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General themes

VET in Croatia comprises the following main features:

Distinctive features ([4]Adopted from: Cedefop (2017). Spotlight on vocational education and training in Croatia. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8108_en.pdf
):

VET in Croatia has two main roles. Alongside preparation for labour market entry, it enables progression to tertiary education, primarily through four-year VET programmes, where learners spend approximately half of their time acquiring general competences. Almost 80% of four-year VET graduates take matura exams and around 60% of VET graduates continue to higher education.

The level of participation in VET at upper secondary level is one of the highest in the EU (69.6 % compared to the EU average of 47.8 % in 2017). Work based learning is present in all forms of VET, while work placements are present mostly in apprenticeship programmes.

Croatia has the lowest rate of early school leaving in the EU (3.3 % in 2018, compared to the EU average of 10.6 %) and has already met its Europe 2020 national target of 4%.

Support services are available for learners at all VET schools. Legislation requires schools to employ either a psychologist or a specialist in pedagogy, who monitors teaching and learning processes and oversees extra-curricular activities. Most schools employ both types of support staff. Some have other professionals that help learners address learning difficulties.

Self-assessment at VET schools is part of the quality assurance system, which has been developed in line with the EQAVET. Systematic collection of information and follow-up of quality improvement processes at VET schools is possible thanks to the comprehensive online tool e-Kvaliteta. The tool also allows comparison between schools.

The education ministry and Agency for Vocational Education and Training and Adult Education ASOO are continuing with the VET curriculum reform that begun in 2008 with the introduction of the first unit-based and credit-rated qualifications and learning-outcomes-oriented modular curricula. New curricula are based on occupational and qualifications standards developed in cooperation with employers. The system for recognition of prior learning/validation of non-formal and informal learning is being prepared.

Determined VET reform efforts are necessary to update curricula in order to be more relevant to labour market needs. The share of work-based learning and its quality needs to be increased. More effort will be placed on widening VET reform with the support of EU structural funds in 2014-20. Special emphasis will be put on curriculum reform, the development of sectoral and VET curricula, and improving work-based learning in all types of VET. The VET system development programme 2016-20, adopted in September 2016, addresses these issues with measures, which, among others, aim to align VET with labour market needs, develop new curricula and strengthen the work-based learning model.

Youth unemployment has been gradually decreasing (23.8% in 2018 among 15 to 24 year-olds), as well as the share of youth (aged 15 to 24) neither in employment nor in education and training (NEET) to 13.6% in 2018. Youth guarantee schemes are expected to help young people get into employment, apprenticeship, traineeship or get the chance to continue their education or training within four months of leaving school or becoming unemployed. Both the education, science and technology strategy (October, 2014) and the VET system development programme 2016-20 aim to improve the skills and competences of Croatia's citizens and the country’s economic competitiveness.

Participation in adult learning/continuing training was 2.9% in 2018, among the lowest in the EU. There are incentives for entrepreneurs in the form of tax deductions of up to 60% of adult education and training costs (80% for small and medium-sized enterprises).

However, uptake by companies is low, due to lack of awareness and the complexity of administrative procedures involved. New measures to address these issues are foreseen in the EU Structural Funds operational programmes for 2014-20.

Data from VET in Croatia Spotlight 2016 ([5]Cedefop (2017). Spotlight on vocational education and training in Croatia. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8108_en.pdf
), updated in May 2018.

Population in 2018: 4 105 493 ([6]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019].)

It decreased by 3.7% since 2013 due to negative natural growth and emigration that has been steadily intensifying since Croatia joined the EU in 2013 ([7]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019].).

As in many other EU countries, the population is ageing. The old-age dependency ratio is expected to increase from 28 in 2015 to 54 in 2060.

 

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

Source: Eurostat, proj_15ndbims [extracted 16.5.2019].

 

Unfavourable demographic trends combined with obsolete enrolment principles, higher educational aspirations of learners and parents and the deterioration of crafts and industry sectors has made a big impact on enrolment in three-year VET upper secondary programmes. The increased economic migration in the period that followed accession to the EU also contributed to this trend. Overall decrease in the number of learners at upper secondary level has been reflected in a sharp decline in enrolment rates in three-year VET programmes over the past years. Specifically, the number of students finishing three-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%.

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.

In 2016, the number of small and medium enterprises equalled 92% of all SMEs registered in 2008.

SMEs’ 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%.

In 2017, the positive trend in business registrations that started in 2016 continued. 16 759 businesses were registered, 8.3% more than in 2013. 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 is of 25.0% for the year 2017, which grew to 25.1% of GDP until October 2018 and is expected to increase by 3.3% until the end of 2018. The prediction the World Travel and Tourism Council makes for 2028 is that tourism will constitute 31.7% of the Croatian GDP.

The Operational program ESF Efficient Human Resources 2014 - 2020 identified five priority areas in VET: tourism and hospitality, mechanical engineering, electrical engineering and ICT, health care and agriculture.

Besides 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, transportation, etc.

The list of regulated professions is published by the Ministry of Labour: https://mrms.gov.hr/UserDocsImages/dokumenti/Uprava%20za%20tr%c5%bei%c5%a1te%20rada/Popis%20reguliranih%20profesija%20u%20Republici%20Hrvatskoj_3.1.2019.pdf 

Total unemployment ([8]Percentage of active population, 25 to 74 years old.) (2018): 7.1% (6.0% in EU28); it increased by 0.2 percentage points since 2008 ([9]Eurostat, une_rt_a [extracted 20.5.2019].).

 

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18

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 16.5.2019].

 

The figure above shows unemployment rate 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.

Since 2013, for the 25-64 age group, the gap has increased, with unemployment rate steadily decreasing for the unskilled workers (11.4%) and still high in comparison to those with medium-level qualifications, including most VET graduates (7.2%) and to those with tertiary education (5.7%) in 2018.

Employment rate of 20 to 34-year-old VET graduates increased from 67.9% in 2014 to 77.7% in 2018 ([10]Eurostat table edat_lfse_24 [extracted 16.5.2019].).

 

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 16.5.2019].

 

The increase (+9.8 pp) in employment of 20-34 year-old VET graduates in 2014-18 was higher compared to the increase in employment of all 20-34 year-old graduates (+8.0 pp) in the same period in Croatia ([11]Eurostat table edat_lfse_24 [extracted 16.5.2019].).

In 2018, 14.9% of population (aged 25-64) in Croatia attained lower education level (ISCED 0-2), 59.7% attained medium education level (ISCED 3-4) and 25.4% attained tertiary education (ISCED 5-8).

 

Population (aged 25 to 64) by highest education level attained in 2018

NB: Data based on ISCED 2011. Low reliability for ‘No response’ in Czechia, Iceland, Latvia, and Poland.
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_pgaed [extracted 16.5.2019].

 

Share of learners in VET by level in 2017

lower secondary

upper secondary

post-secondary

10.3%

69.6%

Not applicable

Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019].

At tertiary level, 29% of higher education students attended professional programmes in 2017 ([12]Source: Eurostat, educ_uoe_enrt02 [extracted 21.5.2019].).

In 2017, there were 55% male students enrolled in initial VET, against 45% female students ([13]Eurostat, educ_uoe_enrs05 [extracted 21.5.2019].).

Male students are more represented in 3-year industrial programmes in IVET, whereas female students are more represented in 5-year programme for general care nurses.

Croatia traditionally has very low rate of early school leaving, 3.3% in 2018. It is significantly lower than 10.6%, the EU28 average.

 

Early leavers from education and training in 2009-18

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;
Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en
[accessed 14.11.2018].

 

 

Participation in lifelong learning in 2014-18

NB: Share of adult population aged 25 to 64 participating in education and training.
Source: Eurostat, trng_lfse_01 [extracted 16.5.2019].

 

The share of adults participating in training programmes in 2018 remains among the lowest in the EU (2.9%) and significantly below the EU-28 average (11.1%).

The national target for participation in lifelong learning is set at 5% by 2020 ([14]The Strategy for Science, Education and Technology from 2014.).

In general, all IVET learners are under 19 years old, with some exceptions, such as students with disabilities.

The majority of CVET learners are in the 25-34 and 35-44 age groups. The available data on IVET and CVET learners by age is not comparable.

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 very early age of six months and is provided at childcare institutions (dječji vrtići). One-year pre-school education is compulsory before enrolling into primary education.

Primary end lower secondary education is integrated and lasts eight years; typically from age 6 to 15, the latest till 21 for special education needs learners.

Upper secondary education includes four-year general education gymnasium programmes, art education and initial VET programmes that might last from one to five years.

VET specialist development programmes (strukovno specijalističko usavršavanje i osposobljavanje) are envisaged as further education programmes (specialization) at the post-secondary level (CROQF/EQF 5, 120 ECVET/ECTS) for learners who completed VET programmes at secondary level (at least CROQF/EQF 4.1. or higher). Up to the present moment, 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 four-year programmes VET graduates. The majority of the three-year VET programmes are offered as apprenticeship and lead to labour market. Graduates can enter an optional one-to two-year bridge programme, and if successful, take matura exams to qualify for tertiary education. In order to enrol into higher education, VET graduates can opt to take the State Matura exams (ispiti državne mature) following the completion of four- and five-year programmes. The National Centre for External Evaluation of Education administers the State Matura exams in cooperation with upper-secondary schools. The State Matura 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 competencies 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 on 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 specialists programmes (ISCED 7).

Initial and continuous VET is offered. The majority of initial VET programmes are three-year or four-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 experimental phase since 2018/19 school year in four occupations only).

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)

Three-year VET programmes for crafts (WBL performed through practical training in licenced crafts and/or legal entities and school workshops)

x

   

Three-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

Four-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

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

Four-year VET programmes combines general and vocational education on average in the same shares. Therefore, they have good progression opportunities to tertiary education if learners successfully pass the matura exams that are entrance exams.

Most three-year programmes are delivered as apprenticeships leading to labour market. Graduates who want to progress to tertiary education will take one-to two-year bridging programme that will allow them to take matura exams.

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

Non-formal continuing VET is part of adult learning regulated by the Adult Education Act ([15]Zakon o obrazovanju odraslih (NN 17/07, 107/07, 24/10):
https://www.zakon.hr/z/384/Zakon-o-obrazovanju-odraslih
).

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 school year 2004/05, the apprenticeship scheme is implemented in three-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 the general education from the 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 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 normally 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 competencies in the real work environment, including a student mentor with adequate qualifications and pedagogical competences.

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

JMO programmes end with formal qualification at EQF level 4, ISCED 353. Students finish their education with the preparation and the presentation of the final practical assignment and their school issues a certificate of completion (svjedodžba o završnome radu). After successful completion of JMO programmes students also take journeyman exams (pomoćnički ispit). The main destination of graduates is the labour market. As of 2014, graduates from three-year VET programmes can enter an optional one- to two-year bridge programme and, if successful in gaining a second VET qualification, can also take matura exams to access higher education. JMO graduates can also apply for the master craftsman exam after two to three years of work experience in the field.

Various stakeholders are involved in the implementation of JMO programmes. The Ministry of Science and Education has the overall responsibility. It also decides on enrolment quotas, approves VET curricula and adopts the programmes with 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 defines and supervises the licencing procedure for apprenticeship providers, maintains the database of licensed crafts, sets minimum conditions for apprenticeship contracts and keeps record of the contracts; it also defines the method and process of the journeyman exams and issues journeyman certificates. The Agency for VET and Adult Education is responsible for organising journeyman exams. The chamber of trades and crafts issues licenses to apprenticeship providers and publishes lists of licenced apprenticeship providers. Apprenticeship providers offer practical training and exercises to students. 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 presentation of the final practical assignment and issue certificates of completion.

In the school year 2018/19, 9 830 students were enrolled in 42 JMO programmes delivered by 100 VET providers, which equals 6.7% of all secondary school students, and 10.1% 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 10 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 2018/19 were hairdresser, car mechanic, car mechatronic, cook and carpenter.

Experimental 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 ([16]https://mzo.gov.hr/UserDocsImages//dokumenti/Obrazovanje/StrukovnoObrazovanje/ReformaStrukovnog/StrukovniKurikulum//Strukovni%20kurikulum%20za%20stjecanje%20kvalifikacije%20soboslikar%20li%C4%8Dilac%20dekorater%20prema%20modelu%20dualnog%20%20obrazovanja.pdf  
). 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, supporting and supervising mentors in business entities, etc. 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 employ and 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 monthly allowance for the period of work-based learning undertaken in business entities. The experimental phase of the programme is planned to happen over two years, starting in the 2018/19 school year. It is conducted in four programmes at EQF level 4 (three-year programmes for sales assistant, glazier, chimney sweeper and 4-year programmes for beautician) in 11 VET schools. 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: http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches

Please, see also Cedefop Thematic country review on apprenticeship in Croatia ([17]Cedefop (2019). Apprenticeship review: Croatia. Improving apprenticeships through stronger support and care. Luxembourg: Publications office. Thematic country reviews.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/4173
).

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 the overall VET policy. As such, it monitors the overall compliance of the VET system with legislation and coordinates multiple executive agencies in the field of education.

Since mid-2000s, the government established several new agencies. Establishing Agency for VET in 2005 marked the beginning of profound reforms in VET. In 2010, VET and adult education agencies merged into Agency for VET and adult education (Agencija za strukovno obrazovanje i obrazovanje odraslih, ASOO) ([18]Act on Agency for VET and Adult Education (Zakon o Agenciji za strukovno obrazovanje i obrazovanje odraslih); Official Gazette No 24/2010.). 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 stakeholders involvement in VET;
  • supporting and follow-up the self-assessment of VET schools;
  • 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, Entrepreneurship and Crafts (Ministarstvo gospodarstva, poduzetništva i obrta) defines conditions for taking learners into apprenticeship, issues apprenticeship exam certificates, oversees journeyman exam procedure, etc.;
  • Ministry of Labour and Pension System (Ministarstvo rada i mirovinskog sustava) 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;
  • Adult Education Council (Vijeće za obrazovanje odraslih) is a counselling body of the government for monitoring and proposing improvements in adult education, issue opinions on legislative proposals and suggestions on financing of adult education;
  • Education and Teacher Training Agency (Agencija za odgoj i obrazovanje, AZOO) – responsible for development of general education part of VET curricula;
  • Croatian Chamber of Trades and Crafts issues licenses to apprenticeship providers and publishes lists of licenced apprenticeship providers. It is also a partner in the experimental programme in dual education, launched as of school year 2018/2019.
  • 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 2018/2019.
  • Croatian Employers' Association (Hrvatska udruga poslodavaca) is an independent organisation of all legal bodies performing business activities. Its tasks are to represent interests of members during the development of economic system, assess means and conditions of economic growth, improve the development of entrepreneurship, develop business relations with foreign partners, support innovation and development, etc.;
  • 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 of 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 (two-, three- (industrial and crafts schools), four- or five-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, construction, etc.

Based on new legislative provision in 2018 ([19]Amendments to the Vocational Education and Training Act (Zakon o izmjenama i dopunama Zakona o strukovnom obrazovanju); Official Gazette No 25/2018.), 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 ([20]Local authorities as the legal founders and owners of the schools can also be investors regarding buildings/infrastructure.).

