Spotlight on VET : Croatia.
Date: 2017-03-22
Institutions: Cedefop
Subjects: Croatia, educational system, professional qualifications, school-working life relations, vocational education, vocational training

CROATIA

Education and training in figures

spotlight on VET

EN

CROATIA

European Centre for the Development
of Vocational Training

EN

VOCATIONAL 

GENERAL

Further information
Further information

Upper secondary 
students (ISCED 2011 
level 3) enrolled in 
vocational and general 
programmes  
% of all students in upper 
secondary education, 
2014

Lifelong learning  
% of population aged 25 
to 64 participating in 
education and training 
over the four weeks prior 
to the survey, 2015 

Early leavers from 
education and training
% of early leavers from
education and training,
2015

Employment rates
of young graduates
% of 20 to 34 year-olds
no longer in education
and training, 2015 

100
100

80
80

60
60

40
40

20
20

0
0

35

30

25

20

15

10

5

0

25

20

15

10

5

0

100

80

60

40

20

0

26.6

73.4

29.3

30.2

31.0

33.2

52.6

74.9

70.7

69.8

69.0

66.8

47.4

100.0

IE

25.1

HU

CZ 

HR

AT

SK

SI

EU-28

NB: 47.4% is the provisional weighted EU average for 2014 based on available country data (27 countries). In Ireland, it is possible
       to proceed to apprenticeship training following completion of lower secondary education (ISCED 2), but most learners continue
       to complete upper secondary education, which is general, rather than vocational, in nature.
Source: Cedefop calculations, based on Eurostat, UOE data collection on education systems, date of extraction 6.12.16.

31.3

E&T 2020=15

14.4

11.9

10.7

DK 

AT 

SI

EU-28

NB:  Break in time series in HU 2015 data. 
Source: Eurostat, labour force survey, date of extraction 6.12.16.

7.1

HU

3.1

HR

3.1

SK

1.3

RO

2015

2020 NATIONAL TARGET

EUROPE 2020=10

4.0

2.8

HR

5.0

5.0

SI

6.0

6.9

SK

9.5

7.3

AT

10.0

10.0

11.0

11.6

20.0

EU-28

HU

ES

NB:  Break in time series in HU 2015 data. Definition for national target differs in SK and ES.  
Source: Eurostat labour force survey, date of extraction 6.12.16.

68.5

7
.
1
9

6
.
7
8

MT 

57.2

8
.
6
8

9
.
7
7

AT 

47.5

1
.
9
7

7
.
5
7

HU 

57.9

53.5

36.4

33.2

1
.
8
7

2
.
6
7

SI

2
.
7
7

8
.
1
7

EU-28

7
.
6
7

2
.
2
7

SK

0
.
9
6

7
.
5
6

HR

51.5

2
.
8
5

0
.
8
5

EL

Upper secondary and post-secondary non-tertiary education (levels 3 and 4) – vocational
Upper secondary and post-secondary non-tertiary education (levels 3 and 4) – general
Less than primary, primary and lower secondary education (levels 0-2)
NB:  Break in time series in HU 2015 data. 

Source: Eurostat, EU labour force survey, date of extraction 14.10.16.

■ Eurydice (2016). Croatia: overview. In: European Commission (ed.). Eurypedia.
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Croatia:Overview

■ Parliament of Croatia (2014). Strategija obrazovanja, znanosti i tehnologije
[Strategy of Education, Science and Technology]. http://bit.ly/2kZWc0p

■ Government of Croatia (2016). Program razvoja sustava strukovnog obrazovanja i
osposobljavanja 2016-20 [VET System Development Programme 2016-20]. 
http://www.asoo.hr/UserDocsImages/VET_Programme_EN.pdf

http://www.mzos.hr 

http://www.asoo.hr 

http://www.azoo.hr 

http://www.azvo.hr 

http://www.mobilnost.hr 

http://www.ncvvo.hr  

http://www.mingo.hr 

http://www.hup.hr 

http://www.hgk.hr 

http://www.hok.hr 

http://www.hzz.hr/ 

Ministry of Science and Education

Agency for VET and Adult Education

Education and Teacher Training Agency 

Agency for Science and Higher Education

Agency for Mobility and EU Programmes

National Centre for External Evaluation of Education

Ministry of Economy, Entrepreneurship and Crafts

Croatian Employers Association

Chamber of Economy

Chamber of Trades and Crafts

Employment Service

This Spotlight is based on input from the Agency for Vocational Education and Training
and Adult Education (ReferNet Croatia 2016).

