Country information for Croatia - Legislation and policy

Introduction

Articles 65 and 66 of the Constitution of the Republic of Croatia establish the basic principles for education. According to the Constitution, primary education is free and compulsory, while secondary and higher education are available to everyone under equal conditions and in accordance with their aptitudes. Private schools and learning institutions can be founded in conformity with the law. Furthermore, Article 67 of the Constitution guarantees the autonomy of universities. Universities decide independently on their organisation and operation, in compliance with the law.

Every person has an equal right to education and training based on their abilities, needs and individual development, regardless of their socio-economic status. One of the means of successfully eliminating social exclusion is by providing equal access to education. In order to ensure equal prerequisites for horizontal and vertical mobility, all young people must be equal in accessing achievements.

The Republic of Croatia has signed and ratified a great number of international and European legislative instruments which are crucial for advancing general education, education for democratic citizenship and the management of diversity. These include the Convention for the Protection of Human Rights and Fundamental Freedoms, the Framework Convention for the Protection of National Minorities, the International Convention on the Elimination of All Forms of Racial Discrimination, the United Nations Convention on the Rights of Persons with Disabilities and the United Nations Convention on the Rights of the Child.

The Republic of Croatia’s education system consists of pre-primary education, primary education, secondary education, higher education and adult education.

Pre-primary education

Pre-primary education in the Republic of Croatia comprises education and childcare for children of pre-primary age. It is realised through programmes of education, healthcare, nutrition and social care for children from six months of age until the start of primary education. Pre-primary education institutions include kindergartens owned by local authorities, private kindergartens (owned by natural persons, religious groups or non-governmental organisations) and institutions which offer shorter programmes. There are several types of pre-primary education programmes: a ten-hour programme, a five-hour programme, shorter programmes and programmes which provide early foreign language learning, sports programmes, religious education programmes, etc.

Alternative programmes are based on the pedagogical principles of Montessori pedagogy and the Waldorf approach (Rudolf Steiner’s theory).

The National Curriculum Framework for Pre-School Education and General Compulsory and Secondary Education defines the basic educational values and goals of pre-primary education. The National Pedagogical Standard for Pre-School Education determines the standards for pre-primary education.

Primary education

Primary education in the Republic of Croatia lasts for eight years and is free and compulsory for all children aged 6 to 15. The National Strategy for Education, Science and Technology, adopted in October 2014, includes a plan for nine-year primary education. Current primary education starts with the first year of primary school. It is compulsory for all children aged 6 to 15, and up to the age of 21 for learners with developmental disabilities. The former applies to children who are permanent residents in Croatia, regardless of their citizenship. The obligation of primary education ceases to exist for people over 15 who do not finish school for various reasons. However, such people have the right to finish primary education in a mainstream school or they can do so in the adult education system.

The education of pupils with developmental difficulties is organised in primary schools with the use of individualised procedures in mainstream or special class departments and education groups, while pupils with extensive developmental difficulties are educated in special institutions.

The National Curriculum Framework for Pre-School Education and General Compulsory and Secondary Education defines the basic educational values and goals of primary education. The Pedagogical Standard of Primary Education in the Republic of Croatia determines the standards for primary education in the Republic of Croatia.

Secondary education

Upon completion of primary schooling, secondary education gives everyone, under equal conditions and based on individual abilities, the opportunity to acquire knowledge and the competence needed to enter the workforce and to continue with further education. Secondary education is provided by secondary school institutions and other legal persons. It includes various types and forms of instruction, education, qualification and training. Secondary school institutions include secondary schools and pupils’ dormitories.

Secondary schools, depending on the type of instructional plan and programme they offer, can be gymnasiums (general or specialised). They carry out an instructional plan and programme of at least four years, at the end of which learners receive a secondary school diploma.

Vocational or trade schools (technical, industrial, trade and others, as defined by the type of instructional plan and programme they offer) carry out an instructional plan and programme lasting from one to five years. Art schools (music, dance, visual arts and others, defined by the type of instructional plan and programme they offer) carry out an instructional plan and programme of at least four years.