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

In 2015, the distribution of education expenditure ([21]Eurydice (2015). National sheets on education budgets in Europe 2015: facts and figures. See: Croatia education budget by type of expenditure and level of education 2015, p.22.
https://eurydice.org.pl/wp-content/uploads/2016/01/194EN.pdf
) indicates that the largest share (38.6%) of the education budget was spent on primary education (ISCED 1-2), while 14.0% was spent on pre-primary education (ISCED 0), 22.4% on secondary education (ISCED 3, both general and vocational) and 17.9% on higher education (ISCED 5-8).

In CVET, adult learners usually cover the expenses of the education programmes they attend. The exception are 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 foreseen reforms of IVET and CVET ([22]VET System Development Programme 2016-20.) strongly rely on EU structural funds.

In VET, there are:

  • general subject teachers;
  • vocational teachers and trainers.

Teachers of general subjects, e.g. Mathematics, English, etc. are qualified according to general regulations on teachers set by education ministry. These require graduate university or professional studies, as well as pedagogical competencies.

Teachers and trainers in IVET and formal CVET([23]Vocational Education and Training Act (Zakon o strukovnom obrazovanju); Official Gazette No 30/2009.):

  • 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 competencies 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 competencies and at least five years of work experience in the appropriate profession;
  • teaching associate (suradnik u nastavi) requires a secondary education,pedagogical competencies and at least five years of work experience, unless regulated differently by the vocational curricula.

In three-year VET programmes (JMO), apprenticeships 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 ([24]Crafts Act (Zakon o obrtu); Official Gazette No 143/2013. Regulations on minimum conditions for contracts on apprenticeship (2014).) and, mentors can be either:

  • master craftspersons;
  • persons who have the same rights as the persons who have passed the master craftsman’s exam and also have passed the exam that proves their basic knowledge on teaching;
  • persons with the appropriate high school qualification who have their trades and crafts businesses registered in the regions of particular national interest and have three years of experience in the profession for which they conduct apprenticeships, and have passed the exam that proves their basic knowledge on teaching;
  • persons who have the appropriate high school qualification and at least ten years of work experience in the profession for which they conduct apprenticeship, and have passed the exam that proves their basic knowledge on teaching ([25]Cedefop (2019). Apprenticeship review: Croatia. Improving apprenticeships through stronger support and care. Luxembourg: Publications office. Thematic country reviews.
    https://www.cedefop.europa.eu/files/4173_en.pdf
    ).

In IVET schools, there are approximately 12 000 teachers, trainers and assistants. Due to difficulties in recruiting the appropriate teaching staff, caused by the lack of in-service training of VET teachers, a proportion of vocational subjects teaching is carried out by teachers not holding the required qualification.

The continuing professional development and in-service training of VET staff is mainly provided by the Agency for VET and Adult Education and is based on an annually updated catalogue for in-service training (Katalog stručnog usavršavanja). VET schools are also expected to provide in-house staff development activities. However, there is 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). Data related to the in-service teacher training of VET school teachers are regularly recorded in the VETIS, where teachers register their participation at in-service teacher training events. Travel and accommodation costs of in-service training for teachers are covered by VET institutions, which affect the numbers of teachers attending training. Overall, the provision of in-service training for VET staff is extremely 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;

These in-service trainings do 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 ([26]Pravilnik o napredovanju učitelja i nastavnika u osnovnom i srednjem školstvu (Regulation on the Promotion of Teachers in Primary and Secondary Education), Official Gazette No. 89/1995
) guides the promotion in the profession, and teachers can acquire title of mentors and advisors.

In addition, they can be awarded for outstanding achievements in education. The above mentioned Regulation prescribes levels, conditions and ways of progression. Evaluation elements of expertise and teaching excellence are: teaching success (e.g. methodological creativity in teaching, application of the latest working methods in teaching and the latest sources of knowledge, etc.); extracurricular expert work (e.g. lecturing in teacher training events on at least county level, mentorship of a trainee up to in-service professional exam, mentorship of students that won one of first three places in international competitions, authorship of a textbook, etc.); in-service teacher training. Requirements for promotion are proscribed with the number of years of work experience, grade, number of points and regular in-service teacher training. The school initiates the process of VET teacher promotion, with evaluation of teachers work by school director and with the consent of teacher council and the process is implemented by the Agency for VET and Adult Education.

Teachers are elected into positions of mentor and advisor for the period of five 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 ([27]As part of the national project Modernisation of the continuous professional development of VET teachers, launched by AVETAE in 2017 and co-funded by the European structural and investment fund.). 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 competencies, 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 competencies.

More information is available in the Cedefop ReferNet thematic perspective on teachers and trainers ([28]http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/teachers-and-trainers).

Based on the Government’s Decree on the monitoring, analyses and prediction of labour market needs and the development of an educational enrolment policy ([29]Government’s decree on the monitoring, analyses and prediction of labour market needs and the development of an educational enrolment policy (Uredba o praćenju, analizi i predviđanju potreba tržišta rada za pojedinim zvanjima, te izradi i uzimanju u obzir preporuka za obrazovnu upisnu politiku); Official Gazette No 93/2010.), PES ([30]Public employment service.) (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. As such, these recommendations have not always taken into account whilst determining the enrolment vacancies in the specific VET programmes and the need for a more efficient and precise system was recognised.

Legislation on NQF ([31]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.) in 2013 provided a new tool for qualification development and the 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 ([32]Strategy of regional development, Industrial strategy, Smart specialisations strategy, Innovation Strategy and Strategy of Science, Education and Technology.). The process of adjustment between education and labour market needs is based on the development of occupational standards (standard zanimanja) and subsequently upon 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).

Both development and accreditation of VET curricula are 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 ([33]http://hko.poslovna.hr/) 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, mid-term and long-term skills anticipation and the main evidence base for the development of sector profiles and occupational standards as the key mechanisms of CROQF. The portal offers data visualization, statistics and analyses by CROQF sectors. In particular, 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.

See also Cedefop’s skills forecast ([34]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/skills-forecast)

VET qualifications

The three major elements of qualification development are foreseen:

  • occupational standards (standard zanimanja)

The occupational standards are a tool developed to identify the skills and associated knowledge required to be ‘competent’ in a particular job role. The standards are broken into units, which classify different sets of skills and knowledge. For VET qualifications, the occupational standards are being developed to a level of detail that highlights and describes the broad skills and knowledge sets that may be applied across a number of sub-sectors and related job roles within a particular industry.

  • qualification standard (standard kvalifikacija)

The qualification standards take the skills identified and described within the occupational standards and translate them into criteria against which learners are evaluated. The qualification standards are broken down into a series of logical ‘units’. Each unit is comprised of a set of ‘learning outcomes’ and ‘assessment criteria’. The learning outcomes describe what a learner should be able to achieve once a programme of study has been completed. The assessment criteria establish the activities and benchmarks that must be achieved by the learner in order to demonstrate that learning outcomes have been achieved. Each unit is also given a credit value that identifies the amount of time required by an average learner to complete all relevant learning and assessment activities to achieve the required learning outcomes. Finally, when a range of qualification standards has been developed, a decision is made as to which units need to be ‘mandatory’ or ‘elective’.

  • VET curriculum (strukovni kurikulum)

The final phase of the development process is associated with the production of VET curricula, which set out what needs to be taught in order to ensure that learning outcomes can be achieved.

The qualification development in VET follows the general process for qualification development at all levels, described in the CROQF Act ([35]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.) and the Ordinance on CROQF Register ([36]Ordinance on CROQF Register (Pravilnik o Registru Hrvatskog kvalifikacijskog okvira); Official Gazette No 62/2014.). The CROQF Register represents the central repository of approved occupational standards, qualification standards and units of learning outcomes, organised in corresponding sub-registers. In order to be approved, the proposals for occupational standards and qualification standards follow the prescribed procedure for the enrolment in the CROQF Register.

Consequently, the first stage of qualification development consists in the development and enrolment of the relevant occupational standard for the qualification. According to the CROQF Act, any legal entity or natural person, as well as public administration body, with legitimate interest, may propose an occupational standard for enrolment in the CROQF Register. The proposed occupational standard needs to be empirically founded upon relevant development strategies, sector profiles and occupational standard survey, which ensures the input of employers. The proposed occupational standard is submitted to the Ministry of Labour and then evaluated by the relevant CROQF sector council. If approved by the council and appropriately revised if requested, the Ministry of Labour decides on the enrolment of the occupational standard in the CROQF Register.

Qualification standard development follows a similar process, with the Ministry of Science and Education responsible for the enrolment of the qualification standard in the CROQF Register and the sector councils responsible for the evaluation of qualification standards.

The final stage comprises the development of vocational curriculum, which is based on the qualification standard and aligned to the occupational standard. The proposed vocational curricula should be aligned with the National curriculum for VET and the relevant sectoral curricula. Based on the learning-outcome approach, the National curriculum for VET from 2018 describes teaching and learning processes, including work-based learning and learning cycles. It encompasses qualifications on CROQF/EQF levels 2-5 and defines the curricular framework for VET, which comprises sectoral curricula, vocational curricula and VET school curricula. The document sets out the structure for each qualification level in terms of the proposed teaching time devoted to general content, vocational modules, elective modules and work-based learning in line with sectorial and vocational curricula. Finally, the National curriculum for VET defines enrolment, permeability and assessment in VET. It allows for learning flexibility and specialisation through elective modules integrated in qualifications at CROQF level 4.1. and 4.2. / EQF level 4 for up to 30% of vocational curricula. The sectoral curricula set out the framework for all vocational curricula for qualifications on EQF levels 2-5 within particular education sectors. This way, the sectoral curricula ensure the attainment of broader competences relevant for all occupations within a sector. The sectoral curricula development is envisaged within the current AVETAE project for the modernisation of vocational education and training system in Croatia.

 

Managing qualifications

Several bodies are involved in designing, updating and awarding qualifications:

  • 25 CROQF sectoral councils (HKO sektorska vijeća): as advisory bodies on the sector-level, the sectoral councils evaluate proposals for occupational standards, qualification standards and units of learning outcomes. They also analyse existing and necessary competences on the sector level and propose changes to qualification standards based on changes in occupational standards;
  • Ministry of Science and Education: as the national coordinating body responsible for CROQF, the Ministry of Science and Education is also in charge of the sub-registers of qualification standards and learning outcomes. It offers methodological guidelines for the development of qualification standards and decides on the enrolment of the proposed qualification standards in the CROQF Register. It also coordinates quality assurance of qualifications and learning outcomes, and is responsible for developing a system for the recognition and validation of non-formal and informal learning;
  • Ministry of Labour: as the responsible authority for the labour market, the Ministry of Labour is in charge of the sub-register of occupational standards. It offers methodological guidelines for the development of occupational standards and decides on the enrolment of the proposed occupational standards in the CROQF Register. It is also responsible for producing evidence-base for the development of occupational standards by collecting information about the current and the future labour market needs and the necessary competences. The Ministry of Labour is expected to monitor the labour market needs and propose corresponding development of qualification standards and occupational standards;
  • Agency for VET and Adult Education (AVETAE): as the public administration body in charge of VET, AVETAE proposes occupational standards, qualification standards and curricula in VET. Currently, AVETAE leads a large-scale project for the modernization of vocational education and training system in Croatia, as the largest initiative for update of VET qualifications and reform of VET curricula. AVETAE representatives also sit in the CROQF sectoral councils relevant to VET;
  • The National Council for the Development of Human Potential (Nacionalno vijeće za razvoj ljudskih potencijala): as the strategic advisory body responsible for CROQF, the National Council offers recommendations for policies relevant to qualification development and the alignment of education to the labour market.

Developing a coherent system

Currently, the area of quality assurance is informed by:

  • external assessment of student competencies and VET providers, administration of the State Matura exams and national exams in VET, based on the VET Act and the National Centre for External Evaluation of Education Act ([37]National Centre for External Evaluation of Education Act (Zakon o Nacionalnom centru za vanjsko vrednovanje obrazovanja); Official Gazette No 151/2004.), by the National Centre for External Evaluation of Education;
  • external assessment of institutions ([38]Ordinance on the Means of Implementing External Evaluation and Using the Results of External Evaluation of Education Providers (Pravilnik o načinu provedbe vanjskog vrednovanja i korištenju rezultata vanjskog vrednovanja školskih ustanova); Official Gazette No 23/2011.), inspection ([39]School Inspection Act (Zakon o prosvjetnoj inspekciji); Official Gazette No 61/2011 and 16/2012.) performed by the Ministry of Science and Education and professional-pedagogic supervision of VET providers ([40]Professional-Pedagogical Monitoring Act (Zakon o stručno-pedagoškom nadzoru); Official Gazette No 73/1997.) by the Agency for VET and Adult Education;
  • quality assurance of programmes for acquiring qualifications by the Ministry of Science and Education and the Agency for Science and Higher Education through the CROQF ([41]Ordinance of CROQF Register (Pravilnik o Registru Hrvatskog kvalifikacijskog okvira); Official Gazette No 62/2014.);
  • surveillance over organising and implementation of apprenticeships ([42]Crafts Act (Zakon o obrtu); Official Gazette No 77/93, 90/96, 102/98, 64/01, 71/01, 49/03, 68/07, 79/07, 40/10.) by the Ministry of Economy, SME and Crafts and the Ministry of Science and Education;
  • external assessment of journeyman exam by the Agency for VET and Adult Education and the National Centre for External Assessment of Education ([43]Crafts Act (Zakon o obrtu); Official Gazette No 77/93, 90/96, 102/98, 64/01, 71/01, 49/03, 68/07, 79/07, 40/10.);
  • self-assessment of VET providers ([44]Vocational Education and Training Act (Zakon o strukovnom obrazovanju); Official Gazette No 30/2009, 24/2010, 22/2013, 25/2018.), based on the VET Act and relevant methodology([45]Agencija za strukovno obrazovanje i obrazovanje odraslih (2011b). Hrvatski okvir za osiguranje kvalitete u strukovnom obrazovanju i osposobljavanju: Priručnik za samovrjednovanje [Croatian framework for quality assurance in VET: manual for self-assessment].
    http://www.asoo.hr/UserDocsImages/Priru%C4%8Dnik%20za%20samovrjednovanje.pdf
    ) , organised and supported by the Agency for VET and Adult education. VET schools do self-assessment once a year, within the six assessment areas:

    • planning and programming of work;
    • teaching and support to learning;
    • learning outcomes;
    • material & human resources, including continuing professional development of staff;
    • cooperation within the VET school and with stakeholders; and
    • administration and management.

Each area is further broken down into quality areas, which are described using individual quality criteria. All areas are applied primarily to IVET. In 2011, secondary VET schools launched a self-assessment process and the first annual reports were produced and analysed. To assist VET schools in the process, the VET agency developed a comprehensive manual and an online ’E-quality’ tool ([46]http://e-kvaliteta.asoo.hr) (e-kvaliteta) that enabled secondary VET schools to effectively present their self-assessment data and plans for improvements. Both measures are evidence-based.