8
1
0
8
E
N
–
T
T
-
0
2
-
1
7
-
1
2
9
-
E
N
-
N
–
d
o
i
:
1
0
.
2
8
0
1
/
4
9
8
2
1
9

European Centre for the Development 
of Vocational Training

Europe 123, 570 01 Thessaloniki (Pylea), GREECE
PO Box 22427, 551 02 Thessaloniki, GREECE
Tel. +30 2310490111, Fax +30 2310490020, E-mail: info@cedefop.europa.eu

Copyright © European Centre for the Development of Vocational Training (Cedefop), 2017
All rights reserved.

visit our portal www.cedefop.europa.eu

ISBN 978-92-896-2416-9

spotlight on VET

CROATIA

 2016

15.0 
 
 
 
 
 
 
 
spotlight on VET

VET in Croatia

Vocational education and training (VET) plays a 
major role in Croatia. Overall responsibility for 
VET lies with the Ministry of Science and 
Education supported by the Agency for VET and 
Adult Education (ASOO). The agency is 
responsible for developing VET curricula, 
continuous professional development of VET 
teachers, skills competitions and quality 
assurance. The 2009 VET Act strengthened 
cooperation through increased involvement of line 
ministries, social partners, chambers of trades 
and crafts, the employment service, professional 
associations and other stakeholders. It also 
established multipartite VET sector skills councils 
that informed VET on the needs of the labour 
market and higher education. Since the 2013 Act 
on the Croatian Qualifications Framework 
(CROQF), 25 sector skills councils cover general, 
vocational and higher education. The Human 
Resource Development Council assesses, 
validates and coordinates education, 
employment, and lifelong professional guidance 
policies, regional policy and CROQF 
development, aiming to encourage human 
potential development, stimulate competitiveness 
and achieve Croatia's strategic goals.

All VET programmes combine professional 
and general competences, to varying degrees; 
most include mandatory work-based learning 
(WBL), with duration and type varying among 
different VET programmes. Learners from 
lower-level programmes can progress to higher 
levels at the discretion of their schools.

Initial VET is publicly financed and free of 
charge. Learners start VET on completion of 
compulsory education (ISCED-P 244) at age 14 
or 15. At upper secondary level, 71.3% of 
learners participated in IVET at the beginning of 
the 2015/16 school year. Around two thirds of 
VET learners were in four-year school-based 
programmes, with one third in three-year 
programmes. Some learners participated in 
shorter, one- to two-year VET programmes 
(ISCED-P 351). 

The four-year, mostly school-based VET 

programmes (ISCED-P 354) with a WBL 
component, lead to qualifications at CROQF level 
4.2/EQF level 4. These ‘technician’ programmes 
allow progression to tertiary education, after 
completing external matura exams, administered 
by the National Centre for External Evaluation of 
Education (NCVVO). Most students in four-year 
VET programmes use this opportunity (in 2011, 
91.94% entered the matura exam, and 77.71% 
passed). 

The three-year VET programmes (ISCED-P 
353) give access to the labour market and lead to 
qualifications at CROQF level 4.1/EQF level 4; 
they are mostly run as apprenticeships, with 
significant work-based learning at companies. 
Since 2014, graduates from these programmes 
can enter an optional one- to two-year bridge 
programme and, if successful, take matura 
exams to qualify for higher education access. 
This programme corresponds to the fourth year of 
the school-based programme.

VET is provided at higher education level in 

polytechnics in the form of short-cycle 
programmes (ISCED-P 554) and professional 
studies (ISCED-P 655) with focus on applied 
sciences. Learning in these programmes typically 
involves extensive practical work experience and 
leads to a qualification at CROQF and EQF levels 
5 and 6. Shorter programmes also exist.

Adult education and training (for people above 
age 16) covers a broad range of options, mainly 
in the form of short (re)training programmes, 
which range from basic or technical skills courses 
to complete formal secondary education and 
training. Entry requirements for post-secondary 
adult VET programmes include relevant IVET 
training and/or a number of years of professional 
experience. If adult education providers want to 
issue formal certificates at secondary education 
level, the education ministry has to approve their 
programmes. 

