European Lifelong Guidance Policy Network Database, ELGPN Database

Subject of the Policy document

Quality Standards For The Vocational Guidance and Selection Services At The Croatian Employment Service

Reference data

Adopted/Released by Croatian Employment Service

Year of adoption 2005

Reference number

Available at http:// http://www.hzz.hr/docslike/Standardi_kvalitete_usluga_profesionalnog_usmjeravanja_i_slekecije_u_HZZ-u.pdf

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

The material describes how career guidance services are provided in regional offices as well as those possible activities now provided in only some of the offices. Improving the career guidance system presumes introduction of new types of services for specific groups of users and ensures co-ordinated action between different departments of the CES. Precondition for introduction of new services is a continuous investment into upgrading of counsellors’ competences.

The overall goal in the quality management system is:
• CES services quality standardisation
• That the activities of the Employment Service are more visible and transparent to the users and public
• That the services provided are within the resources allocated and the legislation framed, that they match best the needs of the users
• Permanent training for the CES employees in order to gain needed competences
• That the changes i.e. adjustments are made in accordance with users’ needs and potential
• To ensure a nation wide concept in delivering services, with possibilities for regional variations

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, access, administration, adult education, advisory services, apprenticeship, availability, career counselling, career guidance, career information, career management skills, career planning, co-operation and co-ordination, competence assessment, counsellor training, Croatia, guidance services, development plan, disadvantaged groups, education planning, education provision, effectiveness, employees, employer, employment services, evaluation criteria, evaluation data, evaluation guidelines, evaluation outcome, evidence-based, group counselling, guidance provision, human resource management, implementation, in-company training, individual counselling, information services, labour market, standard development, people at risk, people with disabilities, personality assessment, PES, quality assurance, quality evaluation, student counseling, young people, Staff working document, Regional level, quality assurance and evidence-base, schools, VET, higher education, employment, social inclusion

Subject of the Policy document

Ordinance On The Composition And Operation Of Expert Bodies In The Procedure Of Achieving Social Welfare Rights And Other Rights According To Special Regulations

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2002/2011

Reference number Official Gazette 64/02, 145/11

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2011_12_145_2950.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Form No. 1: SOCIAL WORKER'S SHEET
10. SOCIAL AND FAMILY HISTORY INFORMATION (place, duration and reason for temporary stay, previous expert analysis, previously achieved rights, information on household members, housing conditions, financial situation, circumstances and progress of education, career guidance and rehabilitation, work status, marital status, situation in the marriage or parents' marriage, description of behaviour, respondent's opinion or the opinion of his/her legal representative on the abilities and needs of the respondent).

Form No. 8: PHYSIATRIST – ORTHOPAEDIC SHEET
13. Use of aids (appliances):
13.1. Which aids are used
13.2. Is the aid used throughout the day or a portion of the day
13.3. Does the aid effect career guidance and does it improve work and everyday activities
14. Assessment of:
14.1. Ability to stand, move, sit, balance (sitting down and standing)
14.2. Conditions to attend school – go to workplace
14.3. Posture at the workplace
14.4. Body position when lying down for persons over 65
14.5. Ability to move arms
- dominant
- non-dominant
14.6. Contraindications for career guidance considering work conditions and surroundings.

Form No. 13e: DEFECTOLOGIST'S SHEET FOR PERSONS WITH MENTAL RETARDATION INDICATION
If the person is going to school or has gone to school, list:
- if the person was diagnosed according to educational standards (yes/no),
- if the person was diagnosed for the purposes of career guidance (yes/no); if yes: where the diagnosis was carried out (CES career guidance service, career guidance team at the special educational or rehabilitation institution, elsewhere).

Form No. 16: SOCIAL AND FAMILY HISTORY INFORMATION ON THE PERSON REFERRED TO EXPERT ANALYSIS
17. Career guidance, training and rehabilitation, work status, workplace, tasks carried out or being carried out, years of employment

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career guidance, social inclusion, social and family history information, PES career guidance service, special educational institution, rehabilitation institution, training, disability, disabled, disadvantaged groups, workplace learning, National level, Croatia, legislation, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, higher education, adult education, employment

Subject of the Policy document

National Strategy For Entrepreneurial Learning

Reference data

Adopted/Released by Government of the Republic of Croatia

Year of adoption 2010

Reference number 60th session of the Croatian Government

Available at http:// www.e4e.com.hr/pdf/60_sjednica_vlade_rh_1.1_strategija.pdf

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

• Objective 1: Develop a more positive attitude of wider public towards entrepreneurship, as well as encourage a positive attitude towards life-long learning for entrepreneurship

The goal of the strategy for entrepreneurial learning sets the following, concrete tasks:
a) recognise the importance of building entrepreneurial attitudes, knowledge and skills of all citizens of Croatia,
b) better understanding of entrepreneurship in the wider sense,
c) better understanding of youth about the role and importance of developing entrepreneurial attitudes, knowledge and skills for future personal and professional development,
d) increase the interest of members of different target groups for training to develop entrepreneurial attitude, knowledge and skills;

• Objective 2: Introduce learning and training for entrepreneurship as key competencies into all forms, types and levels of formal and informal education and learning

One of the 22 activities listed for the purpose of achieving Objective 2 is: "Implement entrepreneurial competence in professional informing and guidance, and career planning and development."

