PRACTICE-ORIENTED AND THEORETICAL LEARNING IN CROATIAN HIGHER EDUCATION Marina Crnčić Sokol Head of Section for Development of Higher Education Ministry of Science, Education and Sports, Croatia European expert workshop "Dual learning: Combining practice-orientated and theoretical learning in Higher Education", Brussels, 20 April 2015 1 HE IN CROATIA • Binary system: academic and professional studies; • 3 study cycles: undergraduate, graduate, postgraduate; • Higher education institutions (public and private): – Universities, – Polytechnic, – Colleges, schools of professional higher education; • 50 higher education institutions: 10 universities and 40 polytechnics, colleges and schools of professional higher education; • 77,9 % students study at universities, 22,1% at polytechnics, colleges and schools of professional higher education. 2 TYPE OF STUDIES • Professional studies: – Offer an adequate level of professional competences to qualify for employment; – Mainly delivered by polytechnic, colleges and schools of professional higher education; – Very rare at universities. • Academic studies: – Prepare for scientific work and develop competences for implementation of scientific achievements; – Exclusively offered by universities. 3 PRACTICAL ELEMENTS IN STUDY PROGRAMS • More then 2/3 of study programs in Croatia include practical elements such as: – – – – – – Work placements; Fieldwork; Practicum; Laboratory exercises; Projects; Volunteering; 4 PRACTICAL ELEMENTS IN STUDY PROGRAMS • By law, since 2003. higher education institutions in Croatia autonomously determine entrance quotas and develop study programs; • Different approach to practical learning; • Practical elements are more common in professional study programs and at undergraduate level; • In most cases practical learning is a separate course: – 1 to 35 ECTS, – mandatory for students; • On average more then 200 hours of practical learning within a study program. 5 PRACTICAL ELEMENTS IN STUDY PROGRAMS • When organized as work placement: – The employer nominates a mentor; – HEI’s sign contracts with employers (but not in all cases); – Competences are evaluated through learning diary, reports, certificates from employer or exams; – In most cases students status is not regulated; – Students rarely receive financial compensation. • When organized at higher institution: – Course coordinator is mentoring the work; – In most cases competences are evaluated through exams. 6 NEED FOR FURTHER DEVELPMENTS • Practical learning incorporated in theoretical courses should be improved and widened; • Student in work placement should have clear status within the working organisation; • Learning outcomes in practical learning are not always/sufficiently defined; • Evaluation methods needed to be improved/developed; • Cooperation with employers should be deepened. 7 FUTURE ACTIVITES • Mapping of practical elements in study programs (started in March 2015): • Graduate tracking project: – Development of national graduate tracking system and enhancement of professional study programs (binary system); – Data collected from 39 polytechnics and schools of professional higher education and for 23052 graduates; – Partners: HEI’s, Ministry of Science, Education and sports, Croatian Employment Service, Croatian Service for Pension System. • ESF funded projects: – Starting from 2016 grants to HEI for improvement of work based learning and increase of practical elements in study programs. 8 http://www.mzos.hr • • • • phone: +385 (1) 4569 043; 4594 444 fax: +385 (1) 4594 301 Donje Svetice 38, 10000 Zagreb Email: [email protected] 9