Types of institutions
Vocational education and training (VET) is available after the completion of primary education to all under equal conditions and in accordance with their abilities. The aim of VET is to enable the learners to acquire basic and vocational competences to obtain qualifications needed in the labour market, further education and lifelong learning for the purpose of personal development as well as the economic and general development of society. VET enables the acquisition of qualifications at levels 2 to 5 of the Croatian Qualifications Framework.
The duration of education in vocational schools depends on the type of curriculum and/or vocational curriculum. In the school year 2018/19 the programmes are divided as follows:
- 1 five-year programme (nurse/health care technician)
- 153 four-year programmes, of which 1 is a dual-model programme
- 136 three-year programmes, of which 42 are privileged crafts’ education programmes and 3 are dual-model programmes
- 8 programmes lasting up to two years.
There are also special and adapted education programmes for students with disabilities in the system.
After graduating from a vocational school, it is possible to enter the labour market or, subject to certain conditions, continue education at secondary or higher education institutions.
Vocational education provides the competences (knowledge and skills) required at the labour market with the aim of recognising qualifications that also provide opportunities for advancement in further education. Students who have completed a three-, four- or five-year education programme acquire secondary education, and students who have completed an education programme of up to two years acquire lower secondary education.
Students, in vocational education programmes lasting at least four years, complete their education programme by preparing and presenting their final work in a procedure organised and carried out by the school. Also, if the student chooses to continue his/her education at one of the higher education institutions, he/she must take state graduation exams.
Students, in vocational education programmes lasting from one to three years, complete their education programme by preparing and presenting their final work in a procedure organised and carried out by the school.
A student who has attained a lower secondary education qualification, as well as a student who has completed an education programme which lasts three years, is entitled, in accordance with the needs of the labour market, to obtain a higher level of qualification by continuing education or passing the exam. These students may continue their education as full-time students within two years from the day they graduate from the vocational school. The student can do so by taking supplemental and/or differential exams. The conditions and ways of continuing education for higher levels of qualification shall be laid down by the minister responsible for education with the ordinance.
One school can carry out several different programmes, i.e. vocational curricula, of different duration. Also, there are so-called hybrid schools providing both grammar school and vocational programmes.
Four-year and five-year education programmes
The four-year and five-year education programmes (level 4.2 of the Croatian Qualifications Framework) are the most prevalent in Croatian vocational schools.
The advantages of these programmes, i.e. vocational curricula, are a relatively high proportion of general and vocational-theoretical knowledge in a particular area, with the acquisition of practical skills, to enable students to pursue jobs in a particular profession, but also to continue their education at higher education institutions.
Upon completion of education, students can seek employment or decide to continue education at higher levels, which is subject to the passing of the state graduation exam.
Three-year education programmes
Three-year vocational programmes (level 4.1 of the Croatian Qualifications Framework) prepare students to work in industry, trades and crafts with the aim of preparing the student for a particular profession and quickly engaging him/her in the labour market.
The advantages of these programmes are a relatively high proportion of vocational-theoretical knowledge in a particular field, with the acquisition of practical skills.
The practical part of the programme is realised mostly in the work process (at an employer’s), and to a lesser extent in secondary school. The employer must provide the student with the necessary conditions for acquiring the prescribed competences and enable him/her the quality of practical training, in accordance with the curriculum for a particular profession, or vocational curriculum for acquiring a specific qualification. This means that the employer must designate a mentor to the student who is employed by him or her and who has the appropriate professional qualifications and pedagogical competences. In this way, the student acquires competences (knowledge and skills) outside the school classroom in a real work process.
Upon completion of his/her education, the student can take employment or acquire a higher level of qualification by taking supplemental and/or differential exams, and after fulfilling certain preconditions (by completing the upper secondary education level and passing the state graduation exam) and at higher education institutions.
Programmes lasting up to two years
The vocational programmes lasting up to two years are focused on less complex professions and are similar to three-year programmes in terms of organisation and structure with a smaller share of general and vocational-theoretical knowledge in a particular field, but with an emphasis on acquiring essential practical skills to perform less demanding jobs and work assignments to prepare the student for work in a particular profession.
Upon completion of his/her education, the student can take employment or acquire a higher level of qualification by taking supplemental and/or differential exams.