Secondary education for adults includes special programmes for secondary school diplomas, secondary professional degrees, basic professional degrees, retraining programmes and qualification and training programmes.

The education of pupils with developmental difficulties is organised in secondary schools with the use of individualised procedures in mainstream or special class departments and education groups, while pupils with extensive developmental difficulties are educated in special institutions.

In the Republic of Croatia, the Pedagogical Standard of Secondary School Education determines the standards for secondary education.

Higher education

All higher education study programmes in Croatia were aligned with the Bologna Process in 2005 in order to establish the European Higher Education Area. Higher education institutions are universities (which include faculties and art academies), polytechnics and schools of professional higher education. Universities, polytechnics, faculties and art academies are responsible for carrying out educational, scientific, professional and artistic activities in conformity with the law and their statutes.

Higher education is performed through university and professional studies. University studies qualify students for jobs in science, higher education, business, the public sector and society in general. University studies include three levels: undergraduate, graduate and postgraduate. Professional studies offer students an appropriate level of knowledge and skills to enable them to perform professional occupations, and train them for direct entry to the labour market. Professional studies include two levels: professional study and specialist professional graduate study.

Legislation

Acts

  • Pre-School Education Act (Official Gazette, Nos. 10/97, 107/07 and 94/13)
  • Primary and Secondary School Education Act (Official Gazette, Nos. 87/08, 86/09, 92/10, 105/10, 90/11, 5/12, 16/12, 86/12, 126/12, 94/16, 154/14 and 7/17)
  • Art Education Act (Official Gazette, No. 130/11)
  • Act on Scientific Activity and Higher Education (Official Gazette, Nos. 123/03, 198/03, 105/04, 174/04, 02/07, 46/07, 45/09, 63/11, 94/13, 139/13, 101/14 and 60/15)
  • Act on Professional and Academic Titles (Official Gazette, Nos. 128/99, 107/07 and 118/12)
  • Act on the Recognition of Foreign Educational Qualifications (Official Gazette, Nos. 124/09, 45/11 and 74/14)
  • Adult Education Act (Official Gazette, No. 17/07, 107/07, 24/10)
  • School Inspection Act (Official Gazette, Nos. 50/95 and 73/97, 61/11 and 16/12)
  • Professional Pedagogical Supervision Act (Official Gazette, No. 73/97)
  • Associations Act (Official Gazette, No. 74/2014, 70/17)
  • Asylum Act (Official Gazette, No. 79/2007, 88/2010, 143/2013)
  • Constitutional Act on the Rights of National Minorities (Official Gazette, Nos. 155/02, 47/10, 80/10, 93/11)
  • Act on the Use of Languages and Scripts of National Minorities in the Republic of Croatia (Official Gazette, Nos. 51/00)
  • Act on Education in the Languages and Scripts of National Minorities (Official Gazette, No. 51/00, 56/00)
  • Act on Textbooks for Primary and Secondary Schools (Official Gazette, Nos. 27/10, 57/11, 101/13)

