Croatia Review of Higher Education

8/17/2019 Croatia Review of Higher Education

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HIGHER EDUCATION IN

CROATIA

I. Overall descriptionII. Current challenges and needs

– Trends and challenges

– The Bologna ProcessIII. Participation in EU programmes– Tempus

– Erasmus MundusIV. Bibliographical references and websites

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The higher education system in Croatia

Source: "Focus on Higher Education in Europe 2010 - The impact of the Bologna Process" (Eurydice, 2010).


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I. Overall description

1. Major characteristics oftertiary education in thecountry

Legislation covering the field oftertiary education

Croatian higher education is primarilyregulated by the Act on Scientific Activity andHigher Education which came into force inAugust 2003 and established a binary systemwhich supports the professional educationoffered in polytechnics (veleuč ilišta), schools ofprofessional higher education (or colleges)(visoke škole) and, exceptionally, universities(sveuč ilišta) on the one hand, and academiceducation which is conducted solely in

universities, on the other. The main differencesbetween these two types of higher educationinstitutions are that universities, unlikeinstitutions which provide only professionaleducation, are obliged to engage in research;their teachers must have appropriate rankingin the scientific community and apply theirscientific knowledge and research in theeducational process; universities are allowed toindependently perform initial accreditation oftheir study programmes (public universitiesonly), and establish constituent units such asfaculties and academies, which are legallyindependent entities. Both types of higher

education institutions can organise andconduct professional study programmes andissue first and second cycle degrees(universities – academic and professional,other higher education institutions – onlyprofessional), but only universities canimplement third cycle education.

The Act treats private and public highereducation institutions equally.

Types of tertiary educationinstitutions

Croatian higher education used to beconcentrated at the major universities, but inthe past years new public universities havebeen established (Dubrovnik, Zadar and Pula).In addition to this, the incentive for polycentricdevelopment of higher education has continuedin Croatia since 2007, with the Ministry ofScience, Education and Sports and theDevelopment and Employment Fund of theRepublic of Croatia investing EUR 8 million tosupport the establishment and development ofprofessional study programmes outside oftraditional higher education centres.

Public higher education institutions are thoseestablished by the state. Private universities,polytechnics and schools of professional highereducation can be established by the founders

in the manner prescribed by the law andregulations relating to the establishment ofinstitutions. Counties, towns and municipalitiescan establish schools of professional highereducation by decisions of their representativebodies. All higher education institutions inCroatia are non-profit institutions and performtheir duties as a public service. According tothe database of the Agency for Science andHigher Education there are 119 recognisedhigher education institutions in Croatia; 10 areuniversities (sveuč ilišta), 15 are polytechnics(veleuč ilišta) and 27 are schools of professionalhigher education/ colleges (visoke škole). Inaddition to this, there are 67 faculties andacademies which are parts of universities, butlegally recognised as separate and independentlegal entities.

While most higher education institutions arepublicly owned, of the total number ofinstitutions 3 universities, 2 polytechnics and24 schools of professional higher education areprivate. Traditional universities (Zagreb, Split,Osijek, Rijeka) are not functionally integrated,but the recently founded ones are (Zadar,Dubrovnik and Pula).

Types of tertiary educationprogrammes and qualifications

The Act on Academic and Professional Titles

and Academic Degree was passed inSeptember 2007 and established anoverarching system of titles for studentsgraduating from Bologna study programmes,as well as a framework for comparison ofpre-Bologna and Bologna titles.

Academic degree courses are organisedaccording to the system of transferable ECTScredits and have three cycles: undergraduate,graduate and postgraduate. Professionaldegree courses also award ECTS credits butare organised in two cycles. According to the

database of the Agency for Science and HigherEducation, Croatian higher educationinstitutions offered more than 1200 studyprogrammes in 2009/10.

According to the Central Bureau of Statistics, inthe academic year 2009/10 there were 141487 students who followed regular courses inCroatia in the first and second cycles, and anadditional 30 476 students who have taken alltheir courses but have not yet passed all theirprogramme examinations. In 2009/10, 22 034were enrolled in polytechnics, 9 027 in schoolsof professional higher education, and 114 202

in universities. Of these, 110 835 students arein the two-cycle degree system, while theremainder are those who have started theirstudies before the introduction of the threecycles (the so-called ‘pre-Bologna’ or ‘old


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system’ students). In 2009, a total of444 students graduated at the doctoral level,and 965 at the Master level. Of all studentsgraduating at the Master level, 595 were insocial sciences, 88 in natural sciences and 86in technical sciences.

