VET curricula reform

The Agency for VET and Adult Education launched the project Modernisation of the VET System, funded by EUR 17.7 million from the European Social Fund (ESF), which marked the start of activities related to the VET curricula reform.

In 2018, the National Curriculum for VET was adopted, which provided the main framework for curriculum development in VET and restructured VET qualifications by introducing modular components. The National Curriculum for VET specified the proportions of general education, vocational education, and WBL for VET qualifications at EQF levels 2-5. For the first time, it introduced VET qualifications above NQF/EQF level 4, offering advanced specialisation at EQF level 5. The curriculum also increased the shares of WBL and elective modules, promoting practical skills development and enhancing VET providers' autonomy.

The Strategic expert group for VET reform was established in 2018 to develop the methodology for creating sector and vocational curricula, reach stakeholder agreement and build commitment to the key directions of the reform. The group consisted of key policymakers and stakeholders in VET, involving representatives from education and labour sectors. Members included the ministries responsible for education and labour, university representatives, the Agency for VET and Adult Education, the Education and Teacher Training Agency, the Croatian Chamber of Economy, the Croatian Chamber of Trades and Crafts, the Croatian Employers' Association, the Croatian Academic and Research Network, and the Independent Union of Employees in Secondary Schools of Croatia.

In 2019, the ministry responsible for labour published the Methodology for developing occupational standards and units of competences, marking the beginning of the process of developing, evaluating, and adopting occupational standards in line with the Croatian Qualifications Framework (CROQF) Act, which governs the procedure for registering standards in the CROQF register. The ministry also provided skills intelligence for the development of occupational standards (see related policy development: CROQF portal), conducted evaluation, and entered the standards into the CROQF register.

Additionally, 19 expert groups at the sub-sector level, along with an expert group for learners with disabilities, were established to support the reform process. These groups involved 120 teachers and VET provider directors who identified priority occupations, evaluated qualification standards, and guided the overall process of developing occupational standards, qualification standards, and curricula in VET.

The work on developing the methodology for sector, vocational, and VET provider curricula also started in order to provide guidelines and instructions for curriculum development in VET.

By 2020, 66 working groups were established to contribute to the development of occupational standards, involving 265 VET teachers, employers, and workers. The development process began by sampling and engaging employers in occupational standards surveys to identify the key activities and competences required for specific occupations from the employers' perspective. Thanks to an intensive promotional campaign, over 660 employers and 740 employees from 900 business entities contributed to 1,400 surveys. The e-qualification database was upgraded and used to support expert work on the development of occupational and qualification standards. The process of registering occupational standards in the CROQF register began in 2020.

Based on the occupational standards, the development of 142 qualification standards began in 2021. The Methodology for developing sector curriculum, vocational curriculum, and VET provider curriculum was drafted and has been continuously revised throughout the reform process. In September 2021, 165 VET provider directors were updated on the progress of the reform during the annual conference for VET provider directors.

By 2022, ASOO had finalized 108 proposals for occupational standards, while the ministry responsible for labour coordinated the development of an additional 100 occupational standards. Work also began on the development of 14 sector curricula, along with 132 new vocational curricula at NQF/EQF levels 2-5, and 31 general education curricula and modules for VET. Additionally, the development of teacher manuals for 13 VET sectors commenced in 2022, providing guidance for implementing the new vocational curricula for VET teachers and schools. The progress of the reform and new developments were disseminated to target groups during two events: a conference for VET teachers and VET provider directors in April 2022, attended by over 400 teachers and 160 VET provider directors, and a conference for VET provider directors in September 2022, which attracted over 200 participants.

The initial phase of the VET curriculum reform was completed in 2023. The process of entering occupational and qualification standards into the CROQF register was finalised, and sector, vocational, and general education curricula and modules were completed. Accordingly, the Methodology for developing sector curricula, vocational curricula and VET provider curricula was revised and published. An e-curriculum database was developed, linking new vocational curricula to the occupational and qualification standards from the CROQF register and creating an interface for VET providers to develop individual curricula based on the guidelines from the methodology. Teaching and learning resources were also developed to facilitate the implementation of the new curricula for VET providers, including 13 teacher manuals and 2 525 teaching and learning materials. Finally, intensive training commenced to prepare VET teachers and directors for the upcoming reform rollout. In 2023, ASOO organised 50 workshops and 41 regional conferences across the country, presenting the final curricula, VET provider curriculum, and the new modular concept. Furthermore, the final results of the reform and plans for its rollout were shared with target groups at two events in 2023: a conference for VET provider directors in September, attended by nearly 300 participants, and the VET Teacher Days and conference in March, attended by 400 VET teachers and 180 VET provider directors.

148 new curricula in VET underwent public consultation in May and June 2024, and in August 2024, the ministry responsible for education published reports responding to the comments received during the consultation. This marked the first step towards introducing the new curricula in VET schools planned for the 2025/2026 academic year. Based on the outcomes of the public consultation, all curricula underwent revision in 2024. During the public consultation stage, stakeholders generally supported the reform, citing its relevance to contemporary labour market needs, the integration of theoretical and practical teaching and learning, enhanced coherence between learning outcomes taught in different modules, and opportunities for choosing vocational specialisations after the first or second year of study, facilitating 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. 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 continue onto higher education.

In 2023/2024, modular curricula were piloted in the 1st year of 10 programmes in 9 VET schools across the country. In 2024/2025, the piloting expanded to 16 programmes in 13 VET schools. The 2023/24 pilot was evaluated in June 2024, involving surveys and focus groups with 98 teachers, 115 learners, and 5 employers. Overall, teacher satisfaction with the pilot was rated 4.6 (on a scale of 1-5), while learner satisfaction was rated at 4.4. In the area of planning teaching and learning, all teachers were satisfied with the comprehensibility of the curriculum content, but they were least satisfied with the mechanisms for planning activities for gifted learners. Learners expressed the highest satisfaction with their teachers' engagement and the planning of teaching and learning. In terms of teaching and support for learning, all teachers were very satisfied with the opportunities for independence and openness in selecting content, methods, and activities, while most learners enjoyed the work-based learning (WBL) activities. Regarding assessment, teachers were most satisfied with the measurability of learning outcomes, and learners felt fully informed about assessment methods and criteria. Teachers were least satisfied with their preparedness to teach according to the new curricula, the quality of teacher training, and system support. Learners found WBL facilities, equipment, and safety to be adequate. Teachers reported high satisfaction with communication and collaboration with learners in implementing the new curricula. The evaluation highlighted the need for ongoing system-level teacher support (training and resources) over the next five years. Conference for 290 VET provider directors and teacher training for over 350 participants had taken place. Mobile support teams conducted over 500 visits to all VET providers in Croatia to prepare teachers for introducing the new curricula.