• Chapter 6. REASONS FOR ENTREPRENEURIAL LEARNING includes the following:

"Every man is also a homo economicus, who is competitive on the labour market with his business abilities, and it is precisely these abilities, if entrepreneurial competences are also implemented in it, that can achieve higher value. This enables higher and permanent employability and competitiveness of the individual, and easier professional orientation when choosing the first occupation and later, in career development."
…
Later sections of the same chapter (6), include the following:
"The Council of Ministers has passed the Resolution on Lifelong guidance in May 2004, which emphasises the following:

1. Career guidance refers to a range of activities that enable individuals of any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions and to manage their own professional career.
2. Priority 1 is important for entrepreneurship development, as it says that it is necessary to encourage lifelong development of career management skills. Career management skills are the decisive factor in empowering people for active participation and assuming responsibility in crating their own learning, education and career development.
3. Such skills, which should be nurtured throughout life, are based on key competences (especially 'to learn how to learn'), social and civil competences, including intercultural competences, and on initiative and entrepreneurship."

• Within the Action Plan, in measure 10: INCREASE THE NUMBER OF SUCCESSFUL SMALL ENTERPRISES ESTABLISHED OUT OF A BUSINESS OPPORTUNITY, lists the following activities:

1. Implementing entrepreneurial competence in career planning and development,
2. Improving training programmes to establish and develop enterprises
3. Increased availability of training programmes for entrepreneurship.
4. Development of entrepreneurial centres and incubators.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career management skills, career guidance, professional orientation, career development, employability, competitiveness, competences and interests, formal education, informal education, entrepreneurial competence, career planning, training programmes, enterprises development, Croatia, lifelong learning, social entrepreneurship, National level, Regional level, strategy, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

Decision On Elements And Criteria For Candidate Selection For High-School Enrolment In 2011/2012

Reference data

Adopted/Released by Ministry of Science, Education and Sports

Year of adoption 2012/2013

Reference number KLASA: 602-03/11-06/00213, URBROJ: 533-09-12-0011

Available at http:// http://public.mzos.hr/Default.aspx?sec=3339

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Enrolment of candidates with difficulties
XVI.
Candidates with developmental disabilities
a) Candidates with developmental disabilities (physical or mental disability as a result of health issue) are candidates whose disabilities, due to their intensity and duration, had significant effect on their previous primary education, and who have finished primary school in the regular curriculum with individualised approach or in the adjusted curriculum.

Candidates can be enrolled in regular secondary education programs with individualised approach (methods and teaching aids), or in adjusted programs.

b) Pupils who finished their primary education in special programs, or adjusted programs (exception), continue their secondary education in special educational programs in high-schools or special educational institutions, i.e. social welfare institutions authorised to carry out secondary education programs for pupils with developmental disabilities.

Candidates with developmental disabilities from paragraphs 1 and 2 of this item have the right of direct enrolment.

To achieve these rights, candidates from paragraphs 1 and 2 enclose their documents, as well as:
- expert opinion of the career guidance service on the candidate's available abilities and motivation to continue their education, with a list of recommendations (list of occupations)...

XVII.
Candidates with health difficulties, learning difficulties and behavioural issues

Candidates with health difficulties, learning difficulties, behavioural issues and emotional issues are pupils whose previous primary education and achievement have been influenced by one of the abovementioned factors or a combination thereof, and who have finished their primary education in the regular curriculum with individualised approach.

Candidates with health difficulties, learning difficulties, behavioural issues and emotional issues receive 3 points to the score set in the valuation process. The candidates receive their ranking at the school with this score.

Candidates from paragraph 1 have the right to apply to a school if they have a score that meets the school enrolment threshold (pursuant to criteria in item IV of this Decision and paragraph 2 of this item), and if they pass the entrance exam that some schools have to test ability and talent.

To achieve these rights, candidates from paragraph 1 of this item, enclose their documents, as well as:
- expert opinion of the career guidance service on the candidate's available abilities and motivation to continue their education, with a list of recommendations (list of occupations).


Enrolment of candidates based on the Croatian National Programme for the Roma
XIX.
Candidates from the Roma minority, who live in such conditions that can affect their success in primary school, receive 2 points to the score set in the valuation process. The candidates receive their ranking at the school with this score.

Candidates from paragraph 1 have the right to apply to a school if they have a score that meets the school enrolment threshold (pursuant to criteria in item IV of this Decision and paragraph 2 of this item), and if they pass the entrance exam that some schools have to test ability and talent.

To achieve these rights, candidates from paragraph 1 of this item, enclose their application, as well as:
- expert opinion of the career guidance service on the candidates' abilities and motivation for up to three appropriate educational programmes.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, primary education, career guidance, disabilities, health difficulties, children, learning difficulties, behavioural issues, adjusted education programs, special education programs, social welfare institutions, valuation process, CroatiaNational level, Croatia, legislation, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET

Subject of the Policy document

Act On Professional Rehabilitation And Employment Of Persons With Disabilities

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2002/2005

Reference number Official Gazette 143/02, 33/05

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/288162.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 6
(1) A person with disabilities has a right to professional training and rehabilitation (hereinafter: professional rehabilitation) under general conditions and, if necessary, due to the severity and type of disability in question or success of the rehabilitation process in special schools and institutions for professional rehabilitation, under specially adapted or special programmes.
(2) Professional rehabilitation covers the following measures and activities:
– definition of other working and general abilities,
– professional information, counselling and assessment of professional abilities,
– labour market analysis, employment possibilities and inclusion in the world of labour,
– assessment of possibilities of performance, development and implementation of professional development programmes,
– professional training, additional qualification and programmes for maintenance and development of work and society-related skills and abilities in the employment,
– information and counselling on supplementary technologies in learning and working,
– individual and group programmes for improvement of work and society-related inclusion in the community,
– proposals on use of different technologies and techniques in the learning and working processes with the assessment of possible use,
– pre-professional learning, planning and implementing the chosen technology,
– development of motivation and training of persons with disabilities in use of the chosen technology,
– technical assistance, support, monitoring and assessment of results,
– information and support regarding financial resources.
(3) Duration of professional rehabilitation depends on the other working abilities and complexity of its organization and implementation.
(4) Professional rehabilitation of persons with disabilities is organized and implemented by an organization for professional rehabilitation, secondary school or another legal entity which fulfils conditions prescribed by this Act and other acts.
(5) Practical dimension of training during professional rehabilitation is carried out at employers' premises, or, exceptionally, within an institution for professional rehabilitation or a specialised educational institution.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, rehabilitation, labour market analysis, society-related, skills, technical assistance, monitoring, access, act, active placement, adult education, assessment, career counselling, career information, social exclusion, social inclusion, special needs education, disability, disabled, disadvantaged groups, people at risk, Croatia, legislation, career management skills, co-operation and co-ordination, quality assurance and evidence-base, employment

Subject of the Policy document

National Strategy Of Equalization Of Possibilities For Persons With Disabilities From The Year 2007 Till The Year 2015

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2007

Reference number Official Gazette 63/07

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2007_06_63_1962.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

2.3. Upbringing and education

Measure 3. To provide lifelong learning for persons with disabilities with the aim to facilitate the transition between phases of education and education and employment.
Carrier: Ministry of Science, Education and Sports
Co-carriers: Agency for Adult Education, Agency for Education and Training, Agency for Occupational Education, Croatian Employment Service, National Examination and Assessment Centre, local and regional self-government units, associations of persons with disabilities and associations dealing with programmes providing benefit to persons with disabilities.

Activities:
1. to draft a qualification framework of appropriate employments for persons with particular forms and degrees of disabilities acknowledging the demands of the labour market.
2. to develop evaluation of non-formal and informal learning
3. to encourage research on competences of young people with disabilities after primary and secondary education and compare them with competences required on the labour market
4. to provide lifelong professional informing and counselling of persons with disabilities


2.7. Professional rehabilitation, employment and labour

4. To provide access to professional orientation for persons with disabilities regardless of age, education and working status

Carrier: Croatian Employment Service and Ministry of Science, Education and Sports
Co-carriers: Ministry of Economy, Labour and Entrepreneurship, Fund for Professional Rehabilitation and Employment of Persons with Disabilities, Agency for Vocational Education, Agency for Adult Education, Ministry of Health and Social Welfare, regional professional rehabilitation centres, Faculty of Special Education and Rehabilitation, Croatian Employers' Association, Croatian Pension Insurance Institute, Croatian Institute for Public Health, associations of persons with disabilities and associations dealing with programmes providing benefits to persons with disabilities, institutions for the rehabilitation of persons with disabilities, professional rehabilitation and employment

Activities:
1. to identify persons with disabilities having the need for professional orientation by taking into account their age, education and working status
2. to establish services for professional orientation within the educational system
3. to educate professional orientation counsellors for counselling of persons with disabilities
4. networking of professional orientation services and regional professional rehabilitation centres

Implementation indicators:
1. the number of persons with disabilities identified and forwarded to professional orientation
2. established services for professional orientation of pupils within the educational system
3. the number of experts from various systems included in education
4. the number of persons included in professional rehabilitation

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, career guidance, professional orientation, career guidance services, career guidance counsellor, schools, disabilities, Croatia, employment, labour market, upbringing, lifelong learning, local and regional self-government units, non-formal learning, evaluation, informal learning, competences, networking, rehabilitation centres, National level, Regional level, strategy, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, adult education, social inclusion

Name of the good/interesting practice/initiative/policy

“Early intervention” activities with pupils – partnership based holistic approach in Croatia

Country

Croatia

I am proposing that this example will be published also in the KSLLL database

1. Background

What makes this an example of good/interesting practice/initiative/policy?

- The motivation of the initiative (What is the history/background of the policy?)

- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)

- Participants

The importance of creating social, educational and other conditions for the welfare of young people and their responsible participation in community, including the prevention of early – school leaving is emphasized as priorities in European strategies (e.g. Europe 2020, New Skills for New Jobs) and many national strategies in Croatia (National Youth Program from 2009 - 2013, Development Strategy of the Vocational Education System in the Republic Of Croatia 2008-2013, National Strategy for Entrepreneurial Learning, National Strategy of Equalization of Possibilities for Persons with Disabilities 2007 – 2015).

Presently, career guidance in Croatia is a transversal and comprehensive activity with a cross - sectored approach in youth policy implementation. A clear mandate is given to Croatian Employment Service (CES) to provide support to the educational system through vocational and career guidance services. This approach has been developed on partnership bases between CES, schools, employers, health and social welfare organizations.

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

Croatian Employment Service includes “early intervention” activities in career guidance as an integrated part of its responsibilities to prevent early – school leaving. This approach has proven to be successful since Croatia has a very low rate of early school leavers (3.9%) in comparison to the European countries (where the average rate is close to 15%).

A key feature in Croatian model is client-oriented approach aiming at providing tailor-made services for pupils at risk (early - school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Educational, psychological, medical and social aspects are assessed for these target groups which are most in need of comprehensive vocational and career guidance services.

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

Career guidance services are provided to pupils and students using the so-called ˝tiered services˝, starting from the fact that the largest number of pupils need to be informed about their future possibilities in order to make decision; some of them need additional counseling and are included in group counseling sessions and the smallest number (about 10%) are offered the most intense and complex services which could include psychological-medical assessment as well (for those with the risk of being early – school leavers, pupils with health and social problems, learning difficulties, behavioral disorders, etc). Secondary schools students who achieve poor results are also referred to the expert team for career guidance.