The EU/CoE/UNESCO format of the diploma

supplement was established in Croatia throughthe Ordinance on the Content of Diplomas andDiploma Supplements in January 2005.Amendments to this Ordinance that came intoforce in April 2007 ensure that all studentsgraduating from the reformed Bologna studyprogrammes at Croatian higher educationinstitutions receive their diploma supplementsautomatically and free of charge in Croatianand English and in the EU/CoE/UNESCOformat.

The activities relating to the development ofthe Croatian Qualifications Framework

(CROQF) commenced in March 2006 when theMinistry of Science, Education and Sportsformed the relevant committee. Followingconsultations with numerous partners, at thebeginning of 2007, The Ministry sent theBaseline of the Croatian QualificationsFramework to the Government for adoption. InJuly 2007, the Government adopted theBaseline of the CROQF and the Committee forthe Development of the CROQF wasestablished. The Baseline introduces basicconcepts, outlines the CROQF aims anddevelopment principles (which follow theguidelines in the proposals and discussions forthe Framework for Qualifications of the EHEAand the European Qualifications Framework),and sets out the qualification reference levelswith credit ranges. The National Committee forCROQF development includes all relevantstakeholders (among others, representatives ofthe academia, employers and trade unions).

The Committee adopted a five-year Plan ofActivities in March 2008. Pursuant to theCommittee’s decision, in April 2008 theMinistry of Science, Education and Sports(MSES) established the Operational Team in

support of the Committee. In December 2009,the Report from the Committee with all relateddocuments on the CROQF development wasadopted by the Government. Pursuant to theCommittee’s proposal, a new NationalCommittee for the CROQF implementation witha more focused Expert Team was establishedin May 2010.

2. Distribution ofresponsibilities

The distribution of responsibilities is regulated

by the Act on Scientific Activity and HigherEducation and does not vary with regard to thelevel, although public universities do have asomewhat wider scope of responsibilities than

other higher education institutions regardingresearch and quality assurance.

The Ministry of Science, Education and Sports(MSES) is the administrative body responsiblefor planning, funding and monitoring theoverall education system. MSES performsadministrative and other activities relating to:

the higher education system, securing financialand material conditions for work, professionaleducation and permanent education ofteachers, accommodation, food and otherissues relating to student welfare, and legalsupervision of higher education institutions.

MSES is working closely with other responsiblebodies, such as the National Council forScience, the National Council for HigherEducation, the Science and Higher EducationFunding Council, the Rectors' Conference, theCouncil of Polytechnics and Schools ofProfessional Higher Education and the National

Committee for Ethics. In addition, MSESclosely cooperates with other independentinstitutions such as the Agency for Science andHigher Education, the Agency for Mobility andEU Programmes and the Agency for VocationalEducation, as well as other partners such asthe Ministry of Health and Social Welfare, theMinistry of Economy, Labour andEntrepreneurship, the Croatian Chamber ofEconomy, the Chamber of Crafts, the CroatianEmployment Service and the CroatianAssociation of Employers. The National Councilfor Science is an expert and advisory body ofthe Croatian Parliament responsible fordevelopment and quality of science in theRepublic of Croatia.

The National Council for Higher Education is anexpert and advisory body of the CroatianParliament responsible for the developmentand quality of higher education in the Republicof Croatia. The Croatian Parliament, at therecommendation of the Government, appointsmembers of both Councils. Ideally, membersare representatives of all areas of science andarts, and, regarding the Council for Science,scientists employed in industry. The National

Council for Science also has area councilswhich are divided according to the fields ofstudy: natural sciences, technical sciences,biomedicine and health, biotechnology, socialsciences, humanities and arts. The Science andHigher Education Funding Council is an expertbody of the Councils. The Rectors' Conferencecurrently consists of all public universityrectors. A representative of the Council ofPolytechnics and Schools of Professional HigherEducation participates in the work of theConference, but has no voting rights. TheRectors’ Conference decides on issues ofcommon interest for the development of

universities.