The strategic documents call for the establishment of a coherent, unified system of VET quality assurance at the national level, at the level of VET providers and at the level of qualifications developed in line with EQAVET recommendations. This system is to be used for both IVET and CVET. Strong argumentation for a coherent, unified system comes from analyses indicating the existence of parallel and uncoordinated structures that are insufficiently used for the amelioration of school practice and the development of VET policy.

Formal qualifications cannot be acquired through recognition of non-formal and informal learning ([47]The legislation has foreseen an ordinance on recognition of non/formal and informal learning which is still under preparation. Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013.).

Allowances in apprenticeship

In the three-year VET programmes for crafts and trades, the contract for apprenticeship (ugovor o naukovanju) regulates learner allowances as stipulated by the legislation ([48]Regulation on Minimum Requirements for Apprenticeship Contracts; Official Gazette No 63/2014.).

Scholarships for shortage occupations

In 2018, the Ministry of Economy, SME and crafts awarded 3,020 scholarships to learners in three-year VET programmes in crafts and trades (jedinstveni model obrazovanja, JMO) for which there is a labour market shortage. The total amount awarded was around EUR 3.6 million, indicating a sharp increase from 2017, when the amount was EUR 2.8 million. The list of eligible programmes was determined nationally, but allows regional modification. Local communities, as well as professional associations and private firms, also provide incentives and stipends for learners.

In Croatia, the main employment policy relevant to VET is the Active Labour Market Policy (Mjere aktivne politike zapošljavanja, ALMP).

Tax exemptions

Companies that provide apprenticeships for three-year VET programmes learners have tax breaks reducing their taxable income ([49]Act on State Aid for Education and Training (Zakon o državnoj potpori za obrazovanje i izobrazbu); Official Gazette No 109/2007, 134/2007, 152/2008, 14/2014.). Entrepreneurs that train one to three learners per year on their premises may reduce their taxable income by 5%; an additional learner further reduces the taxable income by one percentage point, up to a limit of 15%.

The Croatian Employment Service (CES) systematically organises activities aimed at giving information, guidance and counselling for students in the final years of primary and upper secondary education (including VET).

Several elements developed by CES within this comprehensive guidance and counselling system are aimed at young persons. In recent years, CES has organised a regional network of 13 centres for career information and guidance under the name of CISOK ([50]See
http://www.cisok.hr
) (Centri za informiranje i savjetovanje o karijeri). This allowed for a tailor-made approach to guidance and counselling. The services are free of charge and open to both students and parents. Trained guidance counsellors provide services. Guidance is provided to learners in transition from primary to secondary and from secondary to higher education through open days and career fairs. These initiatives are supported by chambers, employers, former students and parents.

Career guidance for learners is conducted through the joint efforts of school counsellors and CES career guidance counsellors. Particular attention is devoted to learners who, according to the evaluations, might face labour market problems after they complete their education, i.e. those with developmental and health issues, learning disabilities or behaviour disorders. CES pays special attention to vocational guidance for VET students with disabilities. Furthermore, secondary school students who achieve poor results are referred to an expert team for career guidance. Here, expert opinions concerning the most adequate choice for further education, labour market needs and educational opportunities are taken into account, as well as the learner's individual abilities and needs. If needed, a team evaluation is carried out, which might include psychological assessment, an interview and a medical examination by a physician specialising in occupational health.

CES has also developed a web portal e-Guidance ( www.e-Usmjeravanje.hzz.hr) to offer the information needed for the selection of education programmes and to provide assistance in setting and reaching professional goals and searching for jobs.

Finally, CES conducts a yearly survey of the vocational intentions of primary and secondary schools’ students. Using the results of this survey, expert teams of school and CES representatives define target groups that need specific services for career guidance. The aggregate results of the survey indicate the trends in the intentions of learners and are forwarded to stakeholders in the fields of education and employment at both regional and national level.Please see:

Vocational education and training system chart

Tertiary

Click on a programme type to see more info
Programme Types

EQF 5

Short-cycle professional

undergraduate programmes

2-2.5 years

ISCED 554

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?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

Is it continuing VET?

N

Is it offered free of charge?

Under the current regulations, in the period from 2018 until 2022, the 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 fee for their studies.

Is it available for adults?

Y

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

Practical training duration is determined by individual curricula.

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at Higher education institutions
  • in-company training
Main target groups

For full-time studies: young people, secondary school graduates at EQF level 4

For part-time studies: young people and working adults

Entry requirements for learners (qualification/education level, age)

Previously acquired EQF level 4 qualification or higher (3-year or 4-year general education or IVET programmes)

Assessment of learning outcomes

Continuous written or oral examinations at course level

Final assessment may include written and/or oral examination or final thesis, as determined by the 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 at professional undergraduate programmes.

Depending on the curricula, graduates may also enrol in university graduate programmes or specialist graduate professional programmes; under condition they successfully pass additional and supplementary exams.

Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

General education subjects are normally taught only 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 2017/18, there were 51 students enrolled in short-cycle professional undergraduate programmes, representing 0.11% of students in higher education professional programmes, and 0.03% of all students in higher education.

EQF 6

Professional

undergraduate studies,

3-4 years

ISCED 655

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?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

Is it continuing VET?

N

Is it offered free of charge?

Under the current regulations, in the period from 2018 until 2022, the 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 fee for their studies.

Is it available for adults?

Y

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

Practical training duration is determined by individual curricula.

Work-based learning type (workshops at schools, in-company training / apprenticeships)

• practical training at education institution

• in-company training

Main target groups

For full-time studies: young people, secondary school graduates at EQF level 4

For part-time studies: young people and working adults

Entry requirements for learners (qualification/education level, age)

Entry requirements consist in the completion of secondary education and successful completion of the State Matura exam. Higher education providers may set additional requirements and different weights to average secondary school GPA, Matura exams or entry exams independently. Work experience may be considered for enrolment in part-time programmes.

Assessment of learning outcomes

Continuous written or oral examinations at course level.

Final assessment may include written and/or oral examination or final thesis, as determined by the 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 professional graduate 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.

General education subjects

Some general education subjects may be taught in relation to vocational subjects.

Key competences

Depending on the programme, courses may be offered to teach key competences

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

In 2017/18, there were 40 117 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.

EQF 7

Specialist graduate professional studies leading to EQF 7, ISCED 757

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?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

Is it continuing VET?

N

Is it offered free of charge?

Under the current regulations, in the period from 2018 until 2022, the 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 fee for their studies.

Is it available for adults?

Y

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

Practical training duration is determined by individual curricula.

Work-based learning type (workshops at schools, in-company training / apprenticeships)

• practical training at education institution

• In-company training

Main target groups
  • for full-time studies: young people, graduates of undergraduate professional programmes
  • for part-time studies: young people and working adults
Entry requirements for learners (qualification/education level, age)

Entry requirements are the completed undergraduate professional studies or completed undergraduate university studies.

Assessment of learning outcomes

Continuous written or oral examinations at course level

Final assessment may include written and/or oral examination or final thesis, as determined by the 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.

General education subjects

General education subjects are normally taught only in relation to vocational subjects.

Key competences

Some courses may be offered to teach key competences

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

In 2017/18, there were 7 062 students enrolled in specialist graduate professional programmes, representing 14.95% of students in higher education professional programmes, and 4.28% of all students in higher education.

Post-secondary

Click on a programme type to see more info
Programme Types

EQF 5

VET specialist development

programmes

ISCED 453

VET specialist development programmes leading to EQF level 5, ISCED 453 (programi stručnog obrazovanja i osposobljavanja nakon srednjeg obrazovanja). 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?

N

Is it part of formal education and training system?

Y

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 thus far.

Is it available for adults?

Y

ECVET or other credits

The total workload for programmes at EQF level 5 is a minimum of 120 ECVET or ECTS credits, with at least 60 ECVET or ECTS credits of the level 6 or a higher level of units of learning outcomes ([75]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.).

ECVET credits are awarded for vocational education and training at EQF levels 2-5. Each ECVET credit includes 15 to 25 hours of study work in the duration of 60 minutes.

ECTS credits are awarded for higher education at EQF levels 5-7. Each ECTS credit includes 25 to 30 hours of study work in the 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% ([76]Adopted in 2018, the National curriculum for VET defines WBL share for VET specialist development programmes of at least 50%.)

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 ([77]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.) in 2013, yet no VET specialist development programmes have been developed thus far.

Diplomas/certificates provided

VET post-secondary development and training certificate (strukovno specijalisticko usavrsavanje i osposobljavanje)

Examples of qualifications

Qualifications at this level were foreseen in 2013 by the Act on NQF ([78]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.), yet no VET specialist development programmes have been developed thus far.

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

N

General education subjects

N

Key competences

Not defined. Qualifications at this level were foreseen by the Act on NQF ([79]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.) in 2013, yet no VET specialist development programmes have been developed thus far.

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 ([80]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.) in 2013, yet no VET specialist development programmes have been developed thus far.

Secondary

Click on a programme type to see more info
Programme Types

EQF 2-3

1- 2 year programmes

ISCED 351

IVET 1-year and 2-year programmes leading to EQF levels 3, ISCED 351 (jednogodisnji i dvogodisnji strukovni programi).
EQF level
2-3
ISCED-P 2011 level

351

Usual entry grade

9

Usual completion grade

9-10

Usual entry age

15

Usual completion age

17

Length of a programme (years)

2 (up to)

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

The total workload for acquiring a qualification at EQF level 3 is a minimum of 60 ECVET and / or HROO credits of the EQF level 3 or a higher level of units of learning outcomes. ([53]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.).

The total workload for acquiring a qualification at EQF level 2 is a minimum of 30 ECVET and / or HROO credits of the EQF level 2 or a higher level of units of learning outcomes.

ECVET credits are awarded for vocational education and training at EQF levels 2-5. HROO credits are awarded at levels 1-4 for general education qualifications and general education content of vocational qualifications. Each ECVET and HROO credit includes 15 to 25 hours of study work in the 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% ([54]Adopted in 2018, the National curriculum for VET defines WBL share in qualifications at EQF level 2 at over 60%, and WBL share for 1-2 year programmes at EQF level 3 at over 50%. New qualifications and vocational curricula in line with the National curriculum for VET are yet to be developed in the VET reform process, which is currently underway.)

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at school
  • in-company practice
Main target groups

Vocational training programmes at EQF level 2 are particularly popular with adult learners in CVET.

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 two-year VET programmes, which could extend for up to three 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

In case of 1-2 year programmes at EQF level 3, VET providers perform the final assessment of learners, which consists in production and presentation of the final practical assignment (završni rad).

Diplomas/certificates provided

For vocational training at EQF level 2, training certificate (uvjerenje o osposobljavanju) represents a formal award recognised by the education and training and labour authorities.

For 1-2-year programmes at EQF level 3, certificates of completion (svjedodžba o završnome radu) represents a formal award recognised by the education and training and labour authorities.

Examples of qualifications

For 1-2-year programmes at EQF level 3: welder (zavarivač), administrator (administrator).

For vocational training at EQF level 2: 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

Students holding this certificate normally enter the labour market meeting requirements to execute simple tasks in familiar conditions. Furthermore, after completing two-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 three-year VET programme and pass additional and supplementary examinations.

Destination of graduates

1-2-year programmes at EQF level 3 are labour market-oriented, which is the primary destination of graduates.

Awards through validation of prior learning

N

General education subjects

Currently, the share of the general education content in the total teaching load for 1-2-year programmes ranges from 20-40% ([55]Adopted in 2018, the National curriculum for VET defines those vocational curricula for qualifications at EQF levels 2-3 should include up to 20% general education content. New qualifications and vocational curricula in line with the National curriculum for VET are yet to be developed.).

Key competences

Depending on the curricula, key competences in programmes at EQF level 3 usually encompass competences in Croatian and foreign languages, mathematics and ICT.

Vocational training programmes at EQF level 2 generally do not comprise key competence development.

Application of learning outcomes approach

N

Share of learners in this programme type compared with the total number of VET learners

In the school year 2018/19, 10 VET providers enrolled 163 students (0.2% of all IVET learners) in 7 programmes at EQF level 3.

In 2018, estimated 14 000 adult learners ([56]Andragogical General Data Registry (Andragoški zajednički upisnik podataka, AZUP); data from May 2019.) enrolled in vocational training programmes at EQF level 2, as the most popular education pathway in CVET.

EQF 4

School-based and

apprenticeship programme,

3 years,

WBL 30-60%

ISCED 353

Initial VET three-year apprenticeship programmes for crafts and trades, leading to EQF level 4, ISCED 353, Unified Model of Education-JMO (jedinstveni model obrazovanja – JMO programi); Initial VET three-year Industrial and industry-related programmes, leading to EQF level 4, ISCED 353 (industrijski strukovni programi)
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?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

as school-based programmes only

ECVET or other credits

The total workload for 3-year programmes 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 ([57]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.).

ECVET credits are awarded for vocational education and training at EQF levels 2-5. HROO credits are awarded at levels 1-4 for general education qualifications and general education content of vocational qualifications. Each ECVET and HROO credit includes 15 to 25 hours of study work in the duration of 60 minutes.

Learning forms (e.g. dual, part-time, distance)

JMO programmes:

  • apprenticeships

Industrial programmes:

  • school-based learning with practical training at school and in-company
Main providers

JMO programmes:

VET secondary schools

Companies (licenced craft workshops or legal entities)

Industrial programmes:

VET secondary schools

Share of work-based learning provided by schools and companies

JMO programmes: 60%

Industrial programmes:

5%-10% ([58]Adopted in 2018, the National curriculum for VET defines WBL share in 3-year industrial programmes at 30-40%. New qualifications and vocational curricula in line with the National curriculum for VET are yet to be developed.)

Work-based learning type (workshops at schools, in-company training / apprenticeships)

JMO programmes:

  • apprenticeships
  • practical training at school

The education is implemented according to 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 in a certain number of hours, according to the curriculum for each qualification.

Industrial programmes:

  • practical training at school
  • in-company practice
Main target groups

Programmes are available for young people and also for adults (as a school-based option only).

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 and social welfare institutions.

Programmes are also suitable for learners at risk of early school leaving.

Entry requirements for learners (qualification/education level, age)

The entry requirements for three-year programmes include:

  • certificate of completion of primary education
  • adequate physical and mental health, as required by the VET teaching plans and programs

For JMO programmes, an apprenticeship contract is also required.

Assessment of learning outcomes

For the completion of the educational programme learners need to take a final practical assignment (izradba i obrana završnog rada) which is mandatory for all learners in order to receive a valid qualification. The final assessment is organised and conducted by schools ([59]Regulation on the development and defence of the final exam (2009).); upon successfully passing it, a learner acquires a secondary school qualification and the VET school issues a certificate.

The final exam ([60]Cedefop (2019). Apprenticeship review: Croatia. Improving apprenticeships through stronger support and care. Luxembourg: Publications office. Thematic country reviews.
https://www.cedefop.europa.eu/files/4173_en.pdf
) is a small project composed of the theoretical part, the practical part and the defence. 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) themselves or with the teacher support (usually by 1 October of the third year) and consult with the mentor in craft whether he/she can accomplish that. The final exam covers both the theoretical and practical part, both in written form. In the practical part, the learner describes what he/she did and also defends it in front of the commission; in some schools the practical part takes place at the craft or legal entity. These commissions usually consist of VET teachers. Some schools include in-company mentors; from those interviewed no one took part.