VET in Croatia’s education and training system

Distinctive features
of VET

Challenges
and policy responses

CROATIA

TERTIARY LEVEL

ADULT LEARNING/CONTINUING TRAINING
(outside the school system)

EQF 8

PhD
programmes

ISCED 844

EQF 7

Integrated
bachelor
and master
programmes,
5 years

18+

12+

ISCED 746

EQF 7
  Post-master
specialist studies

ISCED
748

EQF 7

Master programmes,
1-2 years
ISCED 747

EQF 6
Bachelor
 programmes,
3-4 years
ISCED 645

Continuing 
vocational 
training 
for a new 
qualification 
or update
ISCED 351, 353

EQF 5

Master 
craftsperson 
qualification 
exam

Training 
for 
unemployed 
and other 
vulnerable 
groups

Foreign 
language 
programmes

EQF 7

Specialist professional studies
ISCED 757

EQF 6

Professional
studies

EQF 5

ISCED 655

POST-SECONDARY

LEVEL

EQF 5
Development and training
programmes
ISCED 453

SECONDARY LEVEL

EQF 4

General
programmes
(gymnasium),
4 years

ISCED 344

EQF 4

EQF 4

School-based
programmes,
4-5 years

ISCED 354

EQF 4
  Optional 
programme

EQF 4

  School-based and
apprenticeship progr.,
3 years

ISCED 353

EQF 3

1-2 year pr.

EQF 2

ISCED 351

EQF 1

Primary education,
8 years

ISCED 244

18

17

16

15

14

13

12

12

11

10

9

8

7

6

AGE

YEARS in E&T

General education programmes

VET programmes

Programmes combining VET and general education

Also available to adults (full-, part-time or distance education)

Officially recognised vocational qualifications

Qualifications allowing access to the next education level

Possible progression routes

Possible progression route, where prior VET knowledge may  
be recognised affecting programme duration

End of compulsory education

State matura exams which give access to tertiary education are 
optional for VET students

NB: ISCED-P 2011.
Source: Cedefop, Croatian Ministry of Science, Education and Sports and ReferNet Croatia.

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 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 
(70.7% compared to the EU average of 47.4% in 
2014). 

Croatia has the lowest rate of early school 
leaving in the EU (2.8% in 2015, compared to 
the EU average of 11%) and has already met its 
Europe 2020 national target of 4%. 

Support services are available for students 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 (http://e-kvaliteta.asoo.hr). The tool 
also allows comparison between schools. 

The education ministry and ASOO launched 
VET curriculum reform in 2008 that introduced 
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. 

Despite initial VET reform efforts, most curricula 
need to be updated 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 2015-20. Special emphasis will 
be put on curriculum reform, the development of 
national and sectoral 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 a 
series of measures, which, among others, aim to 
align VET with labour market needs, develop new 
curricula and strengthen the WBL model.

Youth unemployment is high (43% in 2015 among 

15 to 24 year-olds) and 18.5% of youth (aged 15 to 
24) were neither in employment nor in education and 
training (NEET) in 2015. 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 3.1% in 2015, among the lowest in the EU; it 
increased slightly in the following year. There are 
incentives for employers in the form of tax deductions 
of up to 50% of adult education and training costs 
(70% 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 2015-20.

  School-based andapprenticeship progr.,3 years  Optional programmeSchool-basedprogrammes,4-5 yearsspotlight on VET

VET in Croatia

Vocational education and training (VET) plays a 
major role in Croatia. Overall responsibility for 
VET lies with the Ministry of Science and 
Education supported by the Agency for VET and 
Adult Education (ASOO). The agency is 
responsible for developing VET curricula, 
continuous professional development of VET 
teachers, skills competitions and quality 
assurance. The 2009 VET Act strengthened 
cooperation through increased involvement of line 
ministries, social partners, chambers of trades 
and crafts, the employment service, professional 
associations and other stakeholders. It also 
established multipartite VET sector skills councils 
that informed VET on the needs of the labour 
market and higher education. Since the 2013 Act 
on the Croatian Qualifications Framework 
(CROQF), 25 sector skills councils cover general, 
vocational and higher education. The Human 
Resource Development Council assesses, 
validates and coordinates education, 
employment, and lifelong professional guidance 
policies, regional policy and CROQF 
development, aiming to encourage human 
potential development, stimulate competitiveness 
and achieve Croatia's strategic goals.

All VET programmes combine professional 
and general competences, to varying degrees; 
most include mandatory work-based learning 
(WBL), with duration and type varying among 
different VET programmes. Learners from 
lower-level programmes can progress to higher 
levels at the discretion of their schools.

