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Education of Teachers in The Republic of Croatia: Challenges and Expectations in The European Surroundings

The Croatian education system has in the last few years been faced with a number of challenges. As a country which in 2013 became the 28th member of the European Community, it has been facing many challenges which impacts the Croatian education system. In the wake of the process of creating a National Qualifications Framework (NQF) based on the European Qualifications Framework (EQF), in 2009 the Ministry of Education, Science and Sport published the Croatian Qualifications Framework and the 2011 National Curriculum Framework for Preschool, Primary and Secondary Compulsory Education. In that same process of harmonization with the European education requirements, the long- awaited national curriculum for early and preschool education was published in 2015. Apart from the harmonization of higher education with the requirements of the Bologna process, which has not yet been fully implemented, great expectations are placed before the Croatian education system and which are based on the new education reforms and the development of occupational standards and qualifications for teachers. The new education reform, i.e. the Comprehensive curriculum reform for early and preschool, primary and secondary education was initiated in February 2015, and is based on the Strategy of Education, Science and Technology, which was adopted by the Croatian Parliament in October 2014. The process of strategy implementation was presented in 2015 under the title “New colours of knowledge, ” and with regards to certain segments of the education system it introduced upcoming process changes in education and reforms which are necessary to meet the basic objectives of the strategy. In the description of the process of curricular reform it is stated that in addition to lifelong learning, which is understood as the basis of education, science and innovation form the knowledge triangle. Croatia will participate in the strategic planning processes of the EU but with its own specific characteristics, which are implemented in the strategy and the expectations of meeting its objectives by 2025. The expectations of these processes are great, because they will directly affect the change in the current study programmes for teacher education in Croatia, the improvement of the existing and the creation of more modern approaches in initial teacher education. Consequently, these expectations are based on the already developed grounds for the introduction of teacher licensing, who will with the help of these changes be given the opportunity to (re)construct and implement, and the change, modernization and strengthening of the profession of teachers.

education system ; Croatian Qualifications Framework ; European Qualifications Framework ; curriculum ;

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