Additionally, JMO graduates can take also a journeyman exam (pomoćnički ispit ([61]Pravilnik o postupku i načinu polaganja pomoćničkog ispita [Regulation on the procedure and way of implementation of journeyman’s exam]. (2014). Official Gazette No 63/14, 86/15.
http://narodne-novine.nn.hr/clanci/sluzbeni/2014_05_63_1209.html
)) afterwards. A journeyman exam ([62]Cedefop (2019). Apprenticeship review: Croatia. Improving apprenticeships through stronger support and care. Luxembourg: Publications office. Thematic country reviews.
https://www.cedefop.europa.eu/files/4173_en.pdf
) is taken after the successful completion of the educational programme; it is organised by Agency for VET (Agencija za strukovno obrazovanje i obrazovanje odraslih, ASOO) and takes place in schools. The journeyman exam is free for learners for two years after they graduate. In addition, during one school year after graduation, the practical part of their final exam is usually recognised and they do not have to do it again as a part of the journeyman exam. The implementation includes a number of activities: Croatian Chamber of Crafts (Hrvatska Obrtnička komora) suggests the commission members to ASOO; VET schools send applications of learners, organise the exam on their premises, prepare documentation and fill the online system (e-naukovanje); Ministry of Economy, Entrepreneurship and Crafts (Ministarstvo gospodarstva, poduzetništva i obrta, MoEEC) finances members of the commissions and issues certificates signed by the minister. ASOO organises, supervises and coordinates all these activities.

Learners in JMO programmes can also take an intermediate test (kontrolni ispit) in the second year [63]Cedefop (2019). Apprenticeship review: Croatia. Improving apprenticeships through stronger support and care. Luxembourg: Publications office. Thematic country reviews.
https://www.cedefop.europa.eu/files/4173_en.pdf
. Some learners call this test ‘small matura’ (mala matura).

Diplomas/certificates provided

For 3-year programmes, certificates of completion (svjedodžba o završnome radu) represent a formal award recognised by the education and training and labour authorities.

Examples of qualifications

JMO programmes:

Chef, hairdresser, auto-mechanic, carpenter, photographer,

Industrial programmes: CNC operator

Progression opportunities for learners after graduation

According to the legislation ([64]Act on VET (2009) and the Amendments to the Act on Primary and Secondary Education (2008) of 2012.), both horizontal and vertical pathways are stipulated. As of 2014, graduates from three-year VET programmes can enter an optional one- to two-year bridge programme ([65]Cedefop (2019). Apprenticeship review: Croatia. Improving apprenticeships through stronger support and care. Luxembourg: Publications office. Thematic country reviews.
https://www.cedefop.europa.eu/files/4173_en.pdf
) and, if successful in gaining a second VET qualification, can also take matura exams to access higher education. JMO graduates can also apply for the master craftsman exam after two to three years of work experience in the field. In 2016, an additional regulation on the conditions and the pathways of continuing education for obtaining higher level of qualifications has been introduced, specifying that learners can continue education for two years after acquiring the lower level qualifications, conditional on previous educational achievements, i.e. the minimum average score achieved during the period of their three-year education. Schools providing JMO programmes are obliged to organise a tuition-free fourth year for learners wishing to continue their education.

According to the findings of the Cedefop review ([66]Cedefop (2019). Apprenticeship review: Croatia. Improving apprenticeships through stronger support and care. Luxembourg: Publications office. Thematic country reviews.
https://www.cedefop.europa.eu/files/4173_en.pdf
), 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 per cent 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 two years of schooling, the successful graduation of which gives access to the State matura (državna matura) exams. 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 work full-time. The learners who decide to continue their education are mostly learners with higher grades achieved during the three-year period of the JMO programme.

Destination of graduates

Students holding this certificate generally enter the labour market. In the school year 2018/2019, 225 students are recorded to have enrolled a 4-year VET programme with supplementary examinations, 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

N

General education subjects

JMO:

Currently, the share of the general education content in the total teaching load for JMO programmes is around 20%.

Industrial programmes:

Currently, the share of the general education content in the total teaching load for 3-year school-based programmes is 20-40 % in the 1st and the 2nd year, and 25-40% in the 3rd year ([67]Adopted in 2018, the National curriculum for VET defines those vocational curricula for 3-year school-based programmes should include up to 20-25% general education content. New qualifications and vocational curricula in line with the National curriculum for VET are yet to be developed.).

Key competences

Depending on the curricula, key competences in 3-year programmes at EQF level 4 usually encompass competences in Croatian and foreign languages, mathematics and ICT.

Application of learning outcomes approach

In the school year 2018/19, 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, which is currently underway.

Share of learners in this programme type compared with the total number of VET learners

In the school year 2018/19, 214 VET providers enrolled 26 791 students (27.6% of all IVET learners) in 136 programmes. Over the last 15 years, student participation in these programmes has been steadily declining. Specifically, the number of students finishing three-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%.

EQF 4

School-based programmes,

4-5 years,

WBL 10%

ISCED 354

Initial VET programmes leading to EQF level 4, ISCED 354, four-year programmes mainly; one five-year programme for general nursing qualification (četverogodišnji strukovni programi; jedan petogodišnji program - za medicinsku sestru opće njege)
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

9

Usual completion grade

12-13

Usual entry age

15

Usual completion age

18-19

Length of a programme (years)

4-5

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

The total workload for 4- and 5-year programmes is a minimum of 240 ECVET and / or HROO credits, with at least 150 ECVET and / or HROO credits of the level 4 or a higher level of units of learning outcomes([68]Croatian Qualification Framework Act (Zakon o Hrvatskom kvalifikacijskom okviru); Official Gazette No 22/2013, 41/2016, 64/2018.).

ECVET credits are awarded for vocational education and training at EQF levels 2-5. HROO credits are awarded at levels 1-4 for general education qualifications and general education content of vocational qualifications. Each ECVET and HROO credit includes 15 to 25 hours of study work in the duration of 60 minutes.

Learning forms (e.g. dual, part-time, distance)

For four-year programmes:

  • school-based learning with practical training at school and in-company

Five-year programme for general nursing qualification follow the different structure:

  • school-based general education in the first two years;
  • school-based vocational theoretical and practical parts in schools and practical training in hospitals in the second three years.
Main providers

VET schools

Share of work-based learning provided by schools and companies

In 4-year programmes: Less than 10% ([69]Adopted in 2018, the National curriculum for VET defines WBL share in 4-year programmes at around 10%. New qualifications and vocational curricula in line with the National curriculum for VET are yet to be developed in the VET reform process, which is currently underway.)

5-year programme:

60% in the final three years of the programme.

Work-based learning type (workshops at schools, in-company training / apprenticeships)

In 4-year programmes:

  • practical training at school
  • in-company practice

For five-year general nursing qualification programme, practical trainings are 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 standards.

Assessment of learning outcomes

For the completion of the educational programme learners need to produce and present 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 ([70]Regulation on the development and defence of the final exam (2009).); upon successfully passing it, a learner acquires a secondary school qualification and the VET school issues a certificate.

In order to enrol into higher education, VET graduates can opt to take the State Matura exams (ispiti državne mature) following the completion of four- and five-year programmes. The National Centre for External Evaluation of Education administers the State Matura exams in cooperation with upper-secondary schools. The State Matura 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 competencies 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 on 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.

Diplomas/certificates provided

For 4-year programmes, certificates of completion (svjedodžba o završnome radu) represent the formal award recognized by the education and training and labour authorities.

For 5-year programmes, certificates of completion (svjedodžba o završnome radu) equally represent the final formal award. However, after completing the first two years of the nursing programme, which focuses on the general education content exclusively, the candidates also receive a certificate of completion of 2-year general education programme for attainment of medical care qualification (uvjerenje o završenome dvogodišnjem općeobrazovnom programu za stjecanje zdravstvene kvalifikacije).

Examples of qualifications

In 4-year programmes:

beautician, mechanical engineering technician, ICT technician, commercialist

in 5-year programme:

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 four- and five-year programmes. Students holding the certificates of completion (svjedodžba o završnome radu) as well as a certificate on the passed State Matura exams (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. The State Matura 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 competencies 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 on A (higher) 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 2016/17 suggest that over 80% of four- and five-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 the academic year 2018/19, fewer than 60% of VET graduates enrolled higher education studies, including over 40% of VET graduates that finished upper secondary education in 2018.

Awards through validation of prior learning

N

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 1st year, 40-60% in the 2nd year and 30-40% in the 3rd and the 4th year.

The National curriculum for VET defines those vocational curricula for 4-year programmes in IVET should comprise up to 45% of general education content.

For five-year general nursing programme, the general education ratio is 100% the first two years, and VET part ratio is 100% in the second three years.

Key competences

Depending on individual curricula, 8 key competences ([71]As per Recommendation of the European Parliament and of the Council of 18 December for lifelong learning (2006/962/EC).) are integrated in 4-year programmes at EQF level 4 to different extents.

Application of learning outcomes approach

In 2018/19, 25 outcome-based curricula were in implementation in Croatian schools in 4-year IVET programmes.

All other programmes are content-based teaching programmes ([72]New qualifications and vocational curricula in line with the learning-outcome approach are yet to be developed in the VET reform process, which is currently underway.).

Share of learners in this programme type compared with the total number of VET learners

In 2018/19, 290 VET providers enrolled 65 125 students (67.1% of all IVET learners) in 129 4-year programmes.

In addition, 24 VET providers enrolled 5 034 students (5.2% of all IVET learners) in 1 (general care nurse) 5-year programme.

EQF 4

Bridging programme

ISCED 354

Bridging programme in initial VET leading to EQF level 4, ISCED 354, 1 or 2-year programme mainly (program za stjecanje više razine kvalifikacije)
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

12

Usual completion grade

13-14

Usual entry age

17

Usual completion age

19

Length of a programme (years)

1-2

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

60 ECVET or HROO credits

ECVET credits are awarded for vocational education and training at EQF levels 2-5. HROO credits are awarded at levels 1-4 for general education qualifications and general education content of vocational qualifications. Each ECVET and HROO credit includes 15 to 25 hours of study work in the duration of 60 minutes.

Learning forms (e.g. dual, part-time, distance)

Depending on the curricula, learning forms may include:

  • school-based learning (contact studies, including virtual communication with the teacher/trainer);
  • work practice (practical training at school and in-company practice);
Main providers

VET schools

Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

Depending on the curricula, WBL types may include:

• practical training at school

• in-company practice

Main target groups

Graduates from IVET 3-year programmes, leading to EQF level 4, ISCED 353, may enrol bridging programme to attain qualification at EQF level 4 (ISCED 354, normally attained after completing 4-year programmes).

Entry requirements for learners (qualification/education level, age)

Completed 3-year programme, leading to EQF level 4, ISCED 353, normally in the same education sector, and average GPA of at least 3.50 on the 5.0 scale from the previous education level in VET (three-year IVET programme).

Assessment of learning outcomes

Before enrolling into the bridging programme, the teaching council at the VET provider determines the list of additional and supplementary exams the student needs to pass based on the programme completed earlier and the qualification the student will attain by completing the bridging programme. VET provider is responsible for organising the assessments for students to pass the prescribed additional and supplementary exams.

While a student can enrol into the bridging programme of education as a regular student, the number of the additional and supplementary exams determines the duration of the bridging programme. Namely, students with a lower number of supplementary exams can immediately integrate into regular classes of the final year of 4-year programme under condition they pass the exams before 31 March of the same school year. Students with a higher number of exams first take one year to pass the exams, and then the next year attend classes regularly. For the completion of the educational programme learners need to produce and present the final practical assignment (izradba i obrana završnog rada) which is mandatory for all learners in order to receive a valid qualification. The final assignment is organised and conducted by schools ([73]Regulation on the development and defence of the final exam (2009).); upon successfully passing it, a learner acquires a secondary school qualification and the VET school issues a certificate of completion.

In order to enrol into higher education, graduates can opt to take the State Matura exams (ispiti državne mature) following the completion of four- and five-year programmes.

The National Centre for External Evaluation of Education administers the State Matura exams in cooperation with upper-secondary schools. The State Matura 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 competencies 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 on 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.

Diplomas/certificates provided

Certificates of completion (svjedodžba o završnome radu) represent the formal award recognized by the education and training and labour authorities.

Examples of qualifications

Commercialist, mechanical engineering technician

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 four- and five-year programmes. The National Centre for External Evaluation of Education administers the State Matura exams in cooperation with upper-secondary schools. The State Matura 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 competencies 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 on A (higher) 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.

Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

General education share depends on the curricula of the programme students enrol. As the bridging programme mostly means integration in regular 4-year programmes, the share of the general education content in the total teaching load would thus normally range from 30-40% in the 3rd and the 4th year, as in all standard 4-year programmes.

Key competences

Depending on individual curricula, 8 key competences ([74]As per Recommendation of the European Parliament and of the Council of 18 December for lifelong learning (2006/962/EC).) are integrated to different extent.

Application of learning outcomes approach

N

Share of learners in this programme type compared with the total number of VET learners

In 2018/19, 225 students are recorded to have enrolled a 4-year VET programme with supplementary examinations, after having completed a 3-year programme, which accounts for 0.3% of students in 4-year VET programmes. The trend is similar for previous years.

VET available to adults (formal and non-formal)

Programme Types
Not available

General themes

VET in the Czechia comprises the following main features:

  • The highest share (72.4% in 2017 ([1]Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 9.5.2019].)) of initial VET learners at upper-secondary level (ISCED 3) in EU;
  • For a long time there has been a decline in interest for vocational secondary education and a rise in the interest in general secondary education. While the number of young people decreases, the capacity of secondary general schools (gymnázia) remains the same, which results in a declining share of students in vocational education; 
  • The second lowest share in EU of population aged 25-64 with low education level (6.1% ([2]Source: Eurostat, lfsa_pgaed [extracted 16.5.2019].));
  • In 2018, the unemployment rate for all education levels, including most VET graduates (ISCED levels 3 and 4) was lower than in the pre-crisis years.

Distinctive features ([3]Adopted from Cedefop (2016). Spotlight on vocational education and training in the Czechia. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/8098
):

Early tracking: pupils choose between general and vocational upper secondary educational pathways at age 15. By age 17 to 19, most VET students have acquired a vocational qualification recognised on the labour market.

General subjects are a strong component in all types of VET programme. Their proportion varies depending on the programme, representing 30% to 70% of instruction time.

VET is mainly school-based. It contains periods of work placements. Their length depends on the type of study programme. Students don´t have work contracts and are not regarded as employees of the companies ([4]I.e. there is no apprenticeship scheme according to commonly used EU definition; see
http://www.cedefop.europa.eu/files/4106_en.pdf
).

Early leaving from education and training is very low (6.2% in 2018), partly due to a wide choice of education pathways and various education programmes combined with a high level of permeability.

Tertiary education attainment in the 30 to 34 age group is quite low (33.7% compared to 40.7% in 2018 in the EU-28 as a whole). In the past decade, the share of young people entering tertiary education has grown significantly (from 13% in 2005 to 28 % in 2014). The introduction of bachelor studies is driving this trend.