Initial VET is publicly financed and free of 
charge. Learners start VET on completion of 
compulsory education (ISCED-P 244) at age 14 
or 15. At upper secondary level, 71.3% of 
learners participated in IVET at the beginning of 
the 2015/16 school year. Around two thirds of 
VET learners were in four-year school-based 
programmes, with one third in three-year 
programmes. Some learners participated in 
shorter, one- to two-year VET programmes 
(ISCED-P 351). 

The four-year, mostly school-based VET 

programmes (ISCED-P 354) with a WBL 
component, lead to qualifications at CROQF level 
4.2/EQF level 4. These ‘technician’ programmes 
allow progression to tertiary education, after 
completing external matura exams, administered 
by the National Centre for External Evaluation of 
Education (NCVVO). Most students in four-year 
VET programmes use this opportunity (in 2011, 
91.94% entered the matura exam, and 77.71% 
passed). 

The three-year VET programmes (ISCED-P 
353) give access to the labour market and lead to 
qualifications at CROQF level 4.1/EQF level 4; 
they are mostly run as apprenticeships, with 
significant work-based learning at companies. 
Since 2014, graduates from these programmes 
can enter an optional one- to two-year bridge 
programme and, if successful, take matura 
exams to qualify for higher education access. 
This programme corresponds to the fourth year of 
the school-based programme.

VET is provided at higher education level in 

polytechnics in the form of short-cycle 
programmes (ISCED-P 554) and professional 
studies (ISCED-P 655) with focus on applied 
sciences. Learning in these programmes typically 
involves extensive practical work experience and 
leads to a qualification at CROQF and EQF levels 
5 and 6. Shorter programmes also exist.

Adult education and training (for people above 
age 16) covers a broad range of options, mainly 
in the form of short (re)training programmes, 
which range from basic or technical skills courses 
to complete formal secondary education and 
training. Entry requirements for post-secondary 
adult VET programmes include relevant IVET 
training and/or a number of years of professional 
experience. If adult education providers want to 
issue formal certificates at secondary education 
level, the education ministry has to approve their 
programmes. 

VET in Croatia’s education and training system

Distinctive features
of VET

Challenges
and policy responses

CROATIA

TERTIARY LEVEL

ADULT LEARNING/CONTINUING TRAINING
(outside the school system)

EQF 8

PhD
programmes

ISCED 844

EQF 7

Integrated
bachelor
and master
programmes,
5 years

18+

12+

ISCED 746

EQF 7
  Post-master
specialist studies

ISCED
748

EQF 7

Master programmes,
1-2 years
ISCED 747

EQF 6
Bachelor
 programmes,
3-4 years
ISCED 645

Continuing 
vocational 
training 
for a new 
qualification 
or update
ISCED 351, 353

EQF 5

Master 
craftsperson 
qualification 
exam

Training 
for 
unemployed 
and other 
vulnerable 
groups

Foreign 
language 
programmes

EQF 7

Specialist professional studies
ISCED 757

EQF 6

Professional
studies

EQF 5

ISCED 655

POST-SECONDARY

LEVEL

EQF 5
Development and training
programmes
ISCED 453

SECONDARY LEVEL

EQF 4

General
programmes
(gymnasium),
4 years

ISCED 344

EQF 4

EQF 4

School-based
programmes,
4-5 years

ISCED 354

EQF 4
  Optional 
programme

EQF 4

  School-based and
apprenticeship progr.,
3 years

ISCED 353

EQF 3

1-2 year pr.

EQF 2

ISCED 351

EQF 1

Primary education,
8 years

ISCED 244

18

17

16

15

14

13

12

12

11

10

9

8

7

6

AGE

YEARS in E&T

General education programmes

VET programmes

Programmes combining VET and general education

Also available to adults (full-, part-time or distance education)

Officially recognised vocational qualifications

Qualifications allowing access to the next education level

Possible progression routes

Possible progression route, where prior VET knowledge may  
be recognised affecting programme duration

End of compulsory education

State matura exams which give access to tertiary education are 
optional for VET students

NB: ISCED-P 2011.
Source: Cedefop, Croatian Ministry of Science, Education and Sports and ReferNet Croatia.

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 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 
(70.7% compared to the EU average of 47.4% in 
2014). 

Croatia has the lowest rate of early school 
leaving in the EU (2.8% in 2015, compared to 
the EU average of 11%) and has already met its 
Europe 2020 national target of 4%. 

Support services are available for students 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 (http://e-kvaliteta.asoo.hr). The tool 
also allows comparison between schools. 

