European Lifelong Guidance Policy Network Database, ELGPN Database

Subject of the Policy document

EUROPE 2020: A strategy for smart, sustainable and inclusive growth

Reference data

Adopted/Released by European Commission

Year of adoption 2010

Reference number COM(2010) 2020 final

Available at http:// http://ec.europa.eu/europe2020/documents/related-document-type/index_en.htm

Available in English at http:// http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF

1. Additional narrative description of the reference to Lifelong Guidance

While the strategy makes no explicit reference to lifelong guidance, the paper and its flagship initiatives (Youth on the Move, The Agenda for New Skills and Jobs, Innovation Union, and A European Platform against Poverty and Social Exclusion) emphasise the active role of citizens' acquisition of lifelong career management skills.

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Outi Ruusuvirta

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ELGPN, legislation, policy, access, adult education, ageing population, career guidance, co-operation, communication, drop-out, early childhood education, higher education, informal learning, non-formal learning, schools, strategy, tertiary education, VET, vocational education, mobility, modernisation, European union, career management skills, co-operation and co-ordination, quality assurance and evidence-base, employment, 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.

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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

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

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