Any adult can study any VET programme in the formal school system. Many programmes are designed to be combined with working life, but the overall adult participation is low. The wide variety of continuing VET (CVET) programmes provided outside the formal system is not generally regulated but subject to the free market; nevertheless, a system of validation of non-formal and informal learning outcomes has been gradually developing since 2007, when the law on validation and recognition of CVET outcomes came into force.

Demographic developments have led to a decreasing number of young learners; IVET schools have become more active in providing CVET programmes for the general public. This not only provides school teachers with an opportunity to develop their skills in teaching adults, but also helps increase young and adult learners’ awareness of CVET as an integral part of life.

One of the main challenges in VET is to improve the quality and attractiveness of secondary VET by encouraging practical training and work placement in companies, supporting the school-to-work transition of graduates.

Several measures adopted after 2014 have aided cooperation between schools and employers, including tax incentives, developing VET examinations in cooperation with employers, and legislative amendments to enable experts from the business world to be employed in schools.

Linking VET programmes with qualifications in the National Register of Qualifications (NSK) is also expected to increase responsiveness to labour market needs. Revision of national upper secondary VET curricula is currently being prepared as is reform in financing schools, with the State budget being discussed to promote quality as the main criterion as opposed to the current per capita financing principle.

A crucial challenge is ageing of the pedagogical staff and the generally low attractiveness of teaching jobs up to tertiary level as the teaching profession is considered undervalued. This is caused mainly by low average salaries compared to other high-skilled professionals and limited opportunities for career development. Adopting the framework for career development for teachers has been debated for many years without result. Supporting high-quality teaching and teachers as a prerequisite for such teaching is among three priorities of the Education Strategy until 2020.

Better matching of skills supply and labour market demand is another challenge, especially in recent years when there is extremely low unemployment rate and skill shortages became one of the main limitations of national economy development. Twenty nine sector councils (established gradually since 2005) monitor the coverage of their sectors by qualification, identify new skill trends and propose new qualifications. Several projects targeting better skills matching have been introduced but a system at national level is still missing. A project aiming at its establishment has been launched in 2017 under the purview of labour ministry.

Creating CVET options catering to the needs of the low-skilled and socially disadvantaged segments of the population requires more attention.

The Act on VNFIL ([5]The Act No 179/2006 on the verification and recognition of further education results.) serves as a support to CVET and a quality assurance mechanism. It is linked to active employment policy instruments such as retraining courses.

Data from VET in Czechia Spotlight 2016 ([6]Cedefop (2016). Spotlight on vocational education and training in the Czechia. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/8098
)

Population in 2018: 10 610 055 ([7]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019].)

Since 2013, population increased by 0.9% mainly due to the positive net migration rate (dominantly from Ukraine and Slovakia) ([8]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted on 16.5.2019].). There has been also a slight natural population increase.

As in many other EU countries, the population is ageing.

An old-age dependency ratio is expected to increase from 27 in 2015 to 56 in 2060 ([9]Old-age-dependency ratio is defined as the ratio between the number of persons aged 65 and more over the number of working-age persons (15-64). The value is expressed per 100 persons of working age (15-64).).

 

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

Source: Eurostat, proj_15ndbims [extracted 16.5.2019].

 

Demographic changes have an impact on VET.

The role of adult education and training will increase considerably and schools (especially basic and secondary) have already faced a decreasing number of young learners. Secondary VET schools are supported by national and regional authorities and by the European structural funds to develop their capabilities for adult education.

Czechia is ethnically homogenous country. Majority of citizens are Czechs and speak the Czech language. The largest ethnic minority are Roma with estimated population representing about 2.2 % of total population (2017) ([9a]The number is an expert estimation. Many Roma declare Czech nationality in census and there are methodological as well as ethical problems related to determining exact number of ethnic minority members. Source: https://www.vlada.cz/assets/ppov/zalezitosti-romske-komunity/dokumenty/Zprava-o-stavu-romske-mensiny-2017.pdf 
). Most Roma speak Czech as their first language or are bilingual (speak Roma as well as Czech). Other ethnic minorities include Slovaks (1.4 %), Ukrainians, Poles and others (each under 1 % ([9b]Source: https://www.czso.cz/documents/10180/20551765/170223-14.pdf 
)). There were about 4.8 % foreigners living in the country in 2016 ([9c]Source: https://www.czso.cz/documents/11292/27320905/c01R01_2017.pdf/8e9515a6-e078-484a-b6fd-6eee9e929c1e?version=1.0  
).

Ethnic minorities have right to be taught in their native language after reaching a pre-defined numbers of students in the a given locality. Currently, there is only one secondary (general) school teaching in the Polish language and several schools are bilingual.

Most companies are micro-sized in 2016 ([10]Source: Eurostat table, sbs_sc_sca_r, [extracted 30.4.2019]; calculations done by NÚV.):

96.1% micro-sized (0-9 persons)

3.1% small-sized (10-49 persons)

0.7% medium-sized (50-249 persons)

0.2% large (250 persons or more)

Economic sectors by employment share in 2018 ([11]Source: Eurostat. Employment by sex, age and economic activity (LFS, table lfsa_egan2):
http://ec.europa.eu/eurostat/web/products-datasets/-/lfsa_egan2 [extracted 13.5.2019].
):

  • manufacturing (e.g. metal products, machinery, automotive, repair and installation): 27.9%
  • business and other services: 21.4%
  • non-marketed services: 19.9%
  • distribution and transport: 17.9%
  • construction: 7.3%
  • primary sector and utilities: 5.5%

Export comprises mainly cars and car components, machines and machine components, computers and other ICT components, electronic and optical equipment, chemical substances, leather and rubber products, etc.

Access to most vocational occupations is not legally defined with several exceptions, as for example mandatory certificates for electricians and welders. However, employers usually ask for relevant formal VET qualification. Informal non-mandatory requirements for individual occupations are defined in the National System of Occupations ([12]www.nsp.cz).

Entry to some occupations is more specifically regulated for the self-employed; in some occupations ([13]Defined in the Trade Licensing Act.) formal qualification is required to become an entrepreneur. Self-employed (usually craftsmen occupations) require a formal qualification although it can be partly substituted by proof of work experience.

Total unemployment ([14]Percentage of active population, 25 to 74 years old.) (2018): 2.0% (6.0% in EU28); it decreased by 1.9 percentage points since 2008 ([15]Eurostat table une_rt_a [extracted 20.5.2019].).

 

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18

NB: Data based on ISCED 2011; breaks in time series; low reliability for ISCED 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 16.5.2019].

 

Unemployment is distributed unevenly between those with low- and high-level qualifications. The gap has increased during the crisis as unskilled workers, particularly younger people, are more vulnerable to unemployment. The crisis had no effect on the employment rates of those with tertiary education levels.

Since 2012 unemployment rate is decreasing. In 2018, the unemployment rate of people with low and medium-level qualifications, including most VET graduates (ISCED levels 3 and 4) is lower than in the pre-crisis years.

The economy shows almost full employment in recent years and skills shortages are one of most important limits of further economy growth.

Employment rate of 20 to 34-year-old VET graduates increased from 78.9% in 2014 to 83.5% in 2018 ([16]Eurostat table edat_lfse_24 [extracted 16.5.2019].).

 

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 16.5.2019].

 

The increase (+4.6 pp) in employment of 20-34 year-old VET graduates in 2014-18 almost equals increase in employment of all 20-34 year-old graduates (+4.7 pp) in the same period in the Czechia ([17]NB: Break in series. Eurostat table edat_lfse_24 [extracted 16.5.2019]).

The highest share of the population aged up to 64 in the Czechia (69.6%) has upper secondary and post-secondary non-tertiary education. The share of those with low or without a qualification is the second lowest in the EU, following Lithuania.

 

Population (aged 25 to 64) by highest education level attained in 2018

NB: Data based on ISCED 2011. Low reliability for ‘No response’ in Czechia, Iceland, Latvia, and Poland. 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_pgaed [extracted 16.5.2019].

 

Share of learners in VET by level in 2017

lower secondary

upper secondary

post-secondary

0.6%

72.4%

11.3%

NB: Data based on ISCED 2011. Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019].

 

Share of initial VET learners from total learners at upper-secondary level (ISCED level 3), 2017

NB: Data based on ISCED 2011.
Source: Eurostat, educ_uoe_enrs04 [extracted 16.5.2019].

 

Traditionally, there are more males in VET (55%).

Males prefer industrial fields (such as mechanical engineering, electrotechnics), construction, ICT, while females opt more often for healthcare, pedagogy, business or arts.

The share of early leavers from education and training has increased from 5.4% in 2009 to 6.2% in 2018, partly also due to the introduction of state maturita in 2011. It is for part of students more demanding than the previous school-based exam. The common, state part of maturita exam is now same both for general and VET schools. The share of early leavers is above the national target for 2020 of not more than 5.5 % and below the EU-28 average of 10.6% in 2018.

 

Early leavers from education and training in 2009-18

Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en
[accessed 14.11.2018].

 

Dropout rate is not monitored centrally.

 

Participation in lifelong learning in 2014-18

NB: Share of adult population aged 25 to 64 participating in education and training.
Source: Eurostat, trng_lfse_01 [extracted 16.5.2019].

 

Participation in lifelong learning in the Czechia has been relatively stable since 2015. With a share of 8.5% in 2018, it is 2.6 percentage points below the EU-28 average. In the Strategy for Education Policy of the Czechia until 2020 the goal of at least 15% inhabitants at the age of 25-64 participating in lifelong learning has been set.

 

Secondary education learners* by age group

(*) All secondary education learners (i.e. VET as well as general) are included.

 

The share of adults (25+) in IVET is the highest in two years of follow-up programmes and in one/two years shortened programmes, however, in these programmes their number has also decreased significantly between 2010/11 and 2018/19.

The education and training system comprises:

  • preschool education
  • primary and lower secondary education (ISCED level 1 and 2), most of it is integrated
  • upper secondary education (ISCED level 3);
  • tertiary education (ISCED levels 5, 6, 7 and 8).

Pre - school education is provided for children from 2 to 6 years mostly in public (founders are municipalities) or private (e.g. company) kindergartens (mateřská škola). For five years old children (the last year before entering the basic school) is the attendance compulsory.

Compulsory education lasts nine years. Learners either attend nine years of basic school (from 6 to 15 years of age), or they transfer to gymnázia at the age of 10 or 12 to programmes that last 6 or 8 years and integrate lower secondary (compulsory) and upper secondary general education.

At the age of 15, learners finishing the basic school choose between general education (four year gymnázium programme) and IVET. IVET is not a ‘dead end’ path. After upper secondary education (either general or IVET) almost all graduates can choose an appropriate path to proceed to higher levels.

At upper secondary level IVET is provided by VET schools offering three years study programmes/courses with vocational certificate and four years study programmes/courses with Maturita exam ([18]At the age of 15, student/learners finishing their basic school have to choose the type of secondary school – general (Gymnázia),orvocational schools (střední odborná učiliště – SOU ) or střední odborné školy – SOŠ). .); at tertiary level by tertiary professional schools (VOŠ – vyšší odborné školy) and higher education institutions (VŠ – vysoké školy).

Higher education institutions (VŠ) constitute a self-governed system regulated by the Higher Education Act. Secondary vocational and technical schools are often integrated within one legal entity (a school), thus providing more diverse study opportunities under ‘one roof’. Tertiary professional schools (VOŠ) are often integrated with secondary schools.

A less common study path is provided by conservatoires which provide education in the field of arts (music, dance or drama) at lower and upper secondary level and tertiary professional school level.

IVET in public schools (the majority) is provided for free, while private and church schools may collect tuition fees.

Secondary schools may provide education for pupils with special educational needs depending on the type of disability. Such IVET programmes (ISCED 253) are aimed at learners over 15 years old with learning difficulties.

There is no apprenticeship system (or ‘dual system’) in the country. IVET is mostly school-based. However, mandatory practical work-based training and work placement in the real working environment or at least in school facilities are integrated into IVET curricula.

IVET is provided within formal school system. It leads to qualifications from EQF level 2 to level 6. Formal education from nursery to tertiary professional VET is governed by the Education Act (2004).

IVET is mainly school based with mandatory practical training/workplace training usually an in-company or in school workshops or school facilities. National curricula (Framework educational programmes) are centrally processed documents issued and approved by the education ministry.

They define conditions under which education in the given field can take place, binding educational requirements for individual levels and fields of education, forms of education, content of education and a minimum range of lessons for each educational area.

CVET can be provided:

  • within formal school system (adults can study at formal schools with no age or other formal restrictions);
  • in the framework of active labour market policies (so-called retraining);
  • in companies (either obligatory training set by the law or not-regulated training based on company policy);
  • based on individual demand (there is wide free market of training providers).

Continuing VET is partly regulated by the Act No. 179/2006 on the Verification and Recognition of Further Education Results (the act on VNFIL). In the National Register of Qualifications (NSK) By May 2019 there have been 182 complete vocational qualifications in the National Register of Qualifications (NSK) which enabled to get the access to the IVET qualification without attending the IVET (formal) study program in school.

Except the most frequented full-time study, schools also offer other forms, suitable especially for employed adults (e.g. distance form) where shorter (mostly weekend) presence in school is combined with consultations and various methods of distance study, such as self-study, e-learning etc.). These courses usually last one extra year in comparison to full-time programmes. Only 7.5% ([19]MŠMT data, NÚV´s calculation includes all upper and lower secondary and tertiary professional, follow-up and shortened programmes (i.e. all VET types).) of all VET learners attend other (not full time) forms of study.

There is no apprenticeship system (or ‘dual system’) in the country. IVET is mostly school-based. However, mandatory practical work-based training and work placement are integrated into IVET curricula.

The main body holding executive powers in the field of education (IVET and CVET) at the national level is the education ministry (Ministry of Education, Youth and Sports Ministerstvo školství, mládeže a tělovýchovy – MŠMT). The key responsibilities of the education ministry include the development of the national education strategy and priorities; development of curricular policy and care for the quality of education for and in accordance with the objectives and content of education; coordination of public administration and funding in the area of education.

The education ministry holds the main responsibility for administration and establishing the rules for higher education (HE) institutions, which, however, have broad academic autonomy.

The labour ministry (Ministry of Labour and Social Affairs Ministerstvo práce a sociálních věcí - MPSV) is responsible for retraining under the auspices of the public employment service. The Ministry of Health is responsible for training of health staff; the Ministry of Interior Affairs is responsible for the accreditation of public administration staff training courses, etc.).

At the regional level, self-governing bodies – the regional assembly and regional council (zastupitelstvo kraje, rada kraje) – are directly responsible for establishing public VET schools at upper secondary and tertiary professional levels. The regional assembly has decision-making and consulting powers on the number, structure, provision, quality and funding of schools. The regional council (9-11 members) is elected by the assembly and holds executive powers. It forms expert advisory commissions in various fields, including education.

A regional body of state administration is a regional authority (krajský úřad). It is responsible for the development of a regional long-term plan for the development of education and for a report on education in the region. It also allocates resources from the state budget to schools which cover pedagogical staff wages and direct educational costs.

The Regional Councils for Human Resource Development perform a consultative function for regional councils.