The Council of Polytechnics and Schools ofProfessional Higher Education consists of deans


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of all polytechnics and schools of professionalhigher education. The Council decides onissues of common interest for the developmentof polytechnics and schools of professionalhigher education.

The Committee for Ethics in Science andHigher Education promotes ethical principles

and values in science and higher education, inbusiness relations, in public relations, in theapplication of current technologies and inenvironmental protection.

The Agency for Science and Higher Educationis an independent national body responsible forassessing scientific research and assuringquality in higher education, and recognizingdiplomas and qualifications through theENIC/NARIC. Furthermore, since 2009, theAgency is also responsible for collectinginformation on Croatian higher education andscientific developments, for providing support

to the implementation of the state matura(national exams for graduates from secondaryschools), and for administering the centralisedapplications and admissions to highereducation. The Agency for Mobility and the EUProgrammes provides support for ECTScoordinators at higher education institutions.

3. Governing bodies of theHigher Education Institutions

On the basis of the Act on Scientific Activityand Higher Education and accompanying Rules

and Procedures, higher education institutionsorganise their activities according to theirstatutes, and a number of acts regulatingspecific topics (i.e. Study Regulations, EthicalCodex, Regulation of Financial Issues, etc.).They appoint representatives to the Rectors'Conference, propose the criteria for theselection of academic staff, work closely withthe Councils for Science and Higher Educationand regulate other issues within the scope ofresponsibility of the academic institutions.

The Rector, the Senate and the UniversityAdvisory Board govern the university. This isthe minimum standard required by law, butuniversities may create additional managementand advisory bodies within the scope of theinstitutional autonomy. In addition, auniversity may entrust the management of itsbusiness or part of it to a certain body(managing director, managing board or similaractors).

The decision-making body is the Senate. It iscomposed of teaching staff, which make up atleast 60 % of the body, studentrepresentatives elected by the students (at

least 15 % of the members) andrepresentatives of other employees. TheUniversity Board has 6 or 12 members, withhalf of them appointed by the Senate (at leastone is a student), and half of them appointed

by the founder, local government bodies andthe Chamber of Commerce. The Dean, anexpert council (usually the Faculty Council) andother bodies, as stipulated by the universitystatute or other acts, govern the faculty andthe academy of arts. It is expected that in2010 a new law will be introduced which maychange the current organisation of universities

and their governing bodies.

The Dean, the Professional Council, theGoverning Board and other professional andadvisory bodies govern the polytechnics andschools of professional higher education. TheDean is elected by the Professional Council andapproved by the Governing Board. TheProfessional Council of polytechnics andschools of professional higher educationconsists of teachers, associates and students(at least 15 % of its members are elected bystudents). The Governing Board has fivemembers. The founder appoints three and the

Professional Council elects two members. TheDirector, the Scientific Council, the GoverningBoard and other bodies, as stipulated by thestatute or amendments based on the statute,govern the institutes. The Governing Board iscomposed of members appointed by thefounder and members elected by the ScientificCouncil of the institute.

According to the 2007 Act on Student Counciland other Student Organisations, the mainbody representing students is the StudentCouncil. Student representatives are elected tothe governing bodies of all institutions ofhigher education: university senates, councilsof polytechnics, the Agency for Science andHigher Education Accreditation Council, etc. Bylaw, all higher education institutions shouldhave a student ombudsman who is appointedby the student representative body and isgiven the authority to discuss studentcomplaints with the management of theinstitution, advise students on their statutoryand legal rights and assist them in anydisciplinary cases.

4. Financing

The 2003 Act on Higher Education delegatedestablishment of admission quotas as well asdetermination of tuition fee levels and schemesto the universities and introduced lump sumfinancing which allows higher educationinstitutions to allocate received fundsindependently.

