Higher education for the requirements of industrial production The European experience and Croatian challenges SYMPOSIUM “VERA JOHANIDES”, Zagreb, 2013.

Higher education for the requirements of industrial production

The European experience and Croatian challenges

SYMPOSIUM “VERA JOHANIDES”, Zagreb, 2013.

PRETERTIARY EDUCATION

HIGH EDUCATION

GRADUATES/EXPERTS

ORGANISATIONALFRAMEWORK

CURRICULA

RESOURSES

QUALITY CONTROL


ENTRANCE PARAMETERS:QUALITY OF STUDENTS

ENTERING HIGH EDUCATION


HIGH EDUCATION

GRADUATES/EXPERTS


CURRICULA

RESOURSES

QUALITY CONTROL


HIGH EDUCATION

GRADUATES/EXPERTS


CURRICULA

RESOURSES

QUALITY CONTROL

NETWORK OF HIGH EDUCATION INSTITUTIONS

• Croatia: Binary system– Universities– Vocational schools

• Europe: No clear prevalence– 14 countries have binary system (Germany,

Denemark, Belgium, The Netherlands etc.)– 14 contries have only universities (UK, Norway,

France, Ireland, Spain etc.)



• Croatia– 10 universities (7 public, 3 private)– 15 vocational universities (12 public, 3 private)– 28 vocational schools (3 public, 25 private)



• Number of study programmes:– Universities

Biomedicina i zdravstvo

Biotehničke znanosti

Tehničke znanosti

Društvene znanosti

Humanističke znanosti

Prirodne znanosti

Umjetničko područje

Interdisciplinarni programi

0 50 100 150 200 250 300 350


• Number of study programmes:– Vocational universities



Tehničke znanosti

Društvene znanosti


Prirodne znanosti



0 5 10 15 20 25 30 35 40 45


• Number of study programmes:– Vocational schools



Tehničke znanosti

Društvene znanosti


Prirodne znanosti



0 5 10 15 20 25 30 35 40


• Quality parameters of study programmes:– Discrepancy between universities and vocational

schools– The number of high schools has doubled in the last

20 years but the resourses have not followed this expansion

– Vocational schools employ only about 25% of their own teachers, while 75% come from outsoursing

– 0nly 2 vocational universities have less than 30 students/teacher



• Conclusion:– The organisational framework of high education is

much less important than the quality



HIGH EDUCATION

GRADUATES/EXPERTS


CURRICULA

RESOURSES

QUALITY CONTROL

CURRICULA

• Bologna reform (2005/06.)– Better prepare students for the labor market• More practical courses• More soft skills• Shift of outcomes from knowledge to competence

– Decrease the duration of studies• Decreasing the study groups• More direct teachers’ involvment• BSc/MSc system


CURRICULA• Bologna reform (2005/06.)– Reform has not been accompanied by required

resourses – Reform has not been accopnied by the Croatian

Qualification Framework– Reform lacked centralised organisation– Pronounced differences in the approach at

different high education institutions– Pronounced expansion of the number of studies– In most HEI the reform has been considered an

event, rather than a processSYMPOSIUM “VERA JOHANIDES”, Zagreb, 2013.


CURRICULA

Learning outcomes

Competences

European Qualification Framework

Croatian Qualification Framework

Matching process

Positioning


HIGH EDUCATION

GRADUATES/EXPERTS


CURRICULA

RESOURSES

QUALITY CONTROL

RESOURSES• Teachers• Finances• Space• Equipment


TEACHERS• The number of teachers is inadequate for the

existing number of studies, yet the number of studies seems too high

• University teachers serve as the outsourse for vocational study institutions and in some cases other universities (although no joint programmes have been introduced)

• Teachers’ workload is evaluated inadequatly and with no differentiation

• Teachers’ advancement is dependant on fulfillment of criteria and not by the actual job positions


FINANCES• Programme agreements– Should include all activities of a HEI– Should be sufficient to allow competitiveness

• Other sources of income– Students– Other state bodies than Ministry of Science,

Education and Sport (other ministries)– Inudstry– Alumni


SPACE AND EQUIPMENT• Marked difference in quantity and quality of

space occupied by different HEI– Campus approach may solve some of the

universities’ problems but they would only fulfill their purpose if they lead to functional interactions within

– ESI funds could provide the means



HIGH EDUCATION

GRADUATES/EXPERTS


CURRICULA

RESOURSES

QUALITY CONTROL

QUALITY ASSURANCE• The law on quality assurance in high education– Definition of minimal criteria– Evaluation/acreditation process

• Relatively soft process of initial accreditation followed by a long period before the first evaluation takes place


CONCLUSIONS

• Significant changes have to be implemented in Croatian high education, particularly for students for production careers to enable them to compete at the labor market

• Changes have to cover all aspects of high education process and have to be focused to achievment of concerted goals

• Efficient quality assurance mechanisms are crucial for reaching and maintaining European standards in our high education


Higher education for the requirements of industrial production The European experience and Croatian challenges SYMPOSIUM “VERA JOHANIDES”, Zagreb, 2013.

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