All schools (including VET) have a relatively high level of autonomy. School directors hold significant powers. They are responsible for the preparation and implementation of school curricula based on approved national curricula, for the quality of pedagogical work and human resources policy, and for educational management and efficient use of financial resources. School councils are established at schools as a consultative body. The councils include representatives of the school founding body, pedagogical staff, parents and sometimes students.

Social partners can influence vocational education at national and regional levels particularly through co-operation on the preparation of curricula. Participation of their representatives in the final exam committees of upper secondary vocational programmes (ISCED 353) and in the absolutorium ([20]Absolutorium is a final examination at tertiary professional schools consisting of the theory of vocational subjects, a foreign language, a graduate thesis and its defence. Upon successful passing of the absolutorium, the graduate attains a tertiary professional qualification and the title of a specialist with a diploma (diplomovaný specialista, DiS).) committees of tertiary professional programmes (ISCED 655) is mandatory and is embedded in the School Act. They also cooperate on the newly introduced standardised assignments for final examinations (ISCED 353), and profile (vocational) parts of maturita exams (ISCED 354), while their participation at the maturita examination committee is not mandatory, but highly appreciated. Enhancing the role of employers and increasing their participation in VET is one of the current national priorities.

There are three different systems of regular public funding of VET.

  • the first system is regulated by the Schools Act and finances the upper secondary and tertiary professional schools;
  • the second system finances higher education institutions and is governed by the Higher Education Act;
  • the third system covers the Public Employment Service training and is governed by the Employment Act.

Upper secondary and tertiary professional education

The responsibility for funding schools at the primary, secondary and tertiary professional level is shared between the education ministry ([21]Ministry of Education, Youth and Sports (Ministerstvo školství, mládeže a tělovýchovy – MŠMT).) and those responsible for establishing schools, i.e. regional authorities or in some cases private entities, churches and ministries. Regions administer approximately 71% of upper secondary VET schools and approximately 66% ([22]Source:
Ministry of Education, Youth and Sports:
http://toiler.uiv.cz/rocenka/rocenka.asp, [extracted 15.5.2019].
) of tertiary professional schools.

Government expenditure per student, 2017

 

Primary education

Lower and upper secondary education

Tertiary education

% of GDP per capita

14.9

23.7

21.0

Source: World development indicators. World Bank Open Data: http://data.worldbank.org/ and http://wdi.worldbank.org/table/2.7

[extracted 2.5.2019].

The education ministry provides most of the education budget, covering direct costs, except investments. School founders cover operational and investment costs. Funding from the public budget (for direct and operational costs) is per-capita and depends on school type and educational field.

In 2016, a reform of regional school funding has been proposed. It introduces new criteria to determine the level of funding, such as the number of lessons taught, the number of children with special needs in the class etc. It also transfers the main responsibility for school funding to the MŠMT. The new regulations will be gradually implemented in coming years.

Schools may also receive resources from the MŠMT budget for development programmes. The content and the aim of these programmes are announced by the MŠMT for each fiscal year; the resources allocated to these programmes represent only about 0.5% out of the total budget. In addition, some individual subsidies (e.g. capital investments) may be determined during the process of the budget´s approval by the Parliament.

The MŠMT budget also provides financial resources to private schools and schools set up by registered churches or religious societies, which are included in the register of schools. The subsidy is set as a percentage of the per-capita funding of a comparable programme in public education.

Another source of funding of private secondary VET schools and public Tertiary Professional Schools (VOŠ) is that of fees. The maximum limit of fees for public VOŠ is set by legislation and differs depending on the field of study. Generally, fees are low, ranging from the equivalent of EUR 97 to 195 per year. The level of tuition fees for private schools is not regulated.

 

Financial flows in upper secondary and tertiary professional education

Source: ReferNet Czech Republic.

 

Higher education institutions (VŠ)

Each public VŠ is entitled to a contribution from the state budget. The level of the contribution depends on the number of students, type of accredited study and lifelong learning programmes and on the basis of several qualitative indicators (i.e. research results, professional structure of academic staff, foreign students, financial resources owned, unemployment rate of graduates, the extent of student mobility).

Public VŠ programmes are generally free for students. Fees ([23]The education ministry sets the limits for each year.) are collected for extending the standard length of studies by more than one year (min. ca. equivalent of EUR 150 per semester) and approaching the second bachelor or master programme (min. ca. equivalent of EUR 100 per year). Fees may be collected also for admission proceedings (max. ca. equivalent of EUR 20) or for studying in a foreign language (no limit set). The rector may exempt socially disadvantaged students from paying the fees.

Private VŠ must assure financial resources for the implementation of the activities by their own means, for example by collecting fees.

 

Financial flows in public higher education institutions (VŠ)

Source: ReferNet Czech Republic.

 

Retraining in the framework of active labour market policies

Retraining in the framework of the active labour market policies (ALMP) is funded from the budget of the Ministry of Labour and Social Affairs (Ministerstvo práce a sociálních věcí - MPSV). The financial resources are transferred to the Labour Office (ÚP) which then distributes them further to its regional branches. The ÚP branches cover the course fees for the participants but may also contribute to other retraining-related costs.

In upper secondary VET, there are:

  • general subject teachers;
  • vocational theoretical subject teachers;
  • vocational training teachers (in EQF 2 and 3 VET programmes with vocational certificate);
  • teachers of practicum (only in EQF 4 VET programmes with maturita examination).

Qualification and competence requirements for all teaching professionals, their working hours, continuing professional development (CPD) and career scheme are regulated by the Act on pedagogical staff and relating regulations.

In addition to the achieved formal qualification in the respective field, upper secondary VET teachers (i.e. teachers of general subjects, teachers of vocational theoretical subjects, teachers of vocational training and teachers of practicum) need to acquire also the pedagogical qualification, If the pedagogical qualification is not the part of their Master programme, teachers have to acquire it as follows: through a Bachelor’s degree in pedagogical sciences or in the field of pedagogical sciences within the accredited LLL programme provided by a higher education institution in the scope of at least 250 hours of instruction. For teachers of vocational theoretical subjects at secondary VET schools, teachers of practicum and vocational training at VET secondary schools the regulation to the Act on Pedagogical Staff stipulates ([24]But also for teachers of artistic vocational subjects at elementary artistic schools, secondary schools and conservatoires and the teachers at language schools authorised to organise state language examinations.) the scope of pedagogical studies of at least 120 hours of instruction.

Some teachers complete the required qualification in pedagogy within the framework of further education.

Trainers, called “practical training instructors” are exclusively employees of the company; the Act on Pedagogical Staff does not recognise them as pedagogues. Therefore, they do not need to have pedagogical training. Cooperating VET schools often provide them with necessary competences (some organise courses), instructors may also pass the professional qualification within the NSK ([25]Národní soustava kvalifikací (National register of qualifications).).

The attractiveness of teaching jobs up to the tertiary level is generally very low as the teaching profession is considered undervalued. This is caused mainly by low average salaries compared to other high-skilled professionals and limited opportunities for career development. From the other point of view, this does not attract professionals (experts from companies and other institutions) to enter schools. Since 2015 legislation amendments made it possible for directors of schools to employ practitioners -experts from the world of business, non-profit organisations or state administration for part-time education (20 hours/week) without having the required pedagogical qualification.

All teachers are obliged to participate in continuing education (CPD). Its contents or time scope are not centrally prescribed; CPD plan is required by law, it is managed individually by every school and belongs to the responsibilities of the director. Teachers also have right to an educational leave up to 12 days per academic year, the CPD may have form of courses or internship in a company.

A uniform standard of professional competences for teachers at all levels of education (from pre-school education to tertiary education) of all types of schools and subjects is being prepared. Mentoring is not part of the support currently being provided to teachers within the school structure.

In the 2014 approved Strategy for Education Policy of the Czechia until 2020, teachers and trainers are among the three key priorities. The strategy is promoting the quality of teaching and teachers, particularly in the sense of supporting the development of a career scheme for teachers, improving their work conditions and modernising the pre-service training of teachers.

So far, teachers can only choose a career path to pursue specialized school activities (e.g. preventist ([26]A teacher with special education/courses who is able to prevent and if necessary also effectively solve problematic behaviour or situations that may appear in class or school (drugs, cyber bullying, etc.)), educational counsellor, etc.) or lead to a leadership position. The amendment to the Act on Pedagogical Staff suggesting a new career path of professional competence development has not been approved yet.

More information is available in the Cedefop ReferNet thematic perspective on teachers and trainers ([27]http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/teachers-and-trainers).

 

 

There is no coherent system for forecasting skill needs in the Czechia.

Over the course of the years, various initiatives have been developed, especially at the research level, that aim at creating solid methods and individual tools for early identification of skill needs. They took the form of single projects which were not inter-related, and their results did not serve as a regular source of information. Projects were contracted mostly by the labour ministry ([28]Ministry of Labour and Social Affairs (Ministerstvo práce a sociálních věcí – MPSV).) (MPSV) and the education ministry ([29]Ministry of Education, Youth and Sports (Ministerstvo školství, mládeže a tělovýchovy – MŠMT).) (MŠMT) or social partners.

In addition to this, there are projects of various other institutions which are not directly concerned with forecasting skill needs but which carry out certain partial activities within this area. The National Institute for Education (Národní ústav pro vzdělávání – NÚV) has developed an Information System on the Situation of Graduates in the Labour Market (ISA+) ([30]Available at
www.infoabsolvent.cz
). Short information about future labour market prospects within economic sectors until 2025 was included ([31]https://www.infoabsolvent.cz/Temata/ClanekAbsolventi/4-4-02/Charakteristiky-a-perspektivy-odvetvi-ekonomiky-v-/34).

In 2017, a new initiative (project KOMPAS) was launched by the labour ministry that aims to establish a system of labour market forecasting while interlinking central and regional approaches by 2020. National Training Fund (Národní vzdělávací fond – NVF and Research Institute of Labour and Social Affairs (Výzkumný ústav práce a sociálních věcí – VÚPSV) and newly established regional platforms are key partners of the labour ministry within the project.

The system will collect the available statistical data as well as qualitative information on the future regional and national developments, important changes and technology trends. A system of statistical forecasting models (national as well as regional) is being developed. The outcomes are expected to inform education providers and counsellors (IVET as well as CVET), the public employment service (responsible for retraining), regional authorities (responsible for IVET), employers, ministries as well as the general public via a comprehensive website.

See also Cedefop’s skills forecast ([32]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/skills-forecast) and European Skills Index ([33]https://skillspanorama.cedefop.europa.eu/en/indicators/european-skills-index)

In the past decade, important steps have been taken in the area of defining and updating qualifications, and in their systematic linking to the labour market and VET curricula. Key parts of the system have been developed mostly through individual projects. The work on the full integration of the system is not finished yet.

National Register of Qualifications

National Register of Qualifications (Národní soustava kvalifikací – NSK) was introduced in 2007 ([34]Act No179/2006 on verification and recognition of further education results and on changes to other laws.). NSK contains descriptions of qualifications in the form of standards for the so called:

  • vocational;
  • complete vocational qualifications

which have been gradually developed. As of May 2019, there were 1300 standards of qualifications publicly accessible in the register. All approved standards and related information are published in the NSK information system ([35]www.narodnikvalifikace.cz) in the Czech and English languages.

Labour market requirements described in the qualification standards are taken into account during the creation and revision of the initial (vocational) education curricula.

Curricula development (up to the upper secondary level)

Within the formal school system, curricula up to the upper secondary level are developed at two levels. The National Curricula (RVP – Rámcové vzdělávací programy) under the responsibility of the education ministry (MŠMT) contain the minimum requirements for education stipulated by the State. 281 VET programmes have been developed, one for each individual field of education. They are focused mainly on learning outcomes and key competences.

In May 2017, MŠMT adopted the overall concept of the National Curricula revision and the time schedule. Revisions will be prepared and coordinated by the National Institute for Education (NÚV). Revision at the upper secondary VET level focuses on the following main principles:

  • Permeability – vertical as well as horizontal, without dead-end paths; a student may resume the studies at any point and continue to achieve a higher level including the recognition of the previous learning.
  • Flexibility – diversification of education paths related to possibilities of finding various jobs; flexible organisation of the instruction such as modularization; flexible reaction on the varying needs of the labour market.
  • Quality – education giving prerequisites for life-long learning and providing good chances for the graduates to find an employment.

The revision of the curricular documents is among the national priorities until 2020. The new curricula will reflect the Strategy for Education until 2030 which preparation started in 2019. Based on the National Curricula, upper secondary schools design their own school curricula ( školní vzdělávací programy). The objective is to allow for a more flexible shaping of graduate profiles in line with regional needs, the development of the relevant field and the interests and capacities of students. At the same time, the system demands a strong methodical guidance for teachers who develop the curricula.

Study programmes at tertiary level

At the tertiary level, the content of study programmes is developed by the institutions (Tertiary Professional Schools –VOŠ ([36]In Czech language: Vyšší odborné školy.) and Higher Education Institutions - VŠ [37]In Czech language: Vysoké školy.) themselves.

For tertiary professional schools (VOŠ) the education ministry (MŠMT) approves the programmes based on a recommendation issued by the Accreditation commission Commission for tertiary Tertiary professional Professional education Education (AK VOV). The commission is set up by the Government.

For higher education institutions (VŠ) the National Accreditation Bureau for Higher Education (an independent body established by the law in 2016) decides on accreditation of degree programmes, institutional accreditation and accreditation of the habilitation procedure and procedure for appointment of professors. It also carries out audits and external evaluations of higher education institutions. Before 2016 there was a commission similar to the one for tertiary professional schools (see above). The new Bureau holds significantly more autonomy and does not need to submit their decisions to the MŠMT. If a VŠ is deemed to have an advanced and reliable internal evaluation system, the Bureau can newly award it with an institutional accreditation lasting 10 years. The VŠ then does not have to have each of their study programmes accredited externally and performs only internal accreditation. The aim of the institutional accreditation is to enable quality VŠs react autonomously and flexibly on the changing labour market needs.

CVET programmes

Continuing (vocational) education programmes provided outside of the formal school system usually respond directly to the demand of the market. When developing the programmes, existing national registers may be consulted, e.g. the National System of Occupations ([38]www.nsp.cz) or the National Register of Qualifications ([39]www.narodnikvalifikace.cz). Since 2009, the providers of the retraining programmes (accredited within the active labour market policy) must link the content of these courses to the National Register of Qualifications. Thus, the successful participants can get a nationally recognised certificate.

Actors involved in the process

There are 25 so called field groups consisting of experts from the area of education, labour market and occupations. The field groups have been working for more than twenty years with the support of the education ministry) to foster the creation of the National Curricula with objectives and contents in line with the labour market needs. Their expertise covers the full spectrum of potential applicability of VET graduates. The field groups support continuous development of VET curricula and implementation of the European tools – ECVET ([40]European credit transfer in vocational education and training. ), EQAVET ([41]European quality assurance in vocational education and training.) and assignment of qualifications’ levels to EQF ([42]European qualification framework.) levels.

