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The Changing Landscape of Vocational Education in Croatia

The Changing Landscape of Vocational Education in Croatia

The vocational education and training (VET) system in Croatia plays a pivotal role in shaping the country’s workforce, aligning education with labor market demands. Traditionally, vocational education has been a part of the formal education system, even extending into adult education. However, the landscape has seen a shift in the last 10-15 years, with private companies and individuals increasingly offering non-formal vocational programs. This change is driven by two main factors: companies seeking additional revenue streams and the need to address labor shortages, especially in sectors like IT.

 

In recent years, the formal education system in Croatia has struggled to keep up with the rapid pace of emerging skills and industries. As a result, the private sector has taken a proactive role in filling these gaps. For example, experienced professionals have begun offering training and mentoring in areas like programming, self-employment, and virtual assistance. These non-formal education programs, although not part of the traditional education system, have become crucial for acquiring practical skills quickly.

 

An interesting development within the Croatian VET system is the rise of specific, niche vocational programs that cater to growing professions. One example is the education of virtual assistants, a relatively new but in-demand job that offers flexibility and remote work opportunities. This type of program, led by experienced professionals, provides participants with the skills needed to enter the workforce and succeed in a digital environment. Similarly, basic programming courses offered by private IT companies focus on essential programming languages, allowing participants to gain foundational knowledge in a short time frame.

 

Another significant trend in the Croatian VET landscape is the focus on self-employment and entrepreneurship. With increasing interest from individuals wanting to start their own businesses, educational programs now offer practical guidance on creating business plans, securing funding, and managing small businesses. These programs often emphasize soft skills such as communication, teamwork, and problem-solving, which are essential for entrepreneurial success.

 

Moreover, the integration of STEM (Science, Technology, Engineering, and Mathematics) education, particularly computer literacy, has become a key component of many vocational programs. This is especially evident in fields like programming, where IT skills are a necessity, but even in areas like self-employment, where understanding digital tools and platforms is increasingly important.

 

Despite the growing popularity and necessity of these non-formal programs, one challenge remains: recognition. In Croatia, formal education with an official certification is still preferred by many, particularly for securing employment in traditional sectors. However, the IT industry is a notable exception, where non-formal education is widely accepted and valued by employers, providing a pathway into the workforce without the need for formal diplomas.

Overall, Croatia’s VET system is evolving to meet the changing needs of the labor market. While formal education remains the backbone, non-formal vocational programs are increasingly recognized for their flexibility, responsiveness, and ability to provide specialized skills. This hybrid approach, where formal and non-formal education coexist, ensures that learners can access the training they need to thrive in today’s rapidly changing job market.

Presenting a Partner: Outside Media & Knowledge

Presenting a Partner: Outside Media & Knowledge

Living, Teaching, Capturing Acceptance

In Erasmus+ education and cultural exchange, partnerships are essential. Outside Media & Knowledge from Germany, stands out in this regard, as a firm specializing in content creation, storytelling, and video production. Their unique focus on intercultural inclusion and gender equality makes them a valuable partner in the ERASMUS+ cooperation partnership. Here’s why:

  1. Emphasis on Diversity and Inclusion
    In addition to their powerful dissemination expertise, Outside Media & Knowledge are about empowering diversity and inclusion. They believe in equality and work towards a better world where all humans are truly equal. This aligns perfectly with the ERASMUS+ mission to promote intercultural understanding and cooperation.
  2. Expertise in Culturally Diverse Groups
    The company’s superpower lies in focusing on culturally diverse groups. They understand the nuances of different cultures and create content that resonates with a global audience. This expertise is invaluable in ERASMUS+ projects, where cultural sensitivity and awareness are paramount.
  3. Innovative Media and Storytelling
    Outside Media & Knowledge focuses on written and visual media to help tell stories that shine through to the audience. They specialize in creating compelling content using text, narration, video, photography, and interviews. This creative approach can enhance the visibility and impact of ERASMUS+ initiatives.
    Each piece of content created by Outside Media & Knowledge includes a great level of marketing analysis tailored to specific needs. This strategic approach ensures that the content reaches the right audience, aligning with the ERASMUS+ goal of broadening educational opportunities and connections.
  4. Research, Training and Knowledge Exchange
    At Outside Media & Knowledge, they are deeply committed to conducting continuous research to support their EU project endeavors and to ensure that they remain informed and connected to the evolving needs of their target groups. Their focus is on diverse and often marginalized communities, and they strive to understand and address the unique challenges these groups face.

 

Their approach to research is multifaceted. They regularly facilitate focus groups, creating safe and inclusive spaces where individuals from these communities can voice their experiences, concerns, and needs. These focus groups are integral to their work, providing firsthand insights that guide their projects and initiatives.

