-formal and informal learning pathways.
Within the Project, regional coordinators act as multipliers in the promotion of lifelong learning. Through this initiative, ASOO organised the Lifelong learning fair and the Lifelong learning week in 2018 with over 700 participating organisations and 890 promotional events across the country, attracting over 40 000 participants and generating in 5 000 media announcements.
Key stakeholders were involved in the initiative, including the Ministry of Science and Education (MZO), the Croatian Employment Service (HZZ), representatives of employers, higher education and adult education institutions, professional and civil society organisations.
In 2019, ASOO organised the annual Lifelong learning fair and Lifelong learning week, with over 378 participating organisations and 747 promotional events across the country. The central topics of the annual International andragogy symposium in 2019 were the Upskilling pathways - New opportunities for adults, and the Curriculum for the development of basic digital, numeric and reading skills of adults in Croatia, published in 2019. 390 adult education teachers and directors participated in other training events organised by ASOO throughout 2019. The project ended in December 2019. Phase II of the project is under preparation.
Project continuation (phase II) was approved in November 2020; major activities are foreseen as of 2021.
The continuation of the project (phase II) began in June 2021. ASOO organised the 15th Lifelong learning week, the 12th Lifelong learning fair and two cycles of andragogical workshops. During Lifelong learning week, 426 events were organised in which 183 different institutions participated. The central topics of the annual International andragogy symposium in 2021 were the latest trends and current events in the adult education, with special attention to the application of the micro-qualification model, the proposal of the new law on adult education and establishment of a quality system in adult education in Croatia.
In 2022, the 16th Lifelong Learning Week took place from 26 September to 2 October. 536 events were held involving 276 different institutions in cooperation with partners (state administration bodies, social partners, the Croatian Employment Service, counties, the local community, associations, cultural institutions, institutions for adult education, schools and other organizations). After the opening ceremony, the 14th Lifelong Learning Fair was organised in the central city park of Bjelovar with the aim of bringing the idea of lifelong learning closer to the target groups of this campaign, . At the Fair, numerous adult education institutions presented their adult education programs to the public , offering vouchers for free access to one of the educational programmes. With the aim of improving professionalization and promoting the exchange of knowledge among teachers working in adult education, the third cycle of andragogical workshops was conducted, from March to June 2022. The trainings were delivered through the Curriculum globALE programme, which consists of five thematic basic modules lasting eighteen working days, i.e. 336 hours. The 10th International Andragogic Symposium (MAS) was held from May 25 to 27, 2022 in Terme Tuhelj. Through the three-day program of the Symposium, the participants, 230 in total, had the opportunity to learn about the latest trends and current events in the field of adult education, with a special focus on adult education planning and programming, the Act on Adult Education, the practical implementation of vouchers in adult education, and the development of qualification standards to meet the needs of adult education.
Bodies responsible
- Agency for VET and Adult Education (ASOO)
Target groups
Education professionals
- Teachers
- School leaders
- Adult educators
Entities providing VET
- VET providers (all kinds)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
European priorities in VET
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
- Sustainability - a green link in VET