Another type of entity, the sector councils (sektorové rady - SR), has been operating over the recent ten years nationwide, primarily in the process of defining occupations and qualifications. They bring together representatives of key stakeholders, especially employers, in particular fields. Gradually established since 2006, the number of sector councils is increasing. Currently there are 29 sector councils consisting of the 350 representatives of employers, educators and ministries working on skill needs analysis of the labour market in sectors and on the development of qualification and assessment standards of vocational qualifications in relation to occupations defined in the National System of Occupations ([43]www.nsp.cz).

The National Institute of Education (NÚV) is in charge of coordination and of the methodological accuracy of the curricula developed for upper secondary education. The NÚV submits the proposals of the developed qualification standards to authorising bodies for a feedback (there are 16 authorising bodies, usually ministries). The final approval of standards is in the responsibility of the MŠMT.

In 2016, the MŠMT initiated and agreement between the key representatives of the employers (Czech Chamber of Commerce, Confederation of Industry of the Czechia, Czech Agrarian Chamber and Confederation of Employers' and Entrepreneurs' Associations of the Czechia) on the allocation of responsibility for individual areas of initial vocational education. The aforementioned stakeholders have divided responsibilities among themselves for particular fields of education.

Quality assurance mechanisms of secondary schools and tertiary professional schools

Evaluation of schools and assurance of the quality of education are carried out by means of;

  • external evaluation;
  • self-evaluation.

In addition to this, each newly established school is evaluated by the education ministry, based on which the school is included in the official register.

External evaluation

The Czech School Inspectorate (Česká školní inspekce – ČŠI) is the independent national evaluation authority. It identifies and evaluates provision and outcomes of education, their compliance with school-based curricula and links to the national curricula. The evaluation of the education processes conducted by the ČŠI and the feedback provided is of a more practical nature than in the past. In 2015, the ČŠI defined the model of a quality school. It includes criteria and methodology for inspections in all types and levels of schools. For every school year a set of specific indicators for schools is published. At the beginning of 2016, the National Institute for Education (NÚV) was appointed by the MŠMT to the role of National Reference Point for Quality Assurance in VET (NRP EQAVET-CZ). Activities of the European Quality Assurance Reference Framework (EQAVET) are performed in cooperation with the ČŠI, the former national reference point.

School self-evaluation

The Education Act defines that outcomes of self-evaluation of schools shall be a basis for the development of an annual report on the school’s activities. Since 2011 the schools were granted more autonomy in terms of self-evaluation. The self-evaluation report is not any more used for observations by the Czech School Inspectorate. The obligation of schools to respect the structure (criteria) of the self-evaluation report as well as the frequency and dates of its submission has been cancelled. The majority of schools prepare the self-evaluation report as an internal document of the school.

Quality assurance mechanisms of higher education institutions

The quality assurance of the higher education institutions takes the form of an accreditation process. The institutions must submit their educational programmes for evaluation to the Accreditation Commission set up by the Government and based on successful assessment, the accreditation is awarded or renewed.

A system of recognition and validation of learning outcomes has been developing during the past years. The legislative framework was created by the Act on Verification and Recognition of Further Education Results (Zákon o uznávání výsledků dalšího vzdělávání). Any person who has gained certain skills and knowledge in some vocational field may, after meeting the relevant requirements, acquire a nationally valid certificate of qualification that is generally recognised by employers. Distinction is made between vocational and complete vocational qualifications.

Vocational qualification (profesní kvalifikace) is defined as an ‘ability of a person to duly perform a task or a set of tasks within an occupation’. It corresponds to certain activities (e.g. furniture assembly, installation of lifts, manufacture of upholstered seats, sports massage, flower arrangement, cold dishes catering, production of ice cream, etc.) but does not cover the whole occupation. As of May 2019, 1300 qualification standards) were approved and included into the National Register of Qualifications.

Complete vocational qualification (úplná profesní kvalifikace) is defined as a ‘professional competence to duly perform all the tasks within an occupation’ (e.g. pastry chef, hairdresser, plumber, economist, engineering technician, etc.). It can be acquired either by a standard completing of an IVET programme or by the recognition of prior learning.

 

National Register of Qualifications

Source: National Training Fund (NVF).

 

To obtain a vocational qualification, the applicant needs to demonstrate all competences listed in the qualification standard of the National Register of Qualifications. Verification is carried out by means of an examination implemented by the so-called authorised persons (mostly adult education providers and VET schools) ([44]Authorised persons are licenced by the so called awarding bodies, which are organisations of state administration relevant to the given field (ministries or the Czech National Bank). In 2016 there were 1216 authorised persons in the Czechia.). The exam is provided for a fee that can be deducted from an individual’s taxable income. An adult over the age of 18 who has completed at least the obligatory basic education can register for the exam. Upon passing, the individual receives a nationally recognised certificate of a vocational qualification. The above described process was launched in 2009. By May 2019, over 209 000 exams have been administered.

Acquiring complete vocational qualifications ([45]There are182 complete vocational qualifications in the NSK.), which are equivalent to those acquired within the formal schools system, is a more demanding process. If a person wants to obtain a qualification level identical to one awarded within formal IVET, she/he must pass an examination required for the field of study within IVET (certified by the maturita or vocational certificate) at school. It is a rare but possible way of acquiring the complete qualification.

Policies to promote the system and enhance awareness and increase the number of applicants are being implemented. A significant step towards connecting the Czech qualifications and the European Qualifications Framework (EQF) was the approval of the National Referencing Report by the Czech Government in July 2011. As a direct consequence, all qualification standards for vocational qualifications submitted for approval to the Ministry of Education, Youth and Sports are in both Czech and English.

 

Processes of recognition and validation of learning outcomes

Source: National Training Fund (NVF).

 

For more information about arrangements for the validation of non-formal and informal learning please visit Cedefop’s European database ([46]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/european-database-on-validation-of-non-formal-and-informal-learning).

There is no comprehensive system of financial incentives for VET participation. Nevertheless, there are several mechanisms through which limited financial support for VET can be obtained under certain conditions.

Scholarships

Most regions provide scholarships or other benefits for students of less popular secondary level programmes which are highly demanded by the labour market. The goal is to attract and/or motivate students to complete the programme. Regular school attendance, excellent learning results and good behaviour are usually prerequisites for receiving a scholarship. The scholarship programmes may slightly differ between the regions. A student can mostly obtain a total amount of about EUR 1 000 per three years of study (the monthly amount derives in particular from the grade of study). Some fields have recorded an increase in interest; however, in others student interest continues to decline.

Tax deduction

CVET learners can deduct the costs for exams in line with the Act on Verification and Recognition of Further Education Results from their tax base.

Tax incentives

Tax incentives for employers promoting IVET were introduced at the end of 2014. Direct and indirect funding of secondary and tertiary vocational education by employers is deemed as a tax-deductible expense:

  • a deductible amount of approximately EUR 7 (200 CZK) per hour of practical training or internship provided to a learner in the tax-payer’s premises;
  • 50% or 110% of the costs of assets acquired and at least partially used for the purposes of vocational training;
  • corporate scholarships are tax deductible (to the limit of 5 000 CZK (EUR 192) for upper secondary VET and tertiary professional level students 10 000 CZK (EUR 384) for HE students).

The main objective of the measure is to compensate part of entrepreneurs’ costs and motivate new companies to commence cooperation with the schools. There are certain conditions to be fulfilled: the tax-payer – an individual or a legal person – has to conclude with the school an agreement on the contents and scope of practical training and on whose premises is the practical training or a part of accredited study programme implemented, provided that they are authorised to perform activities related to a given field of study or study programme. The other condition is that the individual or legal person must not be reporting financial loss. They also have to prove the attendance of students (class books or attendance sheets).

As regards CVET, costs for employees’ training are deemed as a part of the overall business costs for taxation purposes.

Enhanced possibility for upper secondary VET schools to finance instructors from companies has been fostered by the amendment to the School Act of 2009. The schools may use part of the per capita labour costs to pay the employee of the company leading the practical training. By means of this measure, the schools shall be able to acquire the companies to implement practical training and to function as contractual partners more easily, and they may check on its quality more effectively.

Public grants for training of employees

Employers can apply for public grants to support the training of their employees upon meeting defined conditions. There are several programmes operated by the state and funded from the state budget or from EU funds.

The co-funding principle is applied. The programmes are:

  • Active employment policy schemes. A company can apply for contribution for (re)training their employees.
  • Investment incentives (according to the Act on Investment Incentives). Investors in regions with high unemployment can receive support for training their employees.
  • Operational programmes co-funded by the EU. Companies can draft projects that include training and receive co-funding if they meet the criteria set by the programmes. For example, in the period 2015-20, a programme called POVEZ II (Support to Vocational Education of Employees), administered by the Labour office regional branches, offers subsidies to companies and entrepreneurs for the training of employees.

There are two main guidance and counselling system:

Guidance and counselling for initial education students are under the responsibility of education ministry (MŠMT). Guidance and counselling for adults within the LM policies are under the responsibility of labour ministry (MPSV) ([49]http://www.cedefop.europa.eu/events-and-projects/networks/refernet/thematic-perspectives/guidance-outreach). In 2010, the National Guidance Forum, the advisory body of the MŠMT and MŠMT in a lifelong perspective was established.

The MŠMT regulates career counselling services provided at schools. These services are available to all learners in lower secondary programmes (ISCED 244) facing the problems when they make their first choice.

The National Institute for Education (NÚV) is an important actor at the national level, as it focuses on research, methodology and dissemination of information related to career counselling, and supports the teaching of subjects dealing with labour market issues. The NÚV provides specific training focused on counselling services and the development and introduction of new methods of diagnostics in the area. It also pursues the development of an integrated information system (ISA) and the related website www.infoabsolvent.cz ([50]The system
www.infoabsolvent.cz was developed under the national systemic project VIP Kariéra, which was completed in 2009 and was co-financed from the ESF. This system collects information essential for career decision-making (of pupils, students and adults) and the success of graduates on the labour market. The system continues operating and has been evaluated as very beneficial by the OECD.
) which gathers information about the employment of school leavers on the labour market and is a useful source of information for career decisions of students, counsellors and adults.

Three qualifications ( employment career counsellor, career counsellor for educational and professional career and career counsellor for endangered, risk and disadvantaged groups) for the occupation ‘career counsellor’ have been included in the National Register of Qualifications – NSK.

At the regional/local level, there are around 80 Pedagogical-psychological guidance centres and around 120 Centres for special pedagogy (for children with health, mental and combined disabilities and communication disorders). Career services provided are derived from a pedagogical-psychological diagnosis of the pupil’s capacities, personal qualities, interests and other personal characteristics.

All basic and secondary schools are obliged by law to establish the position of educational counsellor (often the counsellors are recruited from the teachers of the school and therefore their professional capacity is rather limited due to the teaching duties). They address the issues related to education and professional orientation of the students. Each school also employs a school methodologist concerned with the prevention of socio-pathological disorders, and there may also be a school psychologist and a special pedagogue.

Since 2010/11, the curricula for upper secondary schools have included the subject ‘Introduction to the world of work’. Lower secondary education has introduced a subject ‘Career path selection’ where a significant focus is placed on the support of career management skills of the pupils. In addition, pupils may attend various educational fairs, open door days at schools, job brokering events, etc.

Please see:

Vocational education and training system chart

Tertiary

Click on a programme type to see more info
Programme Types

EQF 6

Higher VET

programmes

WBL 45-55%

ISCED 655

Higher VET programmes leading to EQF level 6, ISCED 655 (vyšší odborné vzdělání)
EQF level
6
ISCED-P 2011 level

655

Usual entry grade

Not applicable

Usual completion grade

Not applicable

Usual entry age

19 and older

Usual completion age

21and older

Length of a programme (years)

3 to 3.5

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

Is it offered free of charge?

N

([62]Regardless if the school is public or private.)

Is it available for adults?

Y

ECVET or other credits

 

At the tertiary level, the ECTS system is used by tertiary professional schools. For the final absolutorium exam typically 180 credits are necessary.

Learning forms (e.g. dual, part-time, distance)
  • IVET (most learners): School-based learning complemented with practical training at school and/or practical training at companies and institutions.
  • CVET (not frequent): mostly other forms of learning where shorter (mostly weekend) presence in school is combined with consultations and various methods of distance study, such as self-study, e-learning etc.)
Main providers

Tertiary professional schools (vyšší odborné školy – VOŠ)

Share of work-based learning provided by schools and companies

45-55%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • Practical training in school or school facilities
  • At least three months of work placement in companies
Main target groups

Adults, aged 19 or older

Entry requirements for learners (qualification/education level, age)

Applicants must have completed their upper secondary education with the maturita. The school director may decide whether an entrance examination should be part of admission proceedings, and should decide on its content - it may depending on the study programme consist of the talent exam and presentation of own´ s work.

Assessment of learning outcomes

The studies are completed by the absolutorium. It is a vocational examination consisting of the theory of vocational subjects, a foreign language, a graduate thesis and its defence.

Diplomas/certificates provided

Upon successful passing of the absolutorium, the graduate attains a tertiary professional qualification and the title of a specialist with a diploma (diplomovaný specialista, DiS).

Examples of qualifications

Nutritionist, dental assistant, graphic designer, etc.

Progression opportunities for learners after graduation

Graduates from tertiary professional programmes may enrol tertiary academic education with the same conditions as upper secondary graduates with maturita exams. Some forms of prior learning (subjects) may be recognised by the higher education institution.

Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

Y

The programmes comprise about 60% of general education subjects, two thirds of which are related to vocational field.

Key competences

Y

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

5.8% in 2018/19([63]Data of the Ministry of Education; calculations done by NÚV on 15.5.2019.)

Post-secondary

Programme Types
Not available

Secondary

Click on a programme type to see more info
Programme Types

EQF 2

Programmes mainly

for SEN learners,

WBL 13-60%

ISCED 253

Initial VET programmes leading to EQF level 2, ISCED 253. Programmes titled Praktická škola jednoletá, Praktická škola dvouletá) and Programmes with lower requirements for students with SEN (dvouleté obory s výučním listem s nižšími nároky na žáky)
EQF level
2
ISCED-P 2011 level

253

Usual entry grade

10

Usual completion grade

11

Usual entry age

16 or older

Usual completion age

17-18 or older

Length of a programme (years)

2 (up to)

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

It can be studied as CVET, but it is rare.

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

The Czechia does not use the credit system at the secondary education level.

Learning forms (e.g. dual, part-time, distance)

School based learning in full time form only

Main providers

Upper secondary schools

Share of work-based learning provided by schools and companies

30-50%, but these are simple practical activities in the meaning of performing professional tasks

Work-based learning type (workshops at schools, in-company training / apprenticeships)

School based learning with practical training in school workshops or in sheltered workshops, usually not in companies

This programme enables students to complete and broaden their general education and acquire the basic work skills, habits and workflows needed in everyday and future working life. It provides the fundamentals of vocational education and manual skills leading to performance of easy practical activities in the area of services and production.

Main target groups

Learners with mental disabilities of various severities, or other disadvantaged students who attended nine years of compulsory school and have had learning difficulties.

Entry requirements for learners (qualification/education level, age)

There are no minimum entry requirements, except for the interview with entrants.

Assessment of learning outcomes

At the end of the Praktická škola programme students take final examination and obtain a certificate of a final examination.