The company believes in exchanging knowledge and offers training sessions. They teach, listen, learn, and give back, fostering a collaborative environment that resonates with the ERASMUS+ ethos of lifelong learning and collaboration.

 

Outside Media & Knowledge is more than a content creation company; it’s a connector and innovator that aligns with the values and goals of the ERASMUS+ cooperation partnership. Their commitment to diversity, inclusion, creativity, and collaboration makes them an ideal partner for projects aiming to bridge cultural gaps and foster global understanding. In our project, we are happy to leverage their expertise and innovative approach to enhance its initiatives, reach a wider audience, and make a lasting impact on the global educational landscape.

 

In the DRUPWB project, Outside Media is responsible for developing and implementing the project’s visibility and dissemination plan. Their tasks include creating visibility guidelines for the project and the Erasmus+ program, designing social media posts, preparing press release templates, and tracking the engagement and reach of project updates. They also contribute with research and contributions thoughout entire project, collaborating with all the partners.

SANJA IVANDIC, Outside Co-founder & CEO, is a graduated Economist, specializing in marketing. Her marketing expertise comes also from years of experience in leading marketing departments, and campaigns aimed at raising awareness about social equality needs. Sanja created more than 10 marketing plans for organisations across Europe (Ireland, Bosnia, Germany), has created 5 Share&Promote strategies on 5 Erasmus+ projects (YOUTH: WELLHOODY, YOUTH4CHANGE, VET: FEMCON -women in construction, ADULT EDU: Migrant Community Mediators, INGROW – supporting minority and migrant entrepreneurs). She also created the Impactful engagement strategy, for the COMM UNITY project, which ensures participation of vulnerable groups through community radios across Europe. Sanja is the author of the Intercultural communication guide, for Volunteer Centres and she has intercultural communication expertise, as well as content creation skills. She is personally connected to a wide audience via her social media channels and is the main editor of the Outside Multicultural Magazine, with an international reach.

 

VEDRAN IVANDIC is a Creative Director, project manager, videographer, photographer, and Outside founder. He specialises in video productions and motion graphic 2D animations. Vedran is certified by the School of Motion. He is proficient in creating educational content, storyboards, content planning, creating compelling and attractive designs, video recordings, vox pop formats and 2d animated videos. Vedran has contributed to 4 Erasmus+ Dissemination strategies, with his content creation and reach strategies. He has created 4 Video recording guidelines and successfully trained 4 partnerships in video recording practices. He has led 4 video showcase outputs. Vedran created more than 200 video outputs, ranging from inclusion, tourism, music and education content.

 

SAFETA REDZIC is graduated from the Biotechnical Faculty of the University of Bihac in 2005 and received her master’s and doctorate degrees from the Faculty of Science of the University of Sarajevo in 2011 and 2017, respectively. She has been worked as an assistant, senior assistant and assistant professor at the Biotechnical Faculty of the University of Bihac. Her research and scientific achievements have been published in international conferences and through scientific papers in some Journals (Croatica Chemica Acta, Analytical Letters).

Currently she is working as a team of Outside Media & Knowledge Germany, as a Research pedagogy expert.

Understanding Germany’s VET System: A Model of Success and Adaptation

Understanding Germany’s VET System: A Model of Success and Adaptation

Understanding Germany’s VET System: A Model of Success and Adaptation

Germany’s Vocational Education and Training (VET) system is internationally acclaimed for its success in equipping students with the skills needed for the workforce. Central to its success is the dual system, which combines on-the-job training with classroom education, ensuring that students acquire both theoretical knowledge and practical skills. This unique approach facilitates a smooth transition from education to employment, making Germany a leader in vocational training.

 

However, the dual system is just one aspect of Germany’s VET landscape. In 2017, 490,267 students participated in dual system training, while an additional 225,590 students were enrolled in full-time vocational schools, showcasing the diversity of vocational education options in Germany (VET Data Report Germany 2017, p. 90).

 

The Dual System: Core of German VET

The dual system is called “dual” because it involves two learning venues: companies and vocational schools. Students work as apprentices in companies, gaining hands-on experience while attending vocational schools to learn the theoretical aspects of their field. This system supports 370 vocational disciplines across 68 universities in Germany, providing a comprehensive framework for diverse educational needs.

 

As the world of work evolves, so too does the VET system. The digital revolution is reshaping occupational profiles and training regulations, presenting challenges and opportunities alike. Germany is proactively addressing these changes through initiatives like “Skills for the Digital Workplace of Tomorrow”, jointly led by the Federal Ministry of Education and Research and the Federal Institute for Vocational Education and Training.