The education ministry and ASOO launched 
VET curriculum reform in 2008 that introduced 
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. 

Despite initial VET reform efforts, most curricula 
need to be updated 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 2015-20. Special emphasis will 
be put on curriculum reform, the development of 
national and sectoral 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 a 
series of measures, which, among others, aim to 
align VET with labour market needs, develop new 
curricula and strengthen the WBL model.

Youth unemployment is high (43% in 2015 among 

15 to 24 year-olds) and 18.5% of youth (aged 15 to 
24) were neither in employment nor in education and 
training (NEET) in 2015. 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 3.1% in 2015, among the lowest in the EU; it 
increased slightly in the following year. There are 
incentives for employers in the form of tax deductions 
of up to 50% of adult education and training costs 
(70% 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 2015-20.

  School-based andapprenticeship progr.,3 years  Optional programmeSchool-basedprogrammes,4-5 yearsspotlight on VET

VET in Croatia

Vocational education and training (VET) plays a 
major role in Croatia. Overall responsibility for 
VET lies with the Ministry of Science and 
Education supported by the Agency for VET and 
Adult Education (ASOO). The agency is 
responsible for developing VET curricula, 
continuous professional development of VET 
teachers, skills competitions and quality 
assurance. The 2009 VET Act strengthened 
cooperation through increased involvement of line 
ministries, social partners, chambers of trades 
and crafts, the employment service, professional 
associations and other stakeholders. It also 
established multipartite VET sector skills councils 
that informed VET on the needs of the labour 
market and higher education. Since the 2013 Act 
on the Croatian Qualifications Framework 
(CROQF), 25 sector skills councils cover general, 
vocational and higher education. The Human 
Resource Development Council assesses, 
validates and coordinates education, 
employment, and lifelong professional guidance 
policies, regional policy and CROQF 
development, aiming to encourage human 
potential development, stimulate competitiveness 
and achieve Croatia's strategic goals.

All VET programmes combine professional 
and general competences, to varying degrees; 
most include mandatory work-based learning 
(WBL), with duration and type varying among 
different VET programmes. Learners from 
lower-level programmes can progress to higher 
levels at the discretion of their schools.

Initial VET is publicly financed and free of 
charge. Learners start VET on completion of 
compulsory education (ISCED-P 244) at age 14 
or 15. At upper secondary level, 71.3% of 
learners participated in IVET at the beginning of 
the 2015/16 school year. Around two thirds of 
VET learners were in four-year school-based 
programmes, with one third in three-year 
programmes. Some learners participated in 
shorter, one- to two-year VET programmes 
(ISCED-P 351). 

The four-year, mostly school-based VET 

programmes (ISCED-P 354) with a WBL 
component, lead to qualifications at CROQF level 
4.2/EQF level 4. These ‘technician’ programmes 
allow progression to tertiary education, after 
completing external matura exams, administered 
by the National Centre for External Evaluation of 
Education (NCVVO). Most students in four-year 
VET programmes use this opportunity (in 2011, 
91.94% entered the matura exam, and 77.71% 
passed). 

The three-year VET programmes (ISCED-P 
353) give access to the labour market and lead to 
qualifications at CROQF level 4.1/EQF level 4; 
they are mostly run as apprenticeships, with 
significant work-based learning at companies. 
Since 2014, graduates from these programmes 
can enter an optional one- to two-year bridge 
programme and, if successful, take matura 
exams to qualify for higher education access. 
This programme corresponds to the fourth year of 
the school-based programme.

VET is provided at higher education level in 

polytechnics in the form of short-cycle 
programmes (ISCED-P 554) and professional 
studies (ISCED-P 655) with focus on applied 
sciences. Learning in these programmes typically 
involves extensive practical work experience and 
leads to a qualification at CROQF and EQF levels 
5 and 6. Shorter programmes also exist.

Adult education and training (for people above 
age 16) covers a broad range of options, mainly 
in the form of short (re)training programmes, 
which range from basic or technical skills courses 
to complete formal secondary education and 
training. Entry requirements for post-secondary 
adult VET programmes include relevant IVET 
training and/or a number of years of professional 
experience. If adult education providers want to 
issue formal certificates at secondary education 
level, the education ministry has to approve their 
programmes. 

