- 2015Approved/Agreed
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
The Lifelong career guidance strategy 2016-20 is in line with the European and national policy framework for education and career guidance. Croatian participation in the European lifelong guidance policy network particularly spurred the development of the strategy.
Objectives
The strategy aims to establish a coherent and structured system of lifelong career guidance based on a multidisciplinary partner approach and clear definition of institutional responsibilities. The strategic priorities include:
- establishment of lifelong career guidance system;
- alignment of career guidance services to the labour market needs;
- quality assurance of career guidance services;
- raising awareness of career guidance and development of career management skills.
Description
The strategy was adopted in 2015. It was developed by the Lifelong Career Guidance Forum (LLCG forum), a national body for stakeholder cooperation, with the aim to establish a systemic approach to lifelong career guidance and career development and its integration in education and training. The approach is that of a coherent institutional system based on a multidisciplinary partnership that supports employability and inclusion. It is seen as a framework gathering all key stakeholders for the provision of quality information and career skills development. The strategy is also expected to help raising adult (especially the unemployed) participation in lifelong learning through adapted guidance and counselling on upskilling opportunities. The action plan for the implementation of the strategy was adopted in April 2018. It addresses lifelong guidance services in education, employment and social inclusion systems. It includes measures for developing a new qualification for career guidance counsellors and foresees the establishment of career development centres. In 2018, the analysis of the existing legislative base was carried out, as well as the analysis of NEETs in Croatia and the recommendations for the development of further activities for NEETs. Networks of lifelong guidance units were formed at universities. An ESF-funded project, aimed at strengthening the capacity of the Lifelong Career Guidance Forum for monitoring the...
The strategy was adopted in 2015. It was developed by the Lifelong Career Guidance Forum (LLCG forum), a national body for stakeholder cooperation, with the aim to establish a systemic approach to lifelong career guidance and career development and its integration in education and training. The approach is that of a coherent institutional system based on a multidisciplinary partnership that supports employability and inclusion. It is seen as a framework gathering all key stakeholders for the provision of quality information and career skills development. The strategy is also expected to help raising adult (especially the unemployed) participation in lifelong learning through adapted guidance and counselling on upskilling opportunities. The action plan for the implementation of the strategy was adopted in April 2018. It addresses lifelong guidance services in education, employment and social inclusion systems. It includes measures for developing a new qualification for career guidance counsellors and foresees the establishment of career development centres. In 2018, the analysis of the existing legislative base was carried out, as well as the analysis of NEETs in Croatia and the recommendations for the development of further activities for NEETs. Networks of lifelong guidance units were formed at universities. An ESF-funded project, aimed at strengthening the capacity of the Lifelong Career Guidance Forum for monitoring the implementation of the strategy, started in August 2017. Besides capacity-building activities on career guidance policies for forum members, an e-learning platform was developed and offers updates and learning opportunities on career guidance policies. In 2018, a study was carried out on lifelong guidance provision in Croatia.
The LLCG forum adopted the action plan for the implementation of the strategy for the period 2019-20 in September 2019. The main activities for the implementation of the strategy in 2019 included:
- analysis of legislation on lifelong career guidance;
- provision of services by lifelong career guidance centres (CISOK);
- training for career advisors, teachers, administrative staff and students at higher education institutions;
- dissemination to employees of labour market institutions and other stakeholders on lifelong career guidance services;
- training for employers on career development for workers;
- guidelines developed and training delivered to professional associates at primary and secondary schools on lifelong career guidance for learners;
- strengthening the role of LLCG forum;
- analysis of the lifelong career guidance system;
- mutual reporting established between the LLCG forum and the National Council for Human Resources Development;
- cooperation established between the LLCG forum and the national Euroguidance Centre;
- published needs analysis in secondary education on guidance about higher education choices and enrolment;
- data exchange model developed between the social welfare system and the Croatian Employment Service (CES);
- statistical profiling tool of unemployed persons developed and CES counsellors trained for its use.
Lifelong Career Guidance Forum (LLCG) activities continued, involving a broad network of stakeholders. Regional workshops were held on LLCG services at different levels of education. A new strategy for LLCG is under preparation.
Through the Lifelong career guidance forum, the Ministry of Labour, Pension System, Family and Social Policy (MROSP) has developed measures that members of the forum (separate bodies), have incorporated, according to their competence, into their strategic plans. For the next ESF programming period, the project Improvement of the system of lifelong career guidance and career development in the Republic of Croatia was prepared. The project includes:
- development of methodology for focusing on the current and future needs of labour market;
- improving e-services;
- improving the system of continuous training of CPU service providers;
- establishment of a quality assurance system.
The project is being prepared for the next programming period but the implementation has not started yet.
Bodies responsible
- Ministry of Labour, Pension System, Family and Social Policy (MROSP)
- Public employment service (HZZ)
- Lifelong Career Guidance Forum (LLCG forum)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
Education professionals
- Teachers
- Guidance practitioners
Entities providing VET
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.