 

Highlights of Vocational Education and Training in Germany

Annually, around 520,000 new training contracts are initiated in Germany, covering 326 recognised training occupations. Additionally, the country facilitates approximately 30,000 foreign placements in VET each year, highlighting its commitment to international cooperation. Career orientation programs engage about 800,000 participants, aiding informed career decisions. Furthermore, lifelong learning is a cultural norm in Germany, with half of the workforce participating in occupation-related continuing education and training.

For those interested in a more detailed look into VET schools in Germany, resources like ChoiceLab provide extensive information and data.

 

Digital Transformation and Remote Work

The COVID-19 pandemic accelerated the shift towards digital and remote work, and Germany has adapted remarkably well. According to the Global Remote Work Index, Germany ranks first globally and within Europe as the best country for remote work. The joint initiative by the Federal Ministry of Education and Research and the Federal Institute for Vocational Education and Training continues to explore the qualifications required for a digitised work environment, ensuring that the workforce remains relevant and competitive.

Analysis and Recommendations: Integrating Curriculum Insights into a Four-Module Approach

We have conducted an analysis of several vocational education programs and drawn conclusions about their potential applications in addressing unemployment challenges in the Western Balkans, particularly in digital and entrepreneurial sectors. The reviewed programs offer valuable insights into combining theoretical knowledge with practical skills, focusing on areas such as digital business management, programming, and entrepreneurship. These curricula highlight essential components that could be adapted and integrated into local vocational training, providing a framework for developing digital skills and fostering self-employment opportunities in the region.

 

The curriculums analysed provide a comprehensive view of the vocational education landscape in Germany, with potential applications for the Western Balkans:

  • Module 1: Virtual Assistants: Integrating elements from business management and digital entrepreneurship curriculums can help develop a broad understanding of digital business operations and remote work.
  • Module 2: Programmers (Basic Level): The game engineering curriculum offers targeted programming skills that can be adapted to various digital roles, including virtual assistant positions.
  • Module 3: Self-Employment: The entrepreneurship curriculum provides a strong foundation in starting and managing digital businesses, crucial for individuals aiming for self-employment.
  • Module 4: Starting and Running Small Businesses: A holistic approach incorporating elements from all curriculums can support the development of skills necessary for managing small businesses, from digital management to technical programming skills.

 

Germany’s VET system, with its focus on practical training, digital transformation, and lifelong learning, offers a robust model that can inform the development of vocational education programs in the Western Balkans, helping to address unemployment challenges and prepare the workforce for the demands of the modern digital economy.

Vilnius Gediminas Technical University: A Partner in Improving Vocational Education in the Western Balkans

Vilnius Gediminas Technical University: A Partner in Improving Vocational Education in the Western Balkans

Vilnius Gediminas Technical University (VILNIUS TECH) is a leading Lithuanian university with a focus on technological sciences and practical, market-oriented education. As a member of the DRUPWB project consortium, VILNIUS TECH is dedicated to playing an important role in improving vocational education in the Western Balkans.

 

 

VILNIUS TECH’s Experience and Involvement

VILNIUS TECH has extensive experience in participating in international projects supported by programs like Erasmus+ (including Capacity Building, International Credit Mobility, Strategic Partnerships, Knowledge Alliances, and Skills Alliances), Horizon2020, Erasmus Mundus, Tempus, and other EU initiatives. Each year, the university engages in over 70 international projects, which contribute to enhancing its curriculum, supporting research, and encouraging collaboration with other institutions.

 

 

VILNIUS TECH’s Role in the DRUPWB Consortium

Since joining the DRUPWB consortium, VILNIUS TECH has utilized its experience from over 20 national and international projects, managed by its Knowledge and Technology Transfer Centre since 2014. These projects have been focused on helping higher education and vocational education providers teach modern, relevant skills.

 

Some of VILNIUS TECH’s main contributions to the DRUPWB project include:

  • Sharing Knowledge: VILNIUS TECH provides valuable insights and practices from its past projects to help improve vocational and higher education.
  • Training and Capacity Building: The university offers training programs for teachers at higher education institutions and vocational schools, helping them develop new skills and adopt modern teaching methods.
  • Promoting Collaboration: VILNIUS TECH encourages cooperation between universities and industries and involves alumni in university activities to strengthen the connection between education and the job market.

By applying its expertise in STEM education, VILNIUS TECH supports the development of innovative curricula focused on technological sciences. The university’s involvement in numerous international projects strengthens vocational education and training (VET) providers within the DRUPWB project..

