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1 Agency for Vocational Education and Training and Adult Education Vocational education forgreen skills Vesna Anđelić Damir Zvonar

2 Governance Overall responsibility -Ministry of Education in cooperation with other ministries in charge of specific VET sectors, such as the Ministries of Labour and Entrepreneurship and Crafts, and other stakeholders Agency for VET and Adult Education (ASOO) - develop, organise, monitor and evaluate VET

3 Governance ASOO participates in designing VET curricula (need to be approved by the ministry) ASOO regulates VET teacher training

4 VET in Croatia Croatia s national qualifications framework (HKO/CROQF) adopted by law in 2013 Comprehensive and learning-outcomes-based Comprehensive and learning-outcomes-based lifelong learning model

5

6 VET in Croatia Four-year school-based programmesprovide double qualifications: they lead to qualifications at CROQF level 4.2/EQF level 4 allow progression to tertiary education The examthatgrantstertiarylevelaccessis external(national Centre for External Evaluation)

7 VET in Croatia Three-year programmes are mainly run as apprenticeship schemes, with significant work-based training They lead to qualifications at CROQF level 4.1/EQF level 4 and give access to the labor market

8 VET in Croatia 67,36% of learners at upper secondary level in 2014(71.5% in 2012; EU average 51.5%) 32,64% Gymnasiums, music schools, dance schools, art schools Vocational schools - Total 67,36%

9 VET in Croatia 100% of secondary education students 0,10% 0,96% Gymnasiums, music schools, dance schools, art schools 21,67% 32,64% Vocational schools, four-year programs Vocational schools, all three-year programs 44,63% One-year and two-year programmes of lower professional qualification

10 VET in Croatia 100% of VET secondary education students 0,15% 1,43% Vocational schools, four-year 32,17% programs Vocational schools, all three-year programs 66,25% One-year and two-year programmes of lower professional qualification

11 VET in Croatia 100% of students in three-year, two-year and adopted programs 0,43% 4,23% Vocational schools, UME programs 36,82% 58,52% Vocational schools, other three-year programs One-year and two-year programmes of lower professional qualification Adapted programs for students with disabilities

12 The principles of VET availability, flexibility, relevance and rationality, partnership, quality assurance, transparency compliance with labor market needs focus on learning outcomes and competence development

13 The principles of VET individual approach to participants and different paths qualification partnership in the education process clear definition of occupational standards, vocational qualifications and curricula continuous professional development of teachers

14 Engineering, shipbuilding and metallurgy Four-year school-based programmes: Mechanical Technician Technician for Energetics Mechanical Computer Technician Technician for Vehicles and Rolling Stock Three-year programm: Installerfor Heating and Air Conditioning

15 OptionalSubject-RenewableEnergy It consistsof contentsthat are not included in the common part (established) of the curriculums Offer a wide range of opportunities for acquiring and developing competencies that are used in the field of energy development

16 Electrical Engineering and Computing Four-year school-based programmes: Technician for Electrical Energy Technician for Mechatronics Electronics Technician Electrician Three-year programm: ElectricalInstaller, Electromechanic

17 Adult education and training Engineering, shipbuilding and metallurgy Installer of Solar Systems(210 hours: ) Installer of Solar Hot-water Systems (150 hours: Installer of Solar Hot-water Systems (150 hours: )

18 Adult education and training Electrical Engineering and Computing Installer of Low-powerWind Turbines (150 hours: ) Installer of Photovoltaic Systems (150 hours: ) Installer of Photovoltaic and Solar Hot-water Systems Advisor for Energy Efficiency in Households

19 What are the problems in education today? The amount of knowledge is huge and almost every two years it doubles New scientific and technical knowledge are changing the existing New technologies are coming Time for formal education is limited

20 What are the problems in education today? The world is becoming "closer", Communication among experts in various countries are becoming more intense The Internet is becoming the dominant source of information Occupations are changing rapidly, new are created

21 What are the problems in education today? School programs and subjectscontent (curriculums) are fixed and don t change for years Administrative procedures for changing curriculums is complex and takes a long time

22 Solutions? Curriculums need to be flexible and change continuously according to the technology, science and needs of the labor market Teaching forsolving technical problems in practice, encouraging critical thinking (new ideas and entrepreneurship)

23 Solutions To know -what is happening in education, what are our needs, to have a vision of development To want -change is effort and risk;education is very sensitive; errors have long term impact and can be disastrous

24 Solutions To be able -be in a position to make this possible; toget support from all stakeholders, particularly financial support;to have teams that are able to implement new ideas with professionalism and objectivity

25 THANK YOU!

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