Croatian Employment Service conducts a Survey on Vocational Intentions of Primary and Secondary School Pupils on a yearly basis. Under the leadership of CES professionals, expert teams are set-up in each primary and secondary educational institution in order to analyze the outcomes of the Survey and identify priority groups who may require special attention. Analysis is conducted on individual level (for each pupil), regional level (in relation to labor market needs) of and national level (trends in vocational intentions).

Each year the Ministry of Education adopts the Decision on Elements and Criteria for Candidate Selection for High-School Enrolment enabling pupils with developmental disabilities, health difficulties, learning difficulties, behavioral and emotional difficulties as well as pupils from the Roma minority to achieve direct enrolment or receive extra points to the score set in the enrolment valuation process. In order to obtain these rights, pupils among other documents enclose an expert opinion of the CES career guidance service on their abilities and motivation with a list of recommended educational programmes. In expert opinions on the most adequate choice of further education, needs of the labour market and education opportunities are taken into account, as well as the student's individual abilities and needs. In case of pupils with developmental disabilities (physical or mental disability), career guidance expert team’s opinion enables them direct enrolment in specialized schools or training programs.

Monitoring and evaluation

- What has been put in place for monitoring and evaluation?

- What actors are involved?

Monitoring and evaluation of career guidance services in Croatia is carried out periodically by Croatian Employment Service in co-ordination with secondary and tertiary educational institutions. According to the results of the Survey on pupil’s intentions, approximately 60% of the pupil population expresses a need for professional assistance in their choice of further education program. It indicates a further need for further development of group methods and e-counseling services for pupils and students. Career guidance services are planned on a yearly basis according to the expressed needs.

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

In a partnership based approach and coordination between employment and educational sectors, it is considered more cost effective to the entire society to provide adequate support to those of greater need at primary and secondary school rather than spending public money for unemployed citizens when adults.
Career guidance services in Croatian Employment Service are considered a key element in preventive activities in order to avoid potential social exclusion. On average, 30% of the pupil/student population in Croatia is included in the “early intervention” activities of CES career guidance services.

In addition, aggregate results of the Survey on pupil’s intentions indicate the trends in pupils'/students' vocational intentions and are delivered to the stakeholders in the field of education and employment on the county and national level. According to the Survey and forecasting the needs of the labor market for certain occupations, every year recommendations for enrollment policy and scholarship policy are made and referred to the educational institutions, local and regional stakeholders, sector councils and the Ministry of Education.

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

The key feature of the ˝early intervention˝ model is client-oriented approach aiming at providing tailor-made services for pupils at risk. It represents a multidisciplinary approach that involves co-operation and co-ordination of experts in the fields of education, employment, health and social welfare. It has proven to be successful since Croatia has a very low rate of early school leavers (3.7%).

Strengths and weaknesses

- What areas of the policy can we learn lessons from?

- Are there still challenges ahead?

One of the challenges is the positive discrimination of pupils at risk as a way of addressing their disadvantages in educational and labor surroundings. A necessity to develop more efficient tailor-made CG services for pupils at risk exists, which leaves fewer opportunities for providing CG services to other target groups (undeceive pupils, talented pupils, etc.).

Currently, Croatia is in the process of establishing a LLCG National Forum and drafting legislation for guidance provision. The awareness of inter-institutional cooperation is increasing, including the need to define the roles and responsibilities of different stakeholders on national, regional and local levels.

4. Additional narrative description of the policy/practice/initiative

Additional information

Name of contact

Mirjana Zećirević

Role (in policy initiative)

Head, Employment Preparation Department

Organization name

Croatian Employment Service

Address

Radnička cesta 1, 10 000 Zagreb

Phone

+385 1612 6091

Fax

+385 1612 6039

E-mail

mirjana.zecirevic@hzz.hr

Website address

http://www.hzz.hr/

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

 

No comments by users.

good practice, initiative, interesting practice, policy, career counselling, career guidance services, disabilities, health difficulties, learning difficulties, co-operation, co-ordination, Croatia, drop-out, early school leaver, effectiveness, employment services, expert opinion, group counselling, young people, schools, guidance provision, labour market information, PES career guidance service, prevention, professional informing, school children, secondary education, self-assessment, survey, transition, vocational guidance, youth education, VET, employment, guidance in schools, career information

Subject of the Policy document

Anti-Discrimination Act

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2008

Reference number Official Gazette 85/08

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2008_07_85_2728.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 8.
This Act shall apply to the conduct of all state bodies, bodies of local and regional self-government units, legal persons vested with public authority, and to the conduct of all legal and natural persons, especially in the following areas:
1. work and working conditions; access to self-employment and occupation, including selection criteria, recruiting and promotion conditions; access to all types of vocational guidance, vocational training, professional improvement and retraining;
2. education, science and sports;
3. social security, including social welfare, pension and health insurance and unemployment insurance;
4. health protection;
5. judiciary and administration;
6. housing;
7. public informing and the media;
8. access to goods and services and their providing;
9. membership and activities in trade unions, civil society organisations, political parties or any other organisations;
10. access to participation in the cultural and artistic creation.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, professional improvement and retraining, vocational training, access, self-employment, selection criteria, recruiting and promotion conditions, public authority, local and regional self-government units, pension and health insurance, social security, civil society organisations, housing, public informing and media, social welfare, education, science, sports, services, goods, Croatia, legislation, career management skills, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, employment, social inclusion