Adult Education and Non-formal Education in Bosnia and Herzegovina

Adult Education and Non-formal Education in Bosnia and Herzegovina

In Bosnia and Herzegovina, there is a general problem in the education system manifested by a lack of adaptation to the needs of the labor market.

This problem is further exacerbated by the marginalisation of adult non-formal education.

 

Lifelong learning, especially adult training and education, represents the most prevalent activities in this context. These activities are carried out in regular vocational schools using curricula and programs adopted from formal education, applying the same methodology as regular schooling in vocational schools.

Adult education in Bosnia and Herzegovina

 

According to the Framework Law on Primary and Secondary Education in Bosnia and Herzegovina, adult education is organized for professional and personal development. Adult education includes vocational training, retraining, upgrading, and other activities that enable lifelong learning. Details related to adult education are regulated by laws of entities, cantons, and the Brčko District of Bosnia and Herzegovina in accordance with the principles and standards defined by the Framework Law. According to the Framework Law on Vocational Education and Training in Bosnia and Herzegovina, schools can organize adult training within their registered activities with the consent of competent educational authorities. The competent minister adopts the curriculum for adult education and training. Additionally, the same law stipulates that adult training participants are charged a fee for training, the amount of which is determined and adopted by the school board with the consent of the competent ministry of education.

 

When it comes to adult education, it is important to emphasise that there are only three centres in Bosnia and Herzegovina dealing with retraining and upgrading, located in Bihać, Sarajevo, and Široki Brijeg. This is insufficient to meet the population’s needs for this type of improvement.

Non-formal education in Bosnia and Herzegovina

 

The most common types of non-formal education in Bosnia and Herzegovina are courses offered by private training centers or companies primarily engaged in providing training, courses, and workshops. However, various forms of non-formal education offered by companies or experts in their fields, who primarily do not deal with non-formal education but engage in completely different activities, are gaining increasing popularity. The most sought-after courses for young people in Bosnia and Herzegovina are in the field of IT technical skills, but there is also a growing demand for other types of courses such as project management, digital marketing, graphic design, 3D modeling, financial controlling, risk management, budgeting, and similar areas.

 

Some analyses and research point out problems in the field of non-formal education in Bosnia and Herzegovina:

  • A small percentage of diplomas and certificates issued by non-formal education organizations to their successful participants are recognized.
  • Additionally, non-formal education is underdeveloped to meet the modern demands of the labor market.
  • There is also a significant lack of strategic planning in non-formal education, resulting in undefined and unplanned functioning.

This article was developed based on the project’s research document “Analysis and map of existing non-formal educational curriculums of VET programs in participating countries”.

If you want to learn more about the research, and read the full document, click here.

Formal education in Bosnia and Herzegovina

Formal education in Bosnia and Herzegovina

As part of DRUPWB project, we bring you list of articles presenting the current educational realities in the 6 countries participating in the project; Lithuania, Germany, Croatia, Bosnia and Herzegovina, Albania, Montenegro.


In this article we will reflect on the formal education sector in Bosnia and Herzegovina, a Balkan country in Southeast Europe, known for its diverse cultural heritage, historical significance, and stunning natural landscapes, including picturesque mountains and rivers.

At the entity level in Bosnia and Herzegovina, there are two ministries responsible for formal education.

 

In the Federation of Bosnia and Herzegovina, it is the Ministry of Education and Science, while in Republika Srpska, it is the Ministry of Education and Culture.

 

In the Brčko District, the responsibility for education is delegated to the Education Sector of the District Government.

 

Each of the ten cantons in the Federation of Bosnia and Herzegovina has their own Ministry of Education and regulations on education. Cantons independently finance education according to their constitutional powers, and cantonal ministries of education are also responsible for science, culture, and sports. Budgets, capacities, and sizes of these ministries vary from canton to canton.

Financing of formal education in Bosnia and Herzegovina

 

Formal education in Bosnia and Herzegovina is mostly financed from public funds of the entity budget, cantonal budget, Brčko District budget, and municipal budget, depending on the jurisdiction. This practically means that there are thirteen separate budgets for education in Bosnia and Herzegovina, including two entity budgets, one in the Brčko District, and ten cantonal budgets.

 

Republika Srpska allocates about 4% of its GDP for education, the Federation of Bosnia and Herzegovina allocates about 6% of GDP, while the Brčko District allocates 11.2% of the total District budget for education.

 

The fragmentation of the education system is reflected in this segment, as there are significant differences in average spending per student, as well as differences in salary levels and allowances for employees in the education sector across the country.

Levels of formal education

 

Education in Bosnia and Herzegovina is organized into four basic levels: preschool education and upbringing, primary, secondary, and higher education.