Sources of funding of Croatian highereducation institutions are: founders’ funds,state budget (via MSES), local authoritiesfunding, National Science Foundationproject-based funding, institutions’ own funds,and donors. Between 2003 and 2007, anaverage of 70 % of higher educationinstitutions’ income was provided by the statebudget, which in 2007 amounted to 0.86 % of


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the GDP directly. In the period from 2003 to2007 both state funding and the institutions’own income doubled, but the participation inGDP decreased. Because of the lack of officialmethodology for data collection, thesenumbers are based on estimates by theMinistry of Finance, as collected by theInstitute for Public Finances. The legal criteria

for funding is the estimated amount of workrequired to implement the approvedprogrammes, which correlates with the numberof employees, the estimated workload of theemployees according to the defined standardsin higher education, and the assessed qualityof the programmes. There is no differentiationaccording to the field of study. In practice,though, the amounts allocated are based onthe amounts allocated in the previous yearsand there is no consistent mechanism basedon the above-mentioned criteria. According tothe legal framework, the allocation has to bemade according to the lump-sum model where

the institution itself is allowed to furtherallocate the amount received withoutconsulting the Ministry. In practice, most of themoney is already allocated for staff salariesthrough collective staff pay agreements andother indirect costs, which limits the fundsavailable for free allocation. The financingmodel thus needs to be reformed. Theremaining 30 % come mainly from institutions’own funds, primarily from students’ fees(about 38 %), and research activities andpublications (36 %).

The Law allows for public financing of privateeducation under the same criteria that is validfor public institutions, and on the conditionthat the institution's activities cover a field ofspecific interest to the state which is notcovered by public institutions. In practice, thestate does not usually provide funding forprivate institutions, but their students do havesubsidised meals, tax exemptions, healthinsurance and other student welfare benefitsprovided by the state.

5. Students' contributions and

financial supportEvery year, the universities autonomouslydetermine the admission quotas. Within thesequotas the universities normally assign acertain number of students who are exemptfrom paying tuition in full or in part. Since2008, the Ministry has passed a decision tosupport second cycle students and has signedcontracts with universities undertaking toreimburse tuition fees for full time studentsenrolled in second cycle programmes,therefore making second cycle education freeof charge for these students. The same will be

implemented for the first year of first-cyclestudents in 2010/11. According to MSES, until2010 around 60 % of the first cycle full-timestudents paid no tuition fees at public highereducation institutions in Croatia. Their costs of

study were paid from the state budget throughan indirect system of financial support. Theremaining 40 % of the students paid tuitionfees determined by higher educationinstitutions, which on average amount toaround a third of the actual costs of study. Theexact percentage of the tuition fee they payvaries among higher education institutions and

students, according to their overall success:their ranking on the admission examinations,grades and the number of ECTS credits astudent has earned. Part-time students (non-traditional) and postgraduate students alwayspay tuition fees and do not receive anybenefits provided by the national studentwelfare system. The annual tuition fees arebetween EUR 700 and 1 400 per year for firstand second cycle students, and betweenEUR 1 400 and 3 000 for postgraduatestudents.

The MSES formed a Committee in 2009 to

develop a new legal framework in highereducation and to evaluate the currentlegislative framework that pertains to thefunding of costs for studying in Croatia. TheGovernment of the Republic of Croatia passeda decision in March 2010 to provide educationin first cycle programmes free of charge.Contracts have been signed with the highereducation institutions and the implementationof this decision will start in the academic year2010/2011.

All students at private higher educationinstitutions pay tuition fees, which rangebetween EUR 1 500 – 15 000 annually. PrivateHEIs might provide tuition fee remission forsome of their students, but this is notregulated at national level.

All full-time students in Croatia receive a foodsubsidy (the price of a full meal for students isEUR 0.8 and the rest is covered by the state),health insurance, tax exemption on studentemployment, subsidy for privateaccommodation, tax relief on student parents’income. In addition, most full-time students inCroatia have full or substantial subsidies for

local transportation costs (funded by the localcommunities). Students who live in studentdormitories pay around EUR 30 per month fortheir lodging (prices vary in differentdormitories and different cities). There is also asystem of annual state grants for severalcategories of students: exceptional students,students of lower economic or social status,and students with disabilities. Since there is noofficial data on study costs or the access of allsocial groups to higher education, MSES andother stakeholders have joined the Tempusproject Towards Equitable and Transparent

Access to HE , which will be implemented by

the end of 2012 with the goal of evaluating thecurrent system of student support, providingdata and producing guidelines for policychanges. The Republic of Croatia has also


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joined the EUROSTUDENT IV comparativestudy of student welfare.

