- 2017Design
- 2018Pilot
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
- 2025Implementation
Background
As foreseen by the 2014 Strategy for education, science and technology, the curriculum reform introduced a comprehensive redesign of curricula in primary and secondary education. As part of the reform, the National curriculum for VET was adopted in 2018. For general education subjects, curricula were developed for cross-curricular study fields and individual subjects for general education on the primary and secondary levels and for VET on the secondary level.
Objectives
Curriculum reform aims to modernise teaching and learning in general education at primary and secondary levels; it affects general education subjects in VET only at CROQF level 4.2 / EQF level 4.
Description
The curriculum reform in general education subjects, which was piloted in in primary and secondary schools in 2018/19 ('School for life'), was implemented in all schools as of 2019/20.
In VET, four general education subject curricula (Mathematics, Croatian and foreign languages) have been revised for four-year VET programmes at CROQF level 4.2 / EQF level 4 in 2017-18.
Resources for the preparation, implementation and evaluation of the reform process were mobilised, including the European Structural and Investment Funds, the State budget and the technical assistance of the European Commission from 2018 to 2021.
In VET, four general education subject curricula (Mathematics, Croatian and foreign languages) have been adopted in 2019 for four-year VET programmes at CROQF level 4.2 / EQF level 4.
Also, in 2019, seven curricula for cross-curricular study fields were adopted, introducing transversal competences in primary and upper-secondary education, both in general education and in VET:
- learning to learn;
- entrepreneurship;
- personal and social development;
- health;
- sustainable development;
- use of information and communication technology (ICT);
- civic education.
With the adoption of the curricula, the education reform reached the key milestone for the mainstream introduction of curriculum reform in all schools, including general education subjects in VET, as of school year 2019/20, to be introduced in stages to reach full implementation in all grades of primary and secondary school by 2021/22.
The curriculum reform is being introduced in general education subjects as foreseen.
The curriculum reform is being introduced in general education subjects as foreseen.
The Agency for VET and Adult Education produced guidelines for the development of general education subjects in vocational curricula, which serve as a basis for the revision of general education subjects in VET.
As part of the VET curriculum reform and the project, Modernisation of the VET System (see Development of occupational standards), 31 general education subject curricula, modules, and units of learning outcomes were finalised for IVET qualifications at EQF levels 3 and 4, supporting key competence development in VET.
The proposed VET curricula underwent public consultation in May and June 2024. In August 2024, the ministry responsible for education published reports responding to the feedback received during the consultation. Based on the outcomes of the public consultation, working groups began revising the curricula. During the public consultation stage, stakeholders generally acknowledged the benefits of the reform, including its relevance to contemporary labour market needs, the integration of theoretical and practical teaching and learning, enhanced coherence between learning outcomes across different modules, and the introduction of vocational specialisation choices after the first or second year of study, enhancing permeability. However, there were also concerns regarding the effects of reducing and integrating general education content into vocational modules. General education content was harmonised across all qualifications, proportionally to the shares prescribed by the National Curriculum for VET, adopted in 2018. For example, this involved integrating Biology, Chemistry and Physics into vocational modules, while History, Political Science and Economics, and Geography remained individual subjects. The instruction of general education remained strongly represented in four-year IVET programmes to prepare learners for taking the State Matura exam as many learners from this VET track traditionally continued onto higher education. Introducing the new curricula in VET schools is planned for the 2025/2026 academic year.
147 vocational curricula and 2 general education components were published in the Official Gazette, marking the final prerequisite for introducing the curricula to VET providers in 2025/2026. Full details on introducing new curricula to VET are described under policy development VET curricula reform.
Bodies responsible
- Ministry of Science, Education and Youth (MZOM)
Target groups
Education professionals
- Teachers
- School leaders
Entities providing VET
- VET providers (all kinds)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Osnabrück Declaration
- Sustainability - a green link in VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2026). General education subject curriculum updates / new curricula supporting key competences: Croatia. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].
https://www.cedefop.europa.eu/et/tools/timeline-vet-policies-europe/search/28269