Subject of the Policy document

Ordinance On The Procedure To Determine The Psycho-Physiological State Of A Child Or Pupil, And The Composition Of Expert Committee

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2011

Reference number Official Gazette 55/11

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2011_05_55_1214.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 14.
(1) The committee defined in article 2 of this Ordinance assesses the psycho-physiological state of a child with difficulties of enrolling into adequate high-school level education
(2) Prior to psycho-physiological assessment for the purpose of enrolment into adequate secondary education, the pupil with difficulties shall go through the procedure of career guidance.
(3) Career guidance is carried out by the CES career guidance team.
(4) The career guidance service drafts its opinion on the available abilities, motivation and interests of the candidates with a list of possible health contraindications for the purpose of enrolling into an adequate secondary education.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, psycho-physiological assessment, enrolment into secondary education, children with difficulties, health indications, access, career guidance, services, children, co-operation and co-ordination, competence assessment, compulsory education, Croatia, cross-sectoral co-operation, development, early childhood education, education provision, evaluation in guidance, evaluation outcome, evidence-based, practice, expert body, forecast, guidance in schools, guidance provision, national policies, primary education, school children, social cohesion, legislation, quality assurance and evidence-base, schools, VET

Subject of the Policy document

Ordinance On Active Job Seeking And Availability To Work

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2009

Reference number Official Gazette 39/09

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2009_03_39_886.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 7.
(1) CES also organises targeted career guidance that can include a psychological-medical examination of the unemployed person.
(2) The expert team for career guidance carries out the procedure of targeted career guidance, with the possibility of inviting an occupational health specialist into the team as needed.
(3) The unemployed person is obliged to get involved in the targeted career guidance based on arrangements made with a CES official prior to determining a professional plan or based on activities from the already determined professional plan.
(4) The unemployed person is informed about the time of career counselling during their individual counselling meeting by means of a referral that has to be signed, letter, telegram or phone, with an official note being made about the information sent.

Article 8.
(1) Group counselling allows the unemployed person to gain and develop skills for active job seeking and competences to manage their own career development.
(2) Group counselling is carried out in four modules:
– writing cover letters and resume,
– active job seeking techniques,
– preparing for interviews,
– self-assessment of professional possibilities.
(3) The unemployed person is obliged to get involved in the targeted group counselling based on arrangements made with a CES official prior to determining a professional plan or based on activities from the already determined professional plan.
(4) O The unemployed person is informed about the time of group counselling during their individual counselling meeting by means of a referral that has to be signed, letter, telegram or phone, with an official note being made about the information sent.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, assessment, career guidance, targeted career guidance, unemployed persons, professional plan, working profile, career counselling, individual counselling meeting, group counselling, career development, active job seeking, job placement, self-assessment, career management skills, skills development, Croatia, legislation, access, quality assurance and evidence-base, adult education, employment, social inclusion

Subject of the Policy document

Act On Education In Primary And Secondary Schools

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2008/2009/2010/2011

Reference number Official Gazette 87/08, 86/09, 92/10, 105/10, 90/11

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2011_08_90_1927.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 57
(1) Educational institutions cooperate in implementation of their core educational activity to achieve optimal enrolment and placement of pupils.
(2) Schools also cooperate by receiving services from a social / health care institution, especially if it concerns work with rehabilitation services and content.
(3) Educational institutions cooperate with employment services and other institutions with the aim of achieving timely information levels and career guidance of pupils.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, enrolment and placement of pupils, access, career guidance, children, co-operation, co-ordination, comprehensive school, compulsory education, Croatia, education and training systems, education policy, guidance for youth, guidance in schools, primary education, secondary education, vocational education and training, youth education, legislation, co-operation and co-ordination, schools, VET

Subject of the Policy document

Labour Act

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2009/2011

Reference number Official Gazette 149/09, 61/11

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2009_12_149_3635.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 5.
(1) The employer shall assign a worker a job and pay him or her for the work carried out, and the worker shall perform personally the job assigned, following the employer's instructions given according to the nature and the type of work,
(2) The employer has the right to specify the location and manner of carrying out the work, while respecting the rights and dignity of the worker.
(3) The employer shall, in accordance with a separate law and other regulations, provide the employee with safe working conditions that are not hazardous to the health of employees.
(4) Direct and indirect discrimination in the field of labour and labour conditions shall be prohibited, which includes selection criteria and employment requirements, promotion requirements, vocational guidance, vocational training, additional training and retraining, in accordance with special law.
(5) The employer shall protect employees' dignity during work from such treatment by superiors, peers and persons with whom employees come into regular contact during their work that is unwanted and contrary to separate law.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, employment, employment requirements, employees' dignity, work, working conditions, vocational guidance, vocational training, additional training, rights and dignity of the worker, access, active placement, nature of work, type of work, Croatia, employees, employer, employment services, legislation, career management skills, co-operation and co-ordination, quality assurance and evidence-base, adult education, social inclusion

Name of the good/interesting practice/initiative/policy

Partnership based URIHO's model of CMS for persons with disability in Croatia

Country

Croatia

I am proposing that this example will be published also in the KSLLL database

1. Background

What makes this an example of good/interesting practice/initiative/policy?

- The motivation of the initiative (What is the history/background of the policy?)

- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)

- Participants

According to conducted researches (UNDP/CES research 2007) and monitoring of labour market situation in Croatia it is visible that persons with disabilities have difficulties to enter open labour market because of their inadequate educational structure, lack of work experience and long term unemployment what additionally decrease their employability because of disuse of professional knowledge and diminished motivation. Prejudices of employers and general public about their working abilities also contribute to their hard placement on open labour market.
The Strategy on Equalization of Possibilities for Persons with disabilities in Croatia (2007-2015) among others states: “to allow access to career management for persons with disabilities...to develop new employment models for persons with disabilities”.