6. Licensing, quality assuranceand accreditation of institutionsand/or programmes

Quality assurance in higher education and inscience is regulated by the 2009 Act on QualityAssurance in Higher Education and Science.Internal quality assurance is provided by theinstitutions’ internal QA systems in the form ofinternal checks. Study programmes deliveredat public universities are self-accredited byuniversity senates, while programmesdelivered by private higher educationinstitutions, polytechnics or schools ofprofessional higher education are accredited bythe Agency for Science and Higher Education(ASHE). ASHE is an independent public bodyresponsible for external quality assurance in

Croatia and implements regular audits,evaluations, accreditation of some professionalstudy programmes and re-accreditations of allhigher education institutions. Public HEIs otherthan universities (polytechnics and colleges),and all private HEIs need to submit proposalsof their study programmes to ASHE whichstarts the accreditation procedure within eightdays and arranges a peer review team toevaluate the proposed programme. Followingthe opinion of the peer review team, ASHEwithin 60 days recommends whether theeducation minister should issue a license or not(this is a formal arrangement and the MSES isobliged to accept the ASHE recommendationsand decisions). These programmes are alsosubject to cyclical re-accreditation every fiveyears.

In the case of accreditation of new institutions,all such proposals must include an agreementwith an already accredited HEI about the jointprovision of an already accredited studyprogrammes. After the period of two years, thenew institution may apply for independentawarding of the qualifications. ASHE willappoint a peer review team to evaluate the

proposal and submit its accreditation decisionto the education minister. All higher educationinstitutions are subject to cyclical re-accreditation every five years.

7. Admission

Regulations governing admissions are, by law(the Act on Science and HE), set individually byeach higher education institution. As such,higher education institutions individually decidehow they will recognise prior learning as a partof the admissions procedure. They are alsoresponsible for determining the admissionquotas.

Starting from the academic year 2010/2011,admission procedures for enrolment at higher

education institutions in Croatia are centralisedand managed by the Central Application Officewhich is a part of the Agency for Science andHigher Education; the basis for admissionranking are secondary school grades andsuccess at the newly introduced state matur a,implemented at state level. Higher educationinstitutions are autonomous in deciding on the

weight given to the results of the stategraduation examination.

Students who did not complete a relevantsecondary school also have the right to enrol inundergraduate studies. The higher educationinstitution determines the registrationconditions for those applicants. It is expectedthat the development of the CroatianQualifications Framework will create a non-binding framework which will facilitate therecognition of prior learning for the purposes ofadmissions processes.

8. Organisation of the academicyear

Duration of the academic year is defined bylaw (the Act on Science and HE): every year itbegins on 1st of October and ends on 30th of September of the following year. By law, thestructure of the academic year is defined bythe HE institutions themselves, in semesters ortrimesters. The most common structure is twosemesters, with the winter semester ending inFebruary. Examination periods are connectedto academic breaks which usually take place in

February, with the summer break from mid-July to the beginning of September. There arealso numerous HEIs that apply obligatorycontinuous student evaluation duringsemesters which usually reduce or evenreplace extra examination periods.

9. Curriculum content

The curriculum is defined at institutional level(as regulated by Article 79 of the Act onScience and Higher Education). All highereducation institutions except public universities

have to have their study programmesevaluated by the Agency for Science andHigher Education before approval(accreditation). The Act stipulates the curriculato be in line with the latest scientificachievements, national priorities, professionaldemands and comparable EU curricula. Thereare no compulsory or core subjects defined atthe national or regional level, but most studyprogrammes do have some core/compulsorysubjects which are required in order tograduate.

10. Assessment, progression,certification and degree

The law does not define assessment methods,nor are there official studies in this field.


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Anecdotal evidence shows that assessmentduring examination periods is mostlyconducted via oral and written exams. ManyHEIs do not have examination periods, butassess their students continually according todifferent types of assessments which includemonthly tests, short class tests, homework,project and team work etc. The final mark

can, according to the Act on Science andHigher Education, be from 1 (fail) to 5(excellent). Most assessments are criteria-based (absolute), but there are examples ofrelative assessment as well.

The requirement for final qualifications asprescribed by the Act on Science and HE is thecompletion of all exams, with a thesis and/or afinal exam optional in professional degreecourses and obligatory in academic studyprogrammes at all levels.

