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

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

Name of the good/interesting practice/initiative/policy

The Retirement Compass

Country

Germany

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

In the light of the changing demographics and the future manpower shortage elder people are becoming increasingly important as active citizens. Active aging is an aim and necessity both of the Council of the European Union as well as of the Federal Republic of Germany. The Retirement Compass (Ruhestandskompass) is a new tool to support people with the transition from work to retirement promoting active aging.

It has been developed as part of the Federal programme ‘Local Learning’ (Lernen vor Ort) in the city of Leipzig/ Germany. ‘Local Learning’ (Lernen vor Ort) is a public-private partnership between the Federal Ministry of Education and Research and some German foundations funded by the ESF and the Federal Government with the overall aim to promote coordinated Lifelong Learning of the individual. The programme supports municipalities to strengthen education management in the region. In addition to better regional cooperation and coordination and educational monitoring, the programme aims to facilitate transitions from one life-phase to the other.

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 Retirement Compass aims to support orientation and planning of retirement and thus helps to manage the transition into a self-determined retirement as a conscious step and should assist to make this phase of life as active as possible.

The tool targets people who will retire shortly (around the age of 65 – but also those who may retire earlier or later). It can be applied individually but consulting a guidance practitioner during the process of working with the compass is highly recommended. Thus, the Compass creates an occasion for guidance and actively encourages elder people, who rarely approach guidance services, to use guidance provisions. It also encourages to exchange reflections, ideas and plans with friends, family and colleagues.

Following a portfolio approach and inspired by such approaches for young people and for competence assessment, the tool also helps to improve self-knowledge and self-reflection, assessing and acknowledging personal interests as well as planning of the future life phase.

The Retirement Compass is open to all possible outcomes including the decision, not to plan anything and leave open space for the retirement. It further provides information on opportunities for volunteer work, and possibilities of leisure, sports and other activities and related services in the municipality.

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)

After its development the Retirement Compass was piloted in 2010 with staff personnel of the municipial administration of Leipzig. Since June 2011 the tool is offered to all employees of the municipal administration who will go into retirement shortly. They are encouraged to use the retirement compass and to see a guidance practitioner. The educational guidance service of Leipzig which has also been established as part of the programme ‘Local Learning’ provides a special guidance offer for the Retirement Compass. The Compass and guidance provision is open to all citizen of the city of Leipzig. It is also available in a fully accessible version for blind and visually impaired people ( developed in cooperation with the German Central Library for the Blind).

This regional implementation results from the context of the development of the tool in the programme ‘Local Learning’ in Leipzig. But, through the exchange between the municipalities taking part in the programme at conferences and working groups, tools and experiences are communicated and shared. In general, the tool is designed to be easily adaptable in all regions.

Other cities have already become interested and are planning to implement the tool. In the city of Dresden the Office for Senior Citizens has made a cooperation agreement with the city of Leipzig to adapt and implement the Retirement Compass. Steps have been taken in the city of Dresden to evaluate the demand and ways of use and dissemination of the tool. Another cooperation agreement has been made with the city of Erfurt. Particularly, the information part on regional opportunities is specific to one region and must be adapted to the provisions and offers available elsewhere.

Monitoring and evaluation

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

- What actors are involved?

In Leipzig educational guidance on the Retirement Compass is regularly evaluated on the basis of questionnaires handed out to clients. The evaluation of the 1st edition of the Retirement Compass was broadened by involving senior citizen’s clubs and associations as well as providers of continuing education for senior citizen’s. On the basis of these questionnaires and further reactions and responses a second revised and updated edition of the Retirement Compass was developed.

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

- Specific results
Results from the piloting show that individuals who have used the Retirement Compass felt better informed about opportunities in their region. Further, they had clearer plans for retirement which they were confident to realize.

- Cost effectiveness
The tool is free of charge and is available online as well as in print.

- Budget
The budget is part of the overall budget of the “Local Learning” project in Leipzig which is funded by the city of Leipzig, the Federal Ministry of Education and Research, partly by the ESF and which is supported by private foundations.

- Innovative aspects
In the aging society the elder generation is becoming more and more important for the society. Many retired people are still healthy and motivated to work or engage themselves voluntarily. It is important to keep social contacts and to ensure participation in the society. This may also support well-being and health as some studies suggest. The transfer of knowledge and experience to new generations is also of importance to the individual as well as to the society.

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?)

Despite the need for orientation at the transition to retirement and the growth of further education for senior citizens confirmed by the Senior Citizen’s Council in Dresden (Seniorenbeirat), the actual demand for the tool is low. Elder citizen are not usually accustomed to using guidance provisions and hesitate to visit places they are not familiar with. Hence, the Retirement Compass needs to remain a voluntary tool which may be used in easily accessible guidance provisions. Thus, the tool is intended to be offered and guidance may be provided in places which older citizens frequently visit, such as libraries, senior’s citizen’s centres etc.

The information on provisions and offers in the region supports local networks between the relevant stakeholders in the field of education and social work for senior citizens.

Strengths and weaknesses

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

- Are there still challenges ahead?

The Compass may be used individually without consulting a guidance practitioner which may not lead to the same results as if a professional practitioner supports the reflection of the personal interests and aims.

Implementing the Retirement Compass more strongly in public administration and to involve more organisations (e.g. the Job Centers for the long-term unemployed, the local PES) remains to be a challenge in Leipzig. In addition, the Retirement Compass shall be disseminated to as many employers as possible. It should be offered more openly than before in the educational guidance service of Leipzig.

Another critical question which is discussed in other cities is the question of publishing. If the tool is published by the municipality it may, on the one hand, receive a higher level of authority. On the other hand, it runs the risk of becoming part of public administration. The question of publishing through the public authorities or the local agencies and non-profit organisations for education or senior citizen’s and social well-fare is also a question of top-down and bottom-up mechanisms of cooperation and coordination with all its implications.

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

The Retirement Compass is organised in three parts:
1. Reflection of working life (positive and negative aspects, leaving and new beginning)
2. Clarification of interests (hobbies, commitments voluntary work)
3. Information and service including adresses, profiles and courses offered of providers adult education etc.
Discussions on the contents of the Retirement Compass and their organisation and arrangement are still going on. While some exoperts feel that the contents and their representation in the tool is banal, others argue that the simplicity of the tool enables all citizens to easily access the Compass by themselves encouraging them to access educational guidance and to review their past, present and future.

Additional information

Name of contact

Stadt Leipzig, Amt für Jugend, Familie und Bildung, Stabsstelle “Lernen vor Ort”

Role (in policy initiative)

Bureau responsible for Local Learning in the city of Leipzig

Organization name

Stadt Leipzig, Amt für Jugend, Familie und Bildung, Stabsstelle “Lernen vor Ort”

Address

Postfach, 04092 Leipzig

Phone

Fax

E-mail

jugend-familie-bildung@leipzig.de, lernen-vor-ort@leipzig.de

Website address

http://www.leipzig.de/lernen-vor-ort

Documents and publications

Attached files

Links

No links specified.

This information was provided/updated by:

Bernhard Jenschke

No comments by users.

good practice, initiative, interesting practice, policy, access, active ageing, citizenship, transition, continuing education, elderly persons, employed, Germany, hobbies, guidance services, information, instrument, libraries, life planning, lifelong, guidance, municipal, administration, municipalities, portfolio, project, Regional level, self-assessment, social welfare, transitionadult education, older adults

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

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