VET in Croatia’s education and training system

Distinctive features
of VET

Challenges
and policy responses

CROATIA

TERTIARY LEVEL

ADULT LEARNING/CONTINUING TRAINING
(outside the school system)

EQF 8

PhD
programmes

ISCED 844

EQF 7

Integrated
bachelor
and master
programmes,
5 years

18+

12+

ISCED 746

EQF 7
  Post-master
specialist studies

ISCED
748

EQF 7

Master programmes,
1-2 years
ISCED 747

EQF 6
Bachelor
 programmes,
3-4 years
ISCED 645

Continuing 
vocational 
training 
for a new 
qualification 
or update
ISCED 351, 353

EQF 5

Master 
craftsperson 
qualification 
exam

Training 
for 
unemployed 
and other 
vulnerable 
groups

Foreign 
language 
programmes

EQF 7

Specialist professional studies
ISCED 757

EQF 6

Professional
studies

EQF 5

ISCED 655

POST-SECONDARY

LEVEL

EQF 5
Development and training
programmes
ISCED 453

SECONDARY LEVEL

EQF 4

General
programmes
(gymnasium),
4 years

ISCED 344

EQF 4

EQF 4

School-based
programmes,
4-5 years

ISCED 354

EQF 4
  Optional 
programme

EQF 4

  School-based and
apprenticeship progr.,
3 years

ISCED 353

EQF 3

1-2 year pr.

EQF 2

ISCED 351

EQF 1

Primary education,
8 years

ISCED 244

18

17

16

15

14

13

12

12

11

10

9

8

7

6

AGE

YEARS in E&T

General education programmes

VET programmes

Programmes combining VET and general education

Also available to adults (full-, part-time or distance education)

Officially recognised vocational qualifications

Qualifications allowing access to the next education level

Possible progression routes

Possible progression route, where prior VET knowledge may  
be recognised affecting programme duration

End of compulsory education

State matura exams which give access to tertiary education are 
optional for VET students

NB: ISCED-P 2011.
Source: Cedefop, Croatian Ministry of Science, Education and Sports and ReferNet Croatia.

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 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 
(70.7% compared to the EU average of 47.4% in 
2014). 

Croatia has the lowest rate of early school 
leaving in the EU (2.8% in 2015, compared to 
the EU average of 11%) and has already met its 
Europe 2020 national target of 4%. 

Support services are available for students 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 (http://e-kvaliteta.asoo.hr). The tool 
also allows comparison between schools. 

The education ministry and ASOO launched 
VET curriculum reform in 2008 that introduced 
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. 

Despite initial VET reform efforts, most curricula 
need to be updated 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 2015-20. Special emphasis will 
be put on curriculum reform, the development of 
national and sectoral 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 a 
series of measures, which, among others, aim to 
align VET with labour market needs, develop new 
curricula and strengthen the WBL model.

Youth unemployment is high (43% in 2015 among 

15 to 24 year-olds) and 18.5% of youth (aged 15 to 
24) were neither in employment nor in education and 
training (NEET) in 2015. 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 3.1% in 2015, among the lowest in the EU; it 
increased slightly in the following year. There are 
incentives for employers in the form of tax deductions 
of up to 50% of adult education and training costs 
(70% 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 2015-20.

  School-based andapprenticeship progr.,3 years  Optional programmeSchool-basedprogrammes,4-5 yearsCROATIA

Education and training in figures

spotlight on VET

EN

CROATIA

European Centre for the Development
of Vocational Training

EN

VOCATIONAL               GENERAL

Further information
Further information

Upper secondary 
students (ISCED 2011 
level 3) enrolled in 
vocational and general 
programmes  
% of all students in upper 
secondary education, 
2014

Lifelong learning  
% of population aged 25 
to 64 participating in 
education and training 
over the four weeks prior 
to the survey, 2015 

Early leavers from 
education and training
% of early leavers from
education and training,
2015

Employment rates
of young graduates
% of 20 to 34 year-olds
no longer in education
and training, 2015 

100
100

80
80

60
60

40
40

20
20

0
0

35

30

25

20

15

10

5

0

25

20

15

10

5

0

100

80

60

40

20

0

26.6

73.4

29.3

30.2

31.0

33.2

70.7

69.8

69.0

66.8

52.6

74.9

100.0

47.4

25.1

CZ 

HR 

AT 

SK 

SI 

EU-28 

HU 

IE

NB: 47.4% is the provisional weighted EU average for 2014 based on available country data (27 countries). In Ireland, it is possible
       to proceed to apprenticeship training following completion of lower secondary education (ISCED 2), but most learners continue
       to complete upper secondary education, which is general, rather than vocational, in nature.
Source: Cedefop calculations, based on Eurostat, UOE data collection on education systems, date of extraction 6.12.16.