Vocational programmes for students with disabilities
Vocational programmes for students with disabilities make it possible for anyone who has completed primary education to pursue suitable (adapted or special) education programmes. Students complete their education programme by preparing and presenting their final work in a procedure organised and carried out by the school. Students may be employed or continue education at higher education institutions, subject to certain conditions.
Geographical accessibility
Vocational schools are present in all counties of the Republic of Croatia. Out of 309, the most are in the City of Zagreb (47), Split-Dalmatia County (42) and Primorje-Gorski Kotar County (27).
There are 13 schools providing some vocational programmes on the islands. In addition, there are 15 schools in the mountain area that provide vocational programmes.
For more general information on geographic accessibility, see section 6.1 on the organisation of grammar school education.
The optimum spatial, personnel, health, technical, informatics and other norms established by the State Pedagogical Standards of the Secondary Education System (OG No. 63/08, and 90/10) in vocational schools apply as for grammar schools.
Vocational schools are included in the network of schools and education programmes prescribed in Article 9 of the Primary and Secondary School Education Act.
Also, accessibility implies the possibility for VET students, as well as students of grammar schools and art programmes, to use daily transportation or accommodation in a student dormitory and the decision to finance or co-finance transportation for secondary school students for each school year also applies to VET students.
Admission requirements and choice of school
The conditions for enrolment in secondary vocational education are health capacity, special psychophysical abilities, previously acquired level of qualification and other conditions prescribed by the curriculum. The number of students enrolled in the first grade of vocational schools is planned in accordance with the number of students completing their primary education, school circumstances regarding personnel and space, economic needs and vacancies for practical training. Candidates with disabilities are enabled by the vocational institution to enrol in accordance with the decision of the competent service.
List of subjects of particular relevance to each education programme
For the enrolment in the first grades of secondary schools, the candidates are valued and scored a common, additional and special element.
By valuing the common element for enrolment in four- and five-year vocational programmes, a maximum of 80 points can be scored. The common element for the enrolment of candidates consists of the average value of all final marks in all subjects in the last four years of primary education. In addition, the final marks in the last two years of primary education in the following subjects are valued: Croatian language, Mathematics, first foreign language and three subjects relevant to continuing education in individual education programmes. Two of these three subjects are prescribed by the Ordinance on the Elements and Criteria for the Selection of Candidates for Enrolment into 1st Grade of Secondary School and one is independently determined by the secondary school from the group of subjects taught in primary school. The average value of marks scores a maximum of 20 points, with a maximum of 10 points for each of the remaining subjects.
The common element for the enrolment of candidates into three-year programmes consists of the average value of all final marks in all subjects in the last four years of primary education and the final marks in the last two years of primary education in the following subjects: Croatian language, Mathematics and first foreign language. In this way, it is possible to score a maximum of 50 points – a maximum of 20 based on an average and 10 for each of the subjects to be scored.
The common element for the enrolment of candidates into programmes that last less than three years consists of the average value of all final marks in all subjects (rounded to two decimals) in the last four years of primary education. In this way, it is possible to score a maximum of 20 points.
The additional element of valuation relates to candidate’s knowledge, capabilities and talents. The capabilities, talents and knowledge are verified and valued based on the examination of special knowledge, skills, capabilities and talents, on the results achieved in knowledge competitions and on the results achieved on schools’ sports competitions.
A particular element of valuation is the success of candidates which they achieved under difficult educational conditions. Applicants will be credited with exercising only one (most favourable) of the following rights: the candidate with health-related difficulties; candidate living with one or both parents with long-term illness, candidate living with long-term unemployed both parents, candidate living with single parent of social welfare beneficiary, candidate whose parent has passed away, candidate without parental or appropriate parental care, candidate who is a member of the Roma national minority.
The total score of the candidates is determined based on the total number of points earned by the candidate based on common, additional and special elements of valuation, including proof of health-related competence for performing working tasks in a chosen occupation, if required for the occupation.
The draft and final ranking lists are published on the website. Based on the total score, the ranking list of the candidates for admission is determined and published on the same page.
Filing a complaint
If a candidate finds any irregularity they can immediately do the following: for incorrectly or incompletely entered marks or personal information, the candidate should immediately inform the class teacher at their primary school. In the case of irregularities in the assessment of the aptitude and talent test, it is necessary to contact the secondary school which administered the exam immediately.