Regulations

  • Regulation on Primary and Secondary Education of Students with Developmental Difficulties (Official Gazette, No. 24/2015)
  • Regulation on the Number of Students in Regular and Combined Class Units and Educational Groups in Primary Schools (Official Gazette, Nos. 124/09 and 73/10)
  • Regulation on the Process of Assessing the Psychophysical State of Children and Students and the Structure of Expert Committees (Official Gazette, Nos. 55/11 and 67/14)
  • Regulation on Qualifications of Educational and Non-Educational Staff in Kindergartens (Official Gazette, No. 133/97)
  • Regulation on Qualifications and Pedagogical-Psychological Education of Teachers and Expert Associates in the Primary Education System (Official Gazette, No. 47/96)
  • Regulation on Qualifications and Pedagogical-Psychological Education of Teachers in the Secondary Education System (Official Gazette, Nos. 1/96, 56/01 and 80/99)
  • Regulation on Primary Education of Gifted Students (Official Gazette, No. 37/91)
  • Regulation on Secondary School Education of Gifted Students (Official Gazette, No. 90/93)
  • Regulation on Secondary School Education of Adults (Official Gazette, Nos. 112/00 and 89/03)
  • Regulation on Taking the State Graduation Exam (Official Gazette, No. 1/13)
  • Regulation on the Criteria for Establishing Higher Education Institutions (Official Gazette, No. 62/96)
  • Regulation on the Criteria and Procedures for the Selection of Teachers of Croatian Language and Culture Abroad (Official Gazette, No. 41/09)
  • Regulation on Taking the First-License Examination for Teachers and Expert Associates in the Primary and Secondary Education System (Official Gazette, No. 88/2003)
  • Regulation on the Method of Implementing Programme and Assessment of Knowledge of Asylum Seekers, Asylum Grantees and Foreigners under Temporary Protection and Foreigners under Subsidiary Protection for the Purpose of Accessing the Education System of the Republic of Croatia (Official Gazette, No. 89/08)
  • Regulation on the Implementation of Preparatory and Supplementary Classes for Students with Insufficient Knowledge of the Croatian Language and Classes in the Mother Tongue and the Culture of the Country of Origin of Students (Official Gazette, No. 15/13)
  • National Pedagogical Standard for Pre-School Education (Official Gazette, Nos. 63/08, 90/2010)
  • Pedagogical Standard of Primary Education in the Republic of Croatia (Official Gazette, Nos. 63/08, 90/10)
  • Pedagogical Standard of Secondary School Education in the Republic of Croatia (Official Gazette, Nos. 63/08, 90/10)
  • Strategy for Education, Science and Technology (Official Gazette, No. 124/14)

Further information on the education system in the Republic of Croatia is available. 

Regulation on Primary and Secondary Education of Students with Developmental Difficulties (Official Gazette, No. 24/2015)

In March 2015, the Minister of Science, Education and Sports (now the Minister of Science and Education) adopted a Regulation on Primary and Secondary Education of Students with Developmental Difficulties (Official Gazette, No. 24/2015). The new Regulation replaced the two existing regulations, Regulation on Primary Education of Students with Developmental Disabilities (Official Gazette, No. 23/1991) and Regulation on Secondary School Education of Students with Developmental Disabilities and Extensive Developmental Disabilities (Official Gazette, No. 86/1992).

The new Regulation is based on the principles of inclusion and an individual approach to every pupil with developmental difficulties. It ensures that differences among pupils are acknowledged and that schools and the education system are adapted to pupils’ needs. The implementation of the new Regulation aims to ensure greater inclusion of pupils with developmental difficulties in the mainstream education system. This is to improve their quality of life (socialisation and training for independent life and work) and integrate them into life in the community after a period of suitable and adjusted education.

The Regulation states that pupils with developmental difficulties are entitled to follow suitable education programmes and receive suitable support during their school education. Suitable programmes and support are provided in the form of programme and professional support, as well as spatial, pedagogic and didactic adjustments.

Programme support entails the implementation of a suitable education programme, which is assigned to the pupil based on their skills, abilities and needs. Suitable education programmes are as follows:

  • Mainstream programmes with individualisation
  • Adjusted programmes
  • Special programmes
  • Special training programmes for independent life and work.

Suitable education programmes can be implemented in the following places:

  • Mainstream classes in mainstream schools
  • Partly in mainstream classes and partly in special classes in mainstream schools (partial inclusion)
  • Special classes in mainstream schools
  • Special schools.

Furthermore, if necessary, a prolonged professional treatment or educational rehabilitation procedure is organised after mainstream classes. This provides pupils with developmental difficulties with additional help in their studies, through education and rehabilitation programmes, creative workshops and leisure activities.

Pedagogic and didactic adjustments include securing adapted information technology, specific didactic tools, textbooks adapted to pupils’ special educational needs (whether in language, script or medium), electro-acoustic equipment, adjusted forms of communication, etc. (Source: Legislation Updates 2017, p. 5)

Important links

 

Last updated 14/02/2018

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