Croatian Employment Service in cooperation with URIHO (organization for rehabilitation), Fond for vocational rehabilitation and local communities have developed model to enhance the employability of unemployed persons with disabilities by improving their career management skills using tailor made work-related and social activities.

Aims and targets

- Objectives of the initiative (What did the policy set out to achieve?)

- Target group

- Methods applied to reach the objective (technological and /or pedagogical)

The objective of established new model of professional rehabilitation is to enhance the employability of persons with disabilities by improving their career management skills using tailor made work-related and social activities. Target groups of participants are long-term unemployed persons with disabilities and in smaller extent other vulnerable and marginalized groups.

2. Implementation

Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)

- Level of implementation (national, regional etc.)

- Implementation (description)

New model includes activities which take place in group settings, individual sessions and social-related activities - assessment and upgrading of their vocational competences, their key competences - communication in mother tongue, mathematical and digital competences, sense of initiative and entrepreneurship; social skills, job-searching skills including how to write CV-s, knowledge and skills needed for their interview with potential employer. They also have possibility for self-evaluation by using “My Choice” - career guidance software. In addition, individual counseling on career possibilities leads towards improving their career management skills. Group work is organized once a week (1, 5 hour) and is focused on themes such as: communication and presentation skills, non-violent conflict resolution, recognition and expression of emotions, stress management, decision- making, creative and critical thinking, building effective relationships, team work, self-assessment, ect. Group work is based on interactive approach which includes group discussions, role plays, working in pairs, presentations.

The described model of professional rehabilitation has started as model at national level followed by setting up similar regional professional rehabilitation centers.

Monitoring and evaluation

- What has been put in place for monitoring and evaluation?

- What actors are involved?

The evaluation of this programme proves that after 6 months participants improve their working potential including different aspects related to career management skills.

Croatian Employment Service is involved in process of monitoring the participants’ progress, conducting evaluation of the program and works on improvement of this form of vocational rehabilitation along with the other partners. Additionally, new model of professional rehabilitation contributed to the increased level of cooperation among all partners: Croatian Employment Service, URIHO (Institution for Rehabilitation of Persons With Disability by Vocational Rehabilitation and Employment), the City of Zagreb and Fund for Professional Rehabilitation and Employment of People with Disabilities.

3. Outcomes

Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)

- Specific results

- Cost effectiveness

- Budget

- Innovative aspects

Participants have learnt how to write CV, how to make active job search and effective interview with potential employer. They have improved their career management skills through self-evaluation techniques, by using “My Choice” career guidance software, individual and group counseling. According to the survey and follow up 45% of unemployed persons with disabilities who used URIHO facilities found their jobs on open labor market.

Success factors (What key success factors have led to or prevented success?)

- Lessons learnt

- Unintended impacts (Have there been any unintended impacts? Positive or negative?)

The main factors which led to success of this model were: improved vertical and horizontal communication between all key players who were indispensable for CMS policy implementation. CMS policy implementation was incremental and gradual due to bottom up process which relayed on constant observation and assessment of needs of participants involved in the activities of professional rehabilitation.

The factors that hindered success were unclear legislation regulations about participant’s compensations during the rehabilitation process which influenced their motivation. This issue was resolved through communication with the relevant ministry.

Strengths and weaknesses

- What areas of the policy can we learn lessons from?

- Are there still challenges ahead?

4. Additional narrative description of the policy/practice/initiative

Additional information

Name of contact

Mirjana Zećirević

Role (in policy initiative)

Head, Employment Preparation Department

Organization name

Croatian Employment Service

Address

Radnička cesta 1, 10 000 Zagreb

Phone

+385 1612 6091

Fax

+385 1612 6039

E-mail

mirjana.zecirevic@hzz.hr

Website address

www.hzz.hr

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

 

No comments by users.

good practice, initiative, interesting practice, policy, assessment, key competences, self-evaluation, vocational rehabilitation, disabled, Croatia, adult education, employment, social inclusion, people at risk, unemployed, disadvantaged groups, career information, qualifications, effectiveness

Subject of the Policy document

Psychological Activity Act

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2003

Reference number Official Gazette 47/03

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/305170.html

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Article 3
A general purpose of psychological activities is to improve quality of life of individuals, groups and communities. Psychological activities are included in all areas of human life, especially in areas which relate to work and organization of work, employment and career guidance, communication and market, education, research and analysis, health care, sport, social care, transport, judiciary, military and police.

Article 7
Implementation of psychological activity which is not covered by undergraduate education and it covers more demanding forms of work in the area of clinical, health, penological, forensic, military, pedagogical and educational psychology, psychology of work, sports, special care, career guidance and medicine of work requires of each psychologist, in additional to the basic working permit, a special certificate.

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, psychological activities, quality of life, work, organization of work, employment, career guidance, communication and market, education, research and analysis, health care, sport, social care, transport, judiciary, military and police, Croatia, legislation, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education, social inclusion

Subject of the Policy document

National Curriculum Framework

Reference data

Adopted/Released by Ministry of Science, Education and Sports

Year of adoption 2011

Reference number ISBN 978-953-6569-76-2

Available at http:// public.mzos.hr/Default.aspx?sec=2685

Available in English at http://

1. Additional narrative description of the reference to Lifelong Guidance

Within Chapter V.: Structure of National Framework Curriculum for Preschool Education, General Compulsory and Secondary School Education:

4. Optional and non-compulsory subjects
In order to harmonise the educational standard for all primary school pupils, the student load needs to be harmonised. The introduction of an alternative optional subject is therefore foreseen, which will enable the pupils to acquire basic ethical-moral competences and basic knowledge to pupils not taking Catholic religious instruction.
While the optional subject is a compulsory subject that is a part of the educational standard of the pupils, the non-compulsory subject is the subject the pupils choose themselves out of a number of subjects/modules in the school curriculum, and it is not a compulsory subject. As opposed to the optional subject, the non-compulsory subject does not have to have an alternative subject, but is a unique offer.