In programme titled Dvouleté obory s výučním listem s nižšími nároky na žáky students take final examination and obtain a VET certificate (výuční list).

Diplomas/certificates provided

Certificate of a final examination or VET certificate (výuční list) depending on the type of programme.

Examples of qualifications

Depending on personal capabilities and individual abilities, the graduates may perform appropriate easy auxiliary works in public catering, health care, social care and services, manufacturing businesses, or in sheltered workplaces.

Progression opportunities for learners after graduation

Graduates can enter the labour market and/or continue their studies at EQF 3 level.

Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

Y

Key competences

Y

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

0.8% in 2018/19 ([51]Data of the Ministry of Education; calculations done by NÚV on 15.5.2019.)

EQF 3

School-based VET,

WBL 40-65%

ISCED 353

Initial VET programmes leading to EQF level 3, ISCED 353 (střední odborné vzdělání s výučním listem)
EQF level
3
ISCED-P 2011 level

353

Usual entry grade

10

Usual completion grade

12

Usual entry age

16

Usual completion age

18

Length of a programme (years)

3 ([52]Or 1-2 (those who already obtained a qualification at the ISCED 353 level or higher, can opt for the so called shortened courses).)

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

([53]For majority of learners.)

Is it continuing VET?

Y

Is it offered free of charge?

Y

It is free of charge at public schools, private school may have tuition

Is it available for adults?

Y

ECVET or other credits

The Czechia does not use the credit system at the secondary level.

Learning forms (e.g. dual, part-time, distance)
  • IVET (most learners): School-based learning combined with practical training (takes place in the real work environment or at school training facilities, kitchens, workshops or laboratories)
  • CVET (rare): mostly other forms of learning where shorter (mostly weekend) presence in school is combined with consultations and various methods of distance study, such as self-study, e-learning etc.)
Main providers

Secondary vocational schools (střední odborné učiliště – SOU)

Share of work-based learning provided by schools and companies

34-45%

Work-based learning type (workshops at schools, in-company training / apprenticeships)

School based with WBL elements

Practical trainings are mandatory part of the study programme and takes very often only a form of practical training in a company or depending on circumstances (availability of appropriate companies at the local or regional level) at specially designed school training facilities or workshops or laboratories.

Main target groups

Programmes are available for young people and also for adults.

Entry requirements for learners (qualification/education level, age)

There are no minimum entry requirements; the principal condition for admission is completed basic education. The director may take into account the study results if there are too many applicants.

Assessment of learning outcomes

To complete a VET programme, learners need to pass a final examination.

The standardised final examination has been embedded in the legislation since 2014/15. There is a uniform content for each study programme and assignments are developed jointly by vocational school teachers and experts with practical experience and are regularly updated. The exam consists of theoretical vocational and of a practical part, which may take place in companies. Participation of an expert from business at the final examination is obligatory.

The exams are taken in the end of the final year of the study. If the learner fails, he or she has a possibility of two other attempts within a period of five years.

Diplomas/certificates provided

After successful passing of final examination, the graduate obtains VET certificate (výuční list). It is a national-wide recognized formal certificate that proves formal level and field of qualification. It is often required by employers for performing relevant jobs.

Examples of qualifications

Bricklayer, hairdresser, gardener, baker.

Progression opportunities for learners after graduation

Graduates may enter the labour market or enrol in a two-year follow-up programme (ISCED 54) to pass the maturita examination and continue to higher education.

Graduates or learners also have an option to acquire a (second) qualification (VET certificate) in another field in shortened programmes. Shortened courses are practically oriented, last one-two years and are suitable for adults.

Destination of graduates

In 2018/19, about 24% of graduates of upper secondary three-year vocational programmes entered a follow-up course ([54]Source: NÚV (2019). Vývoj vzdělanostní a oborové struktury žáků a studentů ve středním a vyšším odborném vzdělávání v ČR a v krajích ČR a postavení mladých lidí na trhu práce ve srovnání se stavem v Evropské unii 2018/19/16 [Development of education and field structure of pupils and students in upper secondary and tertiary professional education in the CR and situation of young people at the labour market in comparison with the EU 2018/19].
https://www.infoabsolvent.cz/Temata/PublikaceAbsolventi?Stranka=9-0-157&NazevSeo=Vyvoj-vzdelanostni-a-oborove-struktury-zaku-a-
) to obtain maturita certificate. The rest of them entered the labour market.

Awards through validation of prior learning

Y

When passing the exam leading to professional certificate on complete qualification within the National Register of Qualifications it is possible to acquire the vocational certificate of the formal educational pathway via passing the additional exam – same as the regular final examination. If the authorised person is not a school with the formal study programme, the applicant has to pass the additional exam leading to vocational certificate in a school.

General education subjects

Y

30-35% of the programme

Key competences

Y

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

27.7% in 2018/19 ([55]Data of the Ministry of Education; calculations done by NÚV on 15.5.2019.)

EQF 4

Technical and

lyceum programmes

WBL 3-37%

ISCED 354

Technical and lyceum VET programmes leading to EQF level 4, ISCED 354 and 344 (střední odborné vzdělání s maturitou).
EQF level
4
ISCED-P 2011 level

354 (technical VET programmes)

344 (lyceum programmes at the secondary technical schools)

Usual entry grade

10

Usual completion grade

13

Usual entry age

16

Usual completion age

19

Length of a programme (years)

4

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

Is it offered free of charge?

Y

It is offered free of charge at public schools, private school may have tuition.

Is it available for adults?

Y

ECVET or other credits

No credit system is used at the secondary education level.

Learning forms (e.g. dual, part-time, distance)
  • IVET (most learners): School-based learning complemented with practical training at school and/or practical training in companies and other institutions.
  • CVET (not frequent): mostly other forms of learning where shorter (mostly weekend) presence in school is combined with consultations and various methods of distance study, such as self-study, e-learning etc.)
Main providers

Secondary VET schools (střední odborná škola – SOŠ)

Share of work-based learning provided by schools and companies

3-37%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • Practical training at school
  • Practical training in companies or institutions minimum 4 weeks (in some programmes six to eight weeks on average , in agriculture programmes even twelve weeks-) per programme
Main target groups

Programmes are available for young people and also for adults.

Entry requirements for learners (qualification/education level, age)

Upper secondary education is generally open to all applicants who, in addition to their completed compulsory education ([56]Compulsory education is defined as nine years of school attendance, regardless of grade.) meet the admission criteria.

Since 2017, there have been standardised admission tests from Czech language, literature and mathematics for four year upper secondary programmes. The result of the standardised admission tests are of higher importance and make a 60% in the overall candidate´s assessment. Besides the standardised admission exams the school directors may declare own admission criteria.

Assessment of learning outcomes

To complete a VET programme, learners need to pass a maturita examination. It comprises common and profiling/vocational parts. Common exam includes Czech language and a foreign language as obligatory subjects ([57]Obligatory exam in mathematics should most probably enter into force since 2021/22 for general programmes (gymnázium) and also for lyceum programmes, since 2022/23 for other secondary programmes with the exception of health care, social care and art programmes) and at least two other optional subjects. The education ministry is responsible for the preparation of the standardised exam. The profiling/vocational part is designed by individual schools.

The exams are taken in the end of the final year of the study. If the learner fails, he or she has a possibility of two other attempts within a period of five years.

Diplomas/certificates provided

Maturita certificate that acknowledges the mid-level technical qualification. It is a national-wide recognized formal prestigious certificate that proves formal level and field of qualification. It is often required by employers for performing relevant jobs and it opens up a path to higher education.

Examples of qualifications

Civil engineering technician, travel agent, chemical technician, veterinary technician, social worker (in technical VET programmes), mid-level occupations such as, web designer in lyceum programmes, which primarily prepare their graduates for tertiary education,

Progression opportunities for learners after graduation

A successful graduate can enter labour market or continue their studies at tertiary education. Graduates can also enter in a so called one-two years shortened courses and acquire a second qualification with VET certificate or maturita certificate in a different field.

Lyceum programmes are specifically targeted at preparing their graduates for continuing in the relevant HE programmes, but they can enter the labour market as well.

Destination of graduates

In total, 62% graduates of technical VET programmes continue after passing the maturita exam in tertiary education – of which 55% at higher education institutions and 10% at tertiary professional schools. Around 38% of technical VET programmes graduates enter directly to the labour market.

74 % of lyceum programme graduates continue in higher education and 8% in tertiary professional education (VOŠ). 20% of lyceum graduates enter the labour market ([58]Vojtěch, J; Kleňha, D. (2018). Přechod absolventů středních škol do terciárního vzdělávání – 2017/18Transition of secondary school graduates to tertiary education - 2017/18. Prague: NÚV.
http://www.nuv.cz/file/3639
).

Awards through validation of prior learning

Y

When passing the exam leading to professional certificate on complete qualification within the National Register of Qualifications it is possible to acquire the vocational certificate of the formal educational pathway via passing the additional exam - same as the regular final examination.

If the authorised person is not a school with the formal study programme, the applicant has to pass the additional exam leading to vocational certificate in a school.

General education subjects

Y

On average 45% for the technical programmes and 70% for lyceum programmes.

Key competences

Y

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

59.7% in 2018/19 ([59]Data of the Ministry of Education; calculations done by NÚV on 15.5.2019.)

EQF 4

Follow-up programmes,

WBL 3-13%

ISCED 354

Follow-up VET programmes leading to EQF level 4, ISCED 354 (nástavbové studium)
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

12

Usual completion grade

13

Usual entry age

18-19 and older

Usual completion age

20-21 or older

Length of a programme (years)

2

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

The credit system is not used at the secondary education level.

Learning forms (e.g. dual, part-time, distance)
  • IVET (most learners): School-based learning complemented with practical training at school and/or practical training at companies and institutions.
  • CVET (not frequent): mostly other forms of learning where shorter (mostly weekend) presence in school is combined with consultations and various methods of distance study, such as self-study, e-learning etc.)
Main providers

Secondary VET schools (střední odborné školy – SOŠ)

Share of work-based learning provided by schools and companies

3-13%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • Practical training at school
  • Practical training in companies or institutions (minimum two weeks per programme)
Main target groups

Mostly young people, but also adults who want to complement their education to obtain maturita certificate.

Entry requirements for learners (qualification/education level, age)

Since 2017 there have been standardised admission tests from Czech language, literature and mathematics for four year upper secondary programmes. The result of the standardised admission tests are of higher importance and make a 60% in the overall candidate´s assessment. Besides the standardised admission exams the school directors may declare own admission criteria.

Assessment of learning outcomes

To complete a VET programme, learners need to pass a maturita examination. It comprises common and profiling/vocational parts. Common exam includes Czech language and a foreign language as obligatory subjects and at least two other optional subjects. The education ministry is responsible for the preparation of the standardised exam.

The profiling/vocational part is designed by schools.

The exams are taken in the end of the final year of the study. If the learner fails, he or she has a possibility of two other attempts within a period of five years.

Diplomas/certificates provided

Maturita certificate that acknowledges the mid-level technical qualification. It is a national-wide recognized formal prestigious certificate that proves formal level and field of qualification. It is often required by employers for performing relevant jobs and it opens up a path to higher education.

Examples of qualifications

Civil engineering technician, travel agent.

Progression opportunities for learners after graduation

A successful graduate can enter the labour market or continue their studies at tertiary education (tertiary professional school or higher education).

Destination of graduates

35% of graduates continue in tertiary education, but their failure rate is high- 60%.

Awards through validation of prior learning

Y

when passing the exam leading to professional certificate on complete qualification within the National Register of Qualifications it is possible to acquire the vocational certificate of the formal educational pathway via passing the additional exam - same as the regular final examination. If the authorised person is not a school with the formal study programme, the applicant has to pass the additional exam leading to vocational certificate in a school.

General education subjects

Y

Key competences

Y

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

4.7% in 2018/19 ([60]Data of the Ministry of Education; calculations done by NÚV on 15.5.2019.)

EQF 4, 6

Performing arts

programmes

ISCED 554

Performing arts programmes leading to EQF level 6, ISCED 554. Learners have the option to take the maturita exams during their studies and acquire qualification at EQF level 4, ISCED 354. (vyšší odborné vzdělání v konzervatoři)
EQF level
4, 6
ISCED-P 2011 level

354, 554

Usual entry grade

7 or 9

Usual completion grade

15

Usual entry age

12 or 15

Usual completion age

21

Length of a programme (years)

6 or 8

  
Is it part of compulsory education and training?

Y

(the 8 years lasting dance programme is designed for those who complete the 6th year of basic school; thus, in the first three years of the conservatoire students also undergo compulsory schooling)

N

(music and drama programmes)

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

Credit system is not used at the secondary education level, but at the tertiary level. At the tertiary level, the ECTS system is used. For the final absolutorium exam typically 180 ECTS are necessary.

Learning forms (e.g. dual, part-time, distance)
  • IVET (most learners): School-based learning complemented with practical training of art performance
  • CVET (not frequent): mostly other forms of learning where shorter (mostly weekend) presence in school is combined with consultations and various methods of distance study, such as self-study, e-learning etc.)
Main providers

Conservatoires (specific type of secondary school)

Share of work-based learning provided by schools and companies

At least 2 weeks per study for art practice and 30 lessons of pedagogical practice

Work-based learning type (workshops at schools, in-company training / apprenticeships)

Practical training at school and in other facilities (e.g. basic art schools, etc.)

Main target groups

Programmes are available for young people especially talented in an art field, but also to adults.

Entry requirements for learners (qualification/education level, age)

For programmes of conservatoires, always a talent exam is a main prerequisite. Applicants must pass stringent entrance examinations, often held in several elimination rounds, show talent for the selected subject, overall musical talent as well as physical and psychological dispositions for their selected subject. Applicants also have to pass an entrance exam as some of these study programmes also lead to maturita examination after 4 years. Completion of particular grades of the basic schools is also among entrance requirements.

Assessment of learning outcomes

Learners have the option to take the maturita exams during their studies and acquire qualification at EQF level 4, ISCED 354. Maturita consists of the common, state part and the profiling/vocational part. The director of conservatoire decides about compulsory and non - compulsory subjects that the profiling/vocational part consists of.

To complete a programme (tertiary level, EQF level 6) learners need to pass final examination called absolutorium. It includes theoretical vocational subjects, foreign language, graduate thesis and an art performance. It must include also Czech language exam if the learner haven´t opted for maturita exam during studies.

The exams are taken in the end of the final year of the study. If the learner fails, he or she has a possibility of two other attempts within a period of five years.

Diplomas/certificates provided

Maturita certificate (optional). It is a national-wide recognized formal prestigious certificate that proves formal level and field of qualification.

Absolutorium certificate is a national-wide recognized formal certificate of tertiary professional education.

Examples of qualifications

Art performer (e.g. actor, musician, singer) but due to a pedagogical qualification acquired, they may also work as teachers of arts e.g. at the basic art school or at other types of schools

Progression opportunities for learners after graduation

Graduates can continue to the labour market. Those who passed an optional maturita examination can progress to higher education studies.

Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

Y

Key competences

Y

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

1.2% in 2018/19 ([61]Data of the Ministry of Education; calculations done by NÚV on 15.5.2019.)

VET available to adults (formal and non-formal)

Programme Types
Not available