 

According to the latest available statistical data from the 2022/2023 academic year, Bosnia and Herzegovina has 1,738 primary schools, around 312 secondary schools, and 38 licensed higher education institutions, both private and public.

 

 

Secondary education

Secondary education offers various opportunities, including general education (gymnasiums), vocational education, artistic, and religious education. General secondary

education lasts for four years, while vocational secondary education, provided through technical and vocational schools, lasts for three or four years.

 

A secondary vocational qualification is obtained upon successful completion of secondary

education lasting three or four years in a secondary school, which can be an independent

institution or part of a school or secondary school center. This qualification can be obtained in different types of institutions, such as gymnasiums, vocational schools for education and training (art schools, technical schools, vocational schools), artistic and religious schools, as well as schools for students with developmental difficulties.

In the 2022/2023 school year, a total of 107,936 students enrolled in 312 secondary schools in Bosnia and Herzegovina.

 

 

Higher education

Higher education in Bosnia and Herzegovina is organized into three cycles:

  • The first cycle leads to the academic title of a completed graduate study, which is obtained after a minimum of three and a maximum of four years of regular study and is valued at a minimum of 180 or 240 ECTS credits. An exception is made for studies in the field of medical sciences, which are valued at 360 ECTS credits.
  • The second cycle leads to the academic title of master or equivalent, obtained after completing a graduate study, lasts one or two years, and is valued at 60 or 120 ECTS credits.
  • The third cycle leads to the academic title of doctor or equivalent, lasts three years, and is valued at 180 ECTS credits.

 

Higher education institutions must be accredited to operate and provide diplomas and certificates to their participants.

 

In the 2022/2023 academic year, during the winter semester, 73,250 students were enrolled in the first cycle of higher education studies, including short cycles and integrated studies. Out of this number, 64,064 students were enrolled in all years of study, while 9,186 students were graduates.

 

Higher education institutions are funded in accordance with laws and regulations by the

authorities of Republika Srpska or the Federation of Bosnia and Herzegovina. Higher education activities are governed by the laws of Republika Srpska or the Federation of Bosnia and Herzegovina at the entity level, while the Ministry of Civil Affairs at the state level coordinates higher education activities between the two entities.

This article was developed based on the project’s research document “Analysis and map of existing non-formal educational curriculums of VET programs in participating countries”.

If you want to learn more about the research, and read the full document, click here.

DRUPWB platform officially launched

DRUPWB platform officially launched

In May 2024 we have officially launched first version of our DRUPWB online platform. For now, platform is available in website format – presenting the main project activities, offering educational resources, and providing chance for interested parties to reach out to partners of the DRUPWB project.

 

In the section News of the DRUPWB platform, you can find the most recent updates from the project activities and work of our partner organisations.

 

Education section offers insights into our educational materials: research, educational curriculum, and content report from the training for educators. For now, only the research document is published and available. Other educational materials will be published in August 2024 (educational curriculum) and February 2025 (content report).

 

Online learning part of our platform will offer educational online learning courses, available both in formats of micro learning courses and longer educational courses. The courses will be based on the asynchronous approach to online learning – meaning that you can go through the course in your own pace and at your convenience.

Online learning will be launched by the end of 2024.

 

Partners section offers insights into work of partner organisations implementing the DRUPWB initiative.

 

Don’t forget that you can always use the Contact form on the site, if you are interested in learning more about the project, joining some activities, or using the educational resources.

 

By the end of 2024 we will launch additional segment of the platform, enabling users to login and keep track of their participation in the online learning courses offered on the platform.

4-modular educational curriculum

4-modular educational curriculum

This educational material is in process of finalisation and will be updated soon.

 

Keep an eye on our platform and visit us by the given date to check the published educational material.

Analysis and map of existing non-formal educational curriculums of VET programs in participating countries

Analysis and map of existing non-formal educational curriculums of VET programs in participating countries

This document presents a comprehensive analysis of non-formal programs of the vocational education and training (VET) landscape across six countries: Albania, Bosnia and Herzegovina, Croatia, Montenegro, Lithuania and Germany.

 

Each section provides a detailed overview of the existing non-formal educational curriculums, alongside an examination of formal and adult education frameworks within the vocational education programs of these nations.

 

This document aims to serve as an essential resource for policymakers, educational institutions, and stakeholders involved in the development and implementation of non-formal vocational education and training programs.

Learn more

By offering a comparative analysis of the VET systems across these countries, the research document seeks to highlight best practices, challenges, and opportunities for enhancing
non-formal vocational education to meet the evolving demands of the labor market.

Check the research