postsecondary professional education issues and challenges ......• unitarni ili komprehenzivni...

Postsecondary Professional Education

Issues and Challenges in Croatia

Žarko Nožica, Ph. D. The Council of Croatian Institutions of

Higher Professional Education

Bologna Process Influenced Changes are for Good!

Ø Changes are good for us hence the optimistic tone of this presentation

Ø  It should help us rotate an inverted pyramid back from top to the base

Ø  It should increase the quality of our basic profile- a specialist and market value acceptance of our profiles.

Factors Influencing Higher Education in Croatia

Ø  Professional Higher Education has a long history in Croatia : majority has been established in 50’s last century

Ø  In the last decade, changing labour market and economic and social conditions have resulted in a clear demand for more and better education and training

Ø  The rapid restructuring of the Croatian economy, with the decline of the large state enterprises following privatisation

Ø  Education became attractive to private sector Ø  Bologna Process

Interest for Universities of Applied Sciences (Polytechnics)

Ø The result was increased interest in focused, efficient professional education that will provide a labor market with: l  “Ready for a Job – Engineers” l  Right out of a School

By such definition of “end product” We were “Bologna ready” by default

Input and output of Croatian HE system …

Ø  Elementary 8 years

The outcome of HE system… EU vs Croatia

Ø  Croatia has inverted pyramid in term of produced profile

PROFESSIONAL HIGHER EDUCATION STUDIES IN CROATIA

ADMINISTRATIVE AUTHORIY- Ministry of Science, Education

and Sport

COORDINATING BODY The Council of Croatian

Institutions of Higher Professional Education

ACCREDITATION BODY National Council of Higher

Education

POLYTECHNICS and other Institutions of Higher Professional

Education No. of students: 30.000

Coordination

2 STUDY CYCLES

3 years Baccalaureate

PRIVATE 6.N = 11

STATE N = 20

Independent financing

State financing

Financing

Short Cycle courses 2 years

Undergraduate 3 years

Baccalaureate

Graduate studies 1 – 2 years

LIFELONG EDUCATION

3 STUDY CYCLES

UNIVERSITIES (N=6) No. Of students : 130.000

2 years Mr. sc.

3 years Dr. sc.

Integral studies 5-6 years

120

EC

TS

180

EC

TS

60-1

20 E

CTS

Representatives of Professional studies

Possible ECTS

transfer

Possible ECTS transfer

1-2 years Spec.

Legal Support for Professional Education

Ø  Dual or Binary System was promoted Ø  Professional programs are primarily to be

delivered at Polytechnics and other institutions of Professional Higher Education

Ø  Only as an exception professional programs can be performed on Universities

Ø  Universities to end enrolling students in professional programs, at the latest, by year 2010./11.

Implementation of two-cycle study programmes

Ø  All our members modified their programmes to support integrative process with other similar institutions in Croatia and in EU; as well as Bologna requirements

Ø  Functional links to Universities do exist Ø  Work needs to be done in some cases for extensions to

our study programmes to be accepted (3 +2) Ø  Programmes are open to students from Universities Ø  Some subjects show interest in keeping professional

study programmes although they are supposed to phase them out by year 2010.

Harmonisation of Programmes Ø  3 Years (180 ECTS) Undergraduate Ø  1-2 Years ( up to 120 ECTS) Ø  Horizontal and vertical Mobility Ø  Interdisciplinary and multidisciplinary orientation Ø  Titles & Competences – still not guaranteed that

students competences will be recognized (in term of rights and titles) l  It would be unfortunate if recognition is given in some

countries only.

Human potential available Ø  Bad Good Thing: We do have shortage of the

full time staff (as intended) l  Cumulative work load with UNI l  Experts from Industry

Ø  Good Thing: We are getting racks for new staff members. We are hiring

Ø  We will succeed with continuing support from Ministry (MZOS)

Ø  Ideally 5% increase per year Ø  We need more support in securing the

necessary space

Financial support

Ø Government could consider providing more financial support or removing limits on student payments

Ø More capital investments Ø Lowmakers still need to provide solutions

as in EU Ø Ratio in financing: approaching ∞ UNI= 1 billion kuna ( 140 Million E) All Poly= 12 million Kn

Postsecondary education:

Ø Primarily to solve the issue of current workforce.

Ø The key approach: Use Life Long Learning approach.

Ţhe profile interested in postsecondary education

Ø  The majority of workforce who finished secondary vocational education

Ø  Entering in EU many of them will not have qualification.

Ø  Examples l  Nurses who finished seconday school will not have

profession, others might follow … l  The question if whether those coming from

secondary school will be supporting staff only?