31.3

E&T 2020=15

14.4

11.9

10.7

DK 

AT 

SI 

EU-28 

NB:  Break in time series in HU 2015 data. 
Source: Eurostat, labour force survey, date of extraction 6.12.16.

7.1

HU 

3.1

HR 

3.1

SK 

1.3

RO

2015              2020 NATIONAL TARGET

EUROPE 2020=10

4.0

2.8

HR 

5.0

5.0

SI 

6.0

6.9

SK 

9.5

7.3

AT 

10.0

10.0

11.0

11.6

20.0

EU-28 

HU 

ES

NB:  Break in time series in HU 2015 data. Definition for national target differs in SK and ES.  
Source: Eurostat labour force survey, date of extraction 6.12.16.

68.5

7
.
1
9

6
.
7
8

MT 

57.2

8
.
6
8

9
.
7
7

AT 

47.5

1
.
9
7

7
.
5
7

HU 

57.9

53.5

36.4

33.2

1
.
8
7

2
.
6
7

2
.
7
7

8
.
1
7

7
.
6
7

2
.
2
7

SI 

EU-28 

SK 

0
.
9
6

7
.
5
6

HR 

51.5

2
.
8
5

0
.
8
5

EL

Upper secondary and post-secondary non-tertiary education (levels 3 and 4) – vocational
Upper secondary and post-secondary non-tertiary education (levels 3 and 4) – general
Less than primary, primary and lower secondary education (levels 0-2)
NB:  Break in time series in HU 2015 data. 

Source: Eurostat, EU labour force survey, date of extraction 14.10.16.

■   Eurydice (2016). Croatia: overview. In: European Commission (ed.). Eurypedia. 
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Croatia:Overview 

■   Parliament of Croatia (2014). Strategija obrazovanja, znanosti i tehnologije  
[Strategy of Education, Science and Technology]. http://bit.ly/2kZWc0p

■   Government of Croatia (2016). Program razvoja sustava strukovnog obrazovanja i 
osposobljavanja 2016-20 [VET System Development Programme 2016-20]. 
http://www.asoo.hr/UserDocsImages/VET_Programme_EN.pdf

http://www.mzos.hr 

http://www.asoo.hr 

http://www.azoo.hr 

http://www.azvo.hr 

http://www.mobilnost.hr 

http://www.ncvvo.hr  

http://www.mingo.hr 

http://www.hup.hr 

http://www.hgk.hr 

http://www.hok.hr 

http://www.hzz.hr/ 

Ministry of Science and Education

Agency for VET and Adult Education

Education and Teacher Training Agency 

Agency for Science and Higher Education

Agency for Mobility and EU Programmes

National Centre for External Evaluation of Education

Ministry of Economy, Entrepreneurship and Crafts

Croatian Employers Association

Chamber of Economy

Chamber of Trades and Crafts

Employment Service

This Spotlight is based on input from the Agency for Vocational Education and Training
and Adult Education (ReferNet Croatia 2016).

8
1
0
8
E
N
–
T
T
-
0
2
-
1
7
-
1
2
9
-
E
N
-
N
–
d
o
i
:
1
0
.
2
8
0
1
/
4
9
8
2
1
9

European Centre for the Development 
of Vocational Training

Europe 123, 570 01 Thessaloniki (Pylea), GREECE
PO Box 22427, 551 02 Thessaloniki, GREECE
Tel. +30 2310490111, Fax +30 2310490020, E-mail: info@cedefop.europa.eu

Copyright © European Centre for the Development of Vocational Training (Cedefop), 2017
All rights reserved.

visit our portal www.cedefop.europa.eu

ISBN 978-92-896-2416-9

spotlight on VET

CROATIA

 2016

15.0 
 
 
 
 
 
 
 
 
 
CROATIA

Education and training in figures

spotlight on VET

EN

CROATIA

European Centre for the Development
of Vocational Training

EN

VOCATIONAL               GENERAL

Further information
Further information

Upper secondary 
students (ISCED 2011 
level 3) enrolled in 
vocational and general 
programmes  
% of all students in upper 
secondary education, 
2014

Lifelong learning  
% of population aged 25 
to 64 participating in 
education and training 
over the four weeks prior 
to the survey, 2015 

Early leavers from 
education and training
% of early leavers from
education and training,
2015

Employment rates
of young graduates
% of 20 to 34 year-olds
no longer in education
and training, 2015 