Non-compulsory subjects can be, for example, Professional orientation and future paths, ICT, Civil upbringing and education, Speech and listening, Rhetoric, Media Culture, Croatian Traditional Culture, Architecture, Environment and Cultural Heritage, Theatre, Addiction Prevention, Domestic Science, Handicraft, Classical Languages, foreign languages, and many other subjects the school can construct programmes for and offer to the pupils, having in mind their needs, general education values and goals, and fundamental competences. Schools can also create other subjects, modules, projects and activities on their own.

Within Chapter VI: Inter-subject topics

Professional orientation is listed within expected pupil achievements within individual educational cycles for the following areas of upbringing and education:
5. Humanities and social sciences (one of the goals of upbringing and educational goals is the following: "developing a valid attitude and skill of learning from all available sources, readiness for lifelong learning and assuming responsibility for one's own learning and professional development."
Within the mentioned upbringing and education area, expected pupil achievements are listed, according to individual cycles.
IN THE FIRST CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:
"3. Professional orientation
Pupils will:
• differentiate among the various occupations in school, their family and the community
• differentiate among occupations included in entrepreneurial endeavour or operation of an enterprise
• make decisions on planning their free time and the choice of non-curriculum activities."

IN THE SECOND CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:
"3. Professional orientation
Pupils will:
• differentiate among occupations included in entrepreneurial endeavour or operation of an enterprise and recognise the role and importance of each individual to the success of the whole
• become aware of their self-confidence based on their abilities that can satisfy their needs and contribute to the development of the pupil's surroundings
• make grounded decisions on planning their free time and the choice of non-curriculum activities and activities not provided by the school."

IN THE THIRD CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• make justified decisions on their own education, professional and personal development
• be responsible about their own success in education
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community
• list fundamental factors necessary to establish and maintain a business."

IN THE FOURTH CYCLE (VOCATIONAL SCHOOLS), within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• investigate and justify the possibilities to continue their education and further development
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community, Croatia and Europe
• use their knowledge, competences and skills in their professional progress responsibly."

IN THE FOURTH CYCLE (GYMNASIUMS), within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• investigate and justify the possibilities to continue their education and further development
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community, Croatia and Europe

GENERAL SUBJECT STRUCTURE OF AREAS: Science and Social Studies, History, Geography, Civil upbringing and education, Psychology, Sociology, Philosophy, Logics, Religious instruction; Ethics (alternative subjects), and modules: Civil upbringing and education (integrated in subjects), Production and consumption (integrated in subjects), Career guidance and lifelong learning (integrated in subjects), Citizen and entrepreneurship (integrated in subjects), Applied Psychology (integrated in subjects).


Within Chapter V.: Structure of National Framework Curriculum for Preschool Education, General Compulsory and Secondary School Education:

4. Optional and non-compulsory subjects
In order to harmonise the educational standard for all primary school pupils, the student load needs to be harmonised. The introduction of an alternative optional subject is therefore foreseen, which will enable the pupils to acquire basic ethical-moral competences and basic knowledge to pupils not taking Catholic religious instruction.
While the optional subject is a compulsory subject that is a part of the educational standard of the pupils, the non-compulsory subject is the subject the pupils choose themselves out of a number of subjects/modules in the school curriculum, and it is not a compulsory subject. As opposed to the optional subject, the non-compulsory subject does not have to have an alternative subject, but is a unique offer.

Non-compulsory subjects can be, for example, Professional orientation and future paths, ICT, Civil upbringing and education, Speech and listening, Rhetoric, Media Culture, Croatian Traditional Culture, Architecture, Environment and Cultural Heritage, Theatre, Addiction Prevention, Domestic Science, Handicraft, Classical Languages, foreign languages, and many other subjects the school can construct programmes for and offer to the pupils, having in mind their needs, general education values and goals, and fundamental competences. Schools can also create other subjects, modules, projects and activities on their own.

Within Chapter VI: Inter-subject topics

Professional orientation is listed within expected pupil achievements within individual educational cycles for the following areas of upbringing and education:
5. Humanities and social sciences (one of the goals of upbringing and educational goals is the following: "developing a valid attitude and skill of learning from all available sources, readiness for lifelong learning and assuming responsibility for one's own learning and professional development."
Within the mentioned upbringing and education area, expected pupil achievements are listed, according to individual cycles.
IN THE FIRST CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:
"3. Professional orientation
Pupils will:
• differentiate among the various occupations in school, their family and the community
• differentiate among occupations included in entrepreneurial endeavour or operation of an enterprise
• make decisions on planning their free time and the choice of non-curriculum activities."

IN THE SECOND CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:
"3. Professional orientation
Pupils will:
• differentiate among occupations included in entrepreneurial endeavour or operation of an enterprise and recognise the role and importance of each individual to the success of the whole
• become aware of their self-confidence based on their abilities that can satisfy their needs and contribute to the development of the pupil's surroundings
• make grounded decisions on planning their free time and the choice of non-curriculum activities and activities not provided by the school."