And …more questions…

Ø Do we need secondary schools for nurses and similar schools that do not have similar in EU at all or …?

Ø  Does it make sense to push current workforce to get Baccalaureate?

Ø Should we establish kind of Vocational Gymnasium (High schools)?

Options for post-secondary education of the workforce

• We can recognize ECTS based on on the job experience

• Shorter duration

• Adaptable to working experience and job specifics

Conclusions

Ø Croatian System is still in development and work is in progress

Ø What is clear is that we need to increase government support for Professional Education if we want to rotate the pyramid on its base as in EU.

Ø LLL is a right choice under current proposal of education system in Croatia in order to meet EU challenges.

STRUKTURA NEZAPOSLENIH OSOBA PREMA STRUČNOJ SPREMI

(prosjek 1999.)

Izvor: ANALI Studentskog centra u Zagrebu; Zagreb 2000

SSS 24%KV, VKV 34%PKV, NSS 14%NKV 21%VSS 4%VŠS 3%

Dva različita tipa sustava visokog obrazovanja

•  unitarni ili komprehenzivni sustav u kojem je najveći broj ustanova visokog obrazovanja organiziran od strane sveučilišta ili sveučilištu sličnih ustanova koje nude i opće akademske stupnjeve obrazovanja i više profesionalno usmjerene programe različitog trajanja i različitih razina, •  Binarni ili dualni sustav sa tradicionalnim sveučilišnim sektorom osnovanim na više-manje Humboldt-ovoj koncepciji sveučilišta i sa odvojenim i različitim izvan sveučilišnim sektorom visokog obrazovanja ( Haug i Tauch, 2001).

Comprehensive vs Dual System

•  Comprehensive u kojem je najveći broj ustanova visokog obrazovanja organiziran od strane sveučilišta ili sveučilištu sličnih ustanova koje nude i opće akademske stupnjeve obrazovanja i više profesionalno usmjerene programe različitog trajanja i različitih razina, •  Binarni ili dualni sustav sa tradicionalnim sveučilišnim sektorom osnovanim na više-manje Humboldt-ovoj koncepciji sveučilišta i sa odvojenim i različitim izvan sveučilišnim sektorom visokog obrazovanja ( Haug i Tauch, 2001).

STRUKTURA STANOVNIŠTVA HRVATSKE PREMA OBRAZOVANJU

(2001) SREDNJA ŠKOLA 47,06%

OSNOVNA ŠKOLA 21,75%

NEZAVRŠENA OSNOVNA ŠKOLA 15,76%

FAKULTETI / AKAD. / MR. / DR. 7,82%

VIŠE ŠKOLE 4,08%

BEZ ŠKOLE 2,86%

NEPOZNATO 0,67%

Struktura ustanova visokog obrazovanja s obzirom na vrstu

ustanovan = 111

77%

23%

SveučilišneustanoveVeleučilišta ivisoke škole

Struktura upisanih studenata u visokom obrazovanju u 2004./05.

(Ukupno = 151851)

84%

16%

Sveučilišta

Veleučilišta ivisoke škole

Struktura visokih škola i veleučilišta s obzirom na osnivača

n = 26

57%

43% DržavnePrivatne

Struktura upisanih studenata u državnom i privatnom sektoru visokih

škola i veleučilištan = 24680

84%

16%

Državni sektorPrivatni sektor

Struktura stalno zaposlenih u državnom i privatnom sektoru visokih škola i

veleučilištan = 670

84%

16%

Državni sektorPrivatni sektor

Struktura financiranja redovite djelatnosti iz državnog proračuna u

2004. godini

94%

6%

Sveučilišta


Struktura kapitalnih ulaganja iz državnog proračuna u 2004. godini

(Ukupno 162 milijuna kuna)

93%

7%

Sveučilišta


Struktura raspodjela novih radnih mjesta u 2003.

n = 300

80%

5%

15%Sveučilišta

Veleučilišta ivisoke školeInstituti

Struktura raspodjela novih radnih mjesta u 2005.

n = 400

86%

14%

Sveučilišta


Harmonizacija stručnih studija sa Bolonjskim modelom

Ø  Bazični studiji – 3 godine (180 ECTS) Ø  Specijalistički studiji – 1 do 2 g. (60 – 120 ECTS)

Mobilnost studenata između različitih vrsta studija

Zakonom predviđena mogućnost prijenosa ECTS bodova sa stručnih na sveučilišne studije i obrnuto, temeljem sporazuma o suradnji sveučilišnih i veleučilišnih ustanova

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