100
100

80
80

60
60

40
40

20
20

0
0

35

30

25

20

15

10

5

0

25

20

15

10

5

0

100

80

60

40

20

0

26.6

73.4

29.3

30.2

31.0

33.2

70.7

69.8

69.0

66.8

52.6

74.9

100.0

47.4

25.1

CZ 

HR 

AT 

SK 

SI 

EU-28 

HU 

IE

NB: 47.4% is the provisional weighted EU average for 2014 based on available country data (27 countries). In Ireland, it is possible
       to proceed to apprenticeship training following completion of lower secondary education (ISCED 2), but most learners continue
       to complete upper secondary education, which is general, rather than vocational, in nature.
Source: Cedefop calculations, based on Eurostat, UOE data collection on education systems, date of extraction 6.12.16.

31.3

E&T 2020=15

14.4

11.9

10.7

DK 

AT 

SI 

EU-28 

NB:  Break in time series in HU 2015 data. 
Source: Eurostat, labour force survey, date of extraction 6.12.16.

7.1

HU 

3.1

HR

3.1

SK 

1.3

RO

2015              2020 NATIONAL TARGET

EUROPE 2020=10

4.0

2.8

HR

5.0

5.0

SI 

6.0

6.9

SK 

9.5

7.3

AT 

10.0

10.0

11.0

11.6

20.0

EU-28 

HU 

ES

NB:  Break in time series in HU 2015 data. Definition for national target differs in SK and ES.  
Source: Eurostat labour force survey, date of extraction 6.12.16.

68.5

7
.
1
9

6
.
7
8

MT 

57.2

8
.
6
8

9
.
7
7

AT 

47.5

1
.
9
7

7
.
5
7

HU 

57.9

53.5

36.4

33.2

1
.
8
7

2
.
6
7

2
.
7
7

8
.
1
7

7
.
6
7

2
.
2
7

SI 

EU-28 

SK 

0
.
9
6

7
.
5
6

HR 

51.5

2
.
8
5

0
.
8
5

EL

Upper secondary and post-secondary non-tertiary education (levels 3 and 4) – vocational
Upper secondary and post-secondary non-tertiary education (levels 3 and 4) – general
Less than primary, primary and lower secondary education (levels 0-2)
NB:  Break in time series in HU 2015 data. 

Source: Eurostat, EU labour force survey, date of extraction 14.10.16.

■ Eurydice (2016). Croatia: overview. In: European Commission (ed.). Eurypedia.
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Croatia:Overview

■ Parliament of Croatia (2014). Strategija obrazovanja, znanosti i tehnologije
[Strategy of Education, Science and Technology]. http://bit.ly/2kZWc0p

■ Government of Croatia (2016). Program razvoja sustava strukovnog obrazovanja i
osposobljavanja 2016-20 [VET System Development Programme 2016-20].
http://www.asoo.hr/UserDocsImages/VET_Programme_EN.pdf

http://www.mzos.hr 

http://www.asoo.hr 

http://www.azoo.hr 

http://www.azvo.hr 

http://www.mobilnost.hr 

http://www.ncvvo.hr  

http://www.mingo.hr 

http://www.hup.hr 

http://www.hgk.hr 

http://www.hok.hr 

http://www.hzz.hr/ 

Ministry of Science and Education

Agency for VET and Adult Education

Education and Teacher Training Agency 

Agency for Science and Higher Education

Agency for Mobility and EU Programmes

National Centre for External Evaluation of Education

Ministry of Economy, Entrepreneurship and Crafts

Croatian Employers Association

Chamber of Economy

Chamber of Trades and Crafts

Employment Service

This Spotlight is based on input from the Agency for Vocational Education and Training
and Adult Education (ReferNet Croatia 2016).

8
1
0
8
E
N
–
T
I
-
0
2
-
1
7
-
1
2
9
-
E
N
-
N
–
d
o
i
:
1
0
.
2
8
0
1
/
4
9
8
2
1
9

European Centre for the Development 
of Vocational Training

Europe 123, 570 01 Thessaloniki (Pylea), GREECE
PO Box 22427, 551 02 Thessaloniki, GREECE
Tel. +30 2310490111, Fax +30 2310490020, E-mail: info@cedefop.europa.eu

Copyright © European Centre for the Development of Vocational Training (Cedefop), 2017
All rights reserved.

visit our portal www.cedefop.europa.eu

ISBN 978-92-896-2416-9

spotlight on VET

CROATIA

 2016

15.0