IN THE THIRD CYCLE, within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• make justified decisions on their own education, professional and personal development
• be responsible about their own success in education
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community
• list fundamental factors necessary to establish and maintain a business."

IN THE FOURTH CYCLE (VOCATIONAL SCHOOLS), within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• investigate and justify the possibilities to continue their education and further development
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community, Croatia and Europe
• use their knowledge, competences and skills in their professional progress responsibly."

IN THE FOURTH CYCLE (GYMNASIUMS), within topic 5: PEOPLE, SOCIETY AND ECONOMY, career guidance is mentioned in the following:

"3. Professional orientation
Pupils will:
• investigate and justify the possibilities to continue their education and further development
• recognise their talents and abilities for certain areas of work and creating based on their success in school and participation in school activities, and cooperation with different institutions and organisations in their community, Croatia and Europe

GENERAL SUBJECT STRUCTURE OF AREAS: Science and Social Studies, History, Geography, Civil upbringing and education, Psychology, Sociology, Philosophy, Logics, Religious instruction; Ethics (alternative subjects), and modules: Civil upbringing and education (integrated in subjects), Production and consumption (integrated in subjects), Career guidance and lifelong learning (integrated in subjects), Citizen and entrepreneurship (integrated in subjects), Applied Psychology (integrated in subjects).

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, preschool education, general compulsory education, secondary school education, primary school pupils, educational standard, basic ethical-moral competences, compulsory subject, non-compulsory subject, career guidance, professional orientation, professional development, Croatia, civil upbringing and education, inter-subject topics, humanities and social sciences, learning skills development, expected pupil achievements, self-confidence, entrepreneurial endeavour, non-curriculum activities, educational development, personal development, talent recognition, co-operation, lifelong learning, National level, Regional level, national curriculum framework, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET

Subject of the Policy document

Development Strategy Of The Vocational Education System In The Republic Of Croatia, 2008-2013

Reference data

Adopted/Released by Goverment of the Republic of Croatia

Year of adoption 2008

Reference number 38th session of the Goverment of the Republic of Croatia

Available at http:// www.asoo.hr/UserDocsImages/Dokumenti/Strategija%20razvoja%20strukovnog%20obrazovanja%20u%20RH.pdf

Available in English at http:// www.asoo.hr/UserDocsImages/dokumenti/VET%20SYSTEM%20DEVELOPMENT%20STRATEGY_CROATIA_AVET.pdf

1. Additional narrative description of the reference to Lifelong Guidance

Within the objectives of the reform of vocational education and training, one of the activities refers to permanent harmonisation of education with the needs of the labour market:
In the function of better meeting the labour market needs, it is necessary to further develop and enhance the lifelong professional orientation in vocational education, as an important tool of education and employment policy, among other also through strengthening capacities for providing services of professional orientation.

Objectives:
- Define the roles of all the key stakeholders and mechanisms of their cooperation by the end of 2008
- Define the work of sectoral councils by the end of 2009
- Define the methodology of labour market research by the end of 2011
- Draft an Action Plan of lifelong professional orientation in vocational education and training by the end of Q1 2012
- Collect and process the results of the labour market research by the end of 2012

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, lifelong professional orientation, vocational training, labour market, labour market information, labour needs analysis, lifelong education, educational system, Croatia, National level, Regional level, strategy, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, schools, VET, higher education, adult education

Subject of the Policy document

Act On Employment Mediation And Rights During Unemployment

Reference data

Adopted/Released by The Croatian Parliament

Year of adoption 2008/2009/2010

Reference number Official Gazette 80/08, 94/09, 121/10

Available at http:// narodne-novine.nn.hr/clanci/sluzbeni/2008_07_80_2602.html

Available in English at http:// www.hzz.hr/default.aspx?id=7085

1. Additional narrative description of the reference to Lifelong Guidance

Article 1
This Act regulates employment mediation, career guidance, education and training with the aim of increasing the labour force, insurance during unemployment, activities in the labour market with the aim of promoting spatial and professional mobility of the labour force, new employment and self-employment, financial resources for activities of the Croatian Employment Service (hereinafter: CES) and its structure, management and activities.

Article 22
Employment preparation includes the following:
1) career guidance,
2) introduction to methods and techniques of active job seeking,
3) training for employment,
4) professional rehabilitation.

Article 23
(1) Career guidance refers to a number of professional activities which define possibilities, interests and competences of clients, so that they make decisions on their education, training and employment and thus manage their professional development.
(2) Career guidance includes informing, counselling and monitoring of professional development of persons from Paragraph 1 thereof.
(3) Career guidance services are delivered to unemployed persons and other job seekers, pupils and students.

Article 63
CES performs the following activities:
1) monitors, analyses and keeps track of economic, social and other trends, employment figures, employment and unemployment and their mutual cooperation and impacts based on which it proposes measures for promotion of employment,
2) keeps register on unemployment persons and other persons, mediates in employment between employers and job seekers, monitors employment needs, their employment and , in that sense, cooperates with employers,
3) in cooperation with employers, educational institutions and other legal entities, organizes and implements career guidance services, training and other forms of active employment policies …
4) collaborates with educational institutions in order to harmonize curricula with demand for the labour force and implementation of career guidance ...

Attached files

This information was provided/updated by:

Croatian Employment Service (CES), Employment Preparation Department

No comments by users.

policy, active placement, assessment, career guidance services, career planning, Croatia, job seeking, labour market, labour market participation, public employment service, training for employment, proffesional rehabilitation, legislation, career management skills, access, co-operation and co-ordination, quality assurance and evidence-base, adult education, employment, social inclusion