If the information above is not corrected or completed, the candidates have the opportunity to file a complaint using the complaint form available on the website.
Enrolment
Following the public announcement of the final ranking lists, students acquire the right to enrol into the highest priority education programme under their enrolment quota. The final ranking lists are not altered.
A student confirms his/her enrolment by personally signing the enrolment form available on the website. The form is also signed by a parent or guardian. A student must submit it to the secondary school in which he/she has acquired the right to enrol within the respective deadline. An enrolment form is a form containing basic information about the education programme or programmes in which the candidate has acquired the right to enrol.
Once the form is signed by a student and his/her parent or guardian and submitted to the secondary school, together with other necessary documentation in accordance with the prescribed deadlines a student is enrolled into 1st grade of secondary school. If a student, due to justifiable reasons, cannot submit the first-grade enrolment form within the deadline, the form must be submitted by his/her parent or guardian.
In addition, candidates who have acquired the right to enrol in education programmes requiring a certificate from a medical school doctor or a certificate of occupational medicine, or a family doctor's certificate, are obliged to submit these documents to the secondary school by the deadline published in the calendar.
Candidates who do not submit their enrolment form to secondary school and, if necessary, a certificate from a medical school doctor or a certificate of occupational medicine, or a family doctor's certificate, lose the right to enrol and are referred to the next enrolment deadline.
Candidates who enrol in privileged crafts’ education programmes are required to submit to the school upon enrolment or at the latest by the end of the first semester of the first grade the apprenticeship agreement.
Age levels and grouping of students
Full-time students enrol in the first grade of secondary school aged up to 17 (usually 14 or 15). Exceptionally, following approval by the school board, enrolment into 1st grade of secondary school is possible for candidates aged up to 18, or over 18, following approval by the ministry responsible for education. As a rule, students of different ages do not attend the same class of vocational programmes.
The enrolment of students in the first grade of secondary school is carried out in accordance with the Enrolment structure, which is an integral part of the Decision on enrolment of students in the first grade of secondary school, which is issued for each school year by the ministry responsible for education.
In accordance with the National Pedagogical Standards, the optimal number of students per class department is 24. A class department can also be formed with only 20 students, but not more than 28, unless specified otherwise by special regulations.
Class departments in schools on islands and in areas of special state concern, in mountain areas, schools with classes in the language and script of national minorities, and private accredited schools can be formed counting a fewer number of students.
The school may, with the approval of the minister responsible for education, increase the number of enrolment places up to 28 students in the class department, in the event that the secondary school student does not pass the remedial exam and repeats first grade (repeat student).
In the event of reduced student interest in enrolling in a particular education programme, the school may set up a class department with fewer students, provided that that class department has at least 20 students.
Schools that carry out tailored and special programmes for students with disabilities may, with the approval of the minister responsible for education, set up a class unit with fewer students.
Vocational students can be grouped into class departments in such a way that students can attend at most three different education programmes or vocational curricula in the same sector. Such a class department is called combined. The number of students within the same sector in one class department, as well as the total number of students in the class department, is determined by the National Pedagogical Standards for Secondary Education System. When enrolling in vocational education, students can choose the education programme or vocational curriculum, as well as the model of education according to which it is carried out. Depending on the chosen programme or curriculum, as part of its implementation, they may be divided in specific subjects into educational groups. Also, depending on the choice of elective modules, optional classes or extracurricular activities, different educational groups can be formed according to their choice.
Organisation of the school year
For more general information on this topic, see section 6.1 on the organisation of grammar school education.
Organisation of the school day and week
For more general information on this topic, see section 6.1 on the organisation of grammar school education.
Work activities in secondary schools are, as a rule, carried out in one shift, but can also be carried out in two shifts. In this regard, the organisation of work in vocational secondary schools in the Republic of Croatia differs from school to school.
The vocational school plans the implementation of the total annual fund of hours of general, vocational-theoretical and practical part of the programme or curriculum, depending on the type of programme or curriculum and settings’ conditions, as a rule, one week of theoretical instruction and one week of practical training, or according to the model day by day or for individual qualifications, seasonally or selects the most appropriate model for teaching a particular programme or curriculum.