All Croatian HE qualifications include a

reference to the field of study (or a branch ofscience for third cycle programmes.) Uponcompletion of first cycle universityprogrammes, students are awarded adocument called svjedodžba and the academictitle of University Baccalaureus – sveuč ilišni

prvostupnik (exceptionally, studentsgraduating from technical sciences areawarded the academic title UniversityBaccalaureus Engineer -sveuč ilišni prvostupnikinženjer .)

On completion of second cycle universityprogrammes, students are awarded adocument called diploma and the academictitle of Master - magistar (or Master ofEngineering -magistar inženjer.) On completionof integrated first and second cycleprogrammes in medicine, dental medicine orveterinary medicine students are awarded theacademic title of Doctor (doktor ). Oncompletion of third cycle universityprogrammes, students are awarded adocument called diploma and the academicdegree of Doctor of Science or Doctor of Arts(doktor znanosti or doktor umjetnosti ).

On completion of postgraduate specialistprogrammes, students are awarded adocument called diploma and the title ofUniversity Specialist (sveuč ilišni specijalist .)Students of postgraduate specialistprogrammes in medicine, dental medicine orveterinary medicine are awarded the title ofUniversity Master (sveuč ilišni magistar ).

Short cycle professional programmes normallylast for two or two-and-a-half years, in whichstudents accumulate between 120 and150 ECTS credits, respectively. On completionstudents are awarded a document called

svjedodžba and the professional title struč ni pristupnik , which is broadly equivalent to anassociate degree.

On completion of the first cycle of professional

programmes, students are awarded adocument called svjedodžba and theprofessional title of Professional Baccalaureus -struč ni prvostupnik (or ProfessionalBaccalaureus Engineer -struč ni prvostupnikinženjer.)

On completion of specialist graduate

professional programmes, students areawarded a document called diploma and theprofessional title of Professional Specialist struč ni specijalist (or Professional SpecialistEngineer - struč ni specijalist inženjer ).Students graduating in the fields of medicine,dental medicine or veterinary medicine areawarded a professional title of diplomirani witha reference to the field of study.

There are no first cycle qualifications that donot give access to the second cycle. There areno additional requirements during theuniversity first cycle programme for continuing

enrolment in a professional second cycleprogramme. However, the universitiesdetermine the conditions for admission to theirsecond cycle programmes after the completionof a professional first cycle programme.Universities may set additional courses anddifferent exams as requirements for studentswho are transferring from professional touniversity studies, and these courses usuallyfocus on the development of research skills ortheory-based knowledge.

All second cycle university qualifications giveaccess to the third cycle, but holders of secondcycle professional qualifications have to passadditional courses and examinations to preparethem for participation in a research studyprogramme. The percentage of second cyclequalifications that give direct access to thethird cycle is 85 % (data provided by theMSES).

Based on the 2007 Act on Adult Education,higher education institutions can use priorinformal or non-formal learning in their internalregulations. These regulations can specify thatprior learning can be used as a basis for the

allocation of credits, in which case suchallocation needs to be well documented andsubject to external quality assurance. Therecognition of prior learning at Croatian highereducation institutions is in its early stages andan important step forward will be further workon the Croatian Qualifications Framework. Thiswill set the non-binding standards upon whichhigher education institutions can rely whendrafting their own regulations.

11. Academic staff

The categories of the academic staff aredefined by the Act on Scientific Activity andHigher Education.

There are different selection criteria for


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different parts of the HE system.

Two types of grading are required foruniversities: first, an appropriate scientificgrade, which is obtained upon meeting therequirements, set by the National Council forScience (NCS) at the national level; second, ascientific teaching grade, which relates to the

teaching position at the university and isgained through an appointment procedurecarried out autonomously by the university bymeans of a public competition. The method ofverifying whether one meets these conditionsand has the necessary psychological orphysical characteristics is outlined in theuniversity statute or other organisationaldocuments. Research or teaching assistanttitles are selected from the ranks of the mostsuccessful students that are appointedaccording to the statute of the highereducation institution and the regulationsprovided by the MSES.

Corresponding rules apply at polytechnics andschools of professional higher education,except that these do not have positionscorresponding to scientific teaching grades.However, teachers appointed toscientific/teaching or nominal grades at theuniversity are able to conduct this type ofinstruction.

Persons appointed to teaching positionsconclude a permanent employment contract,which includes an obligation to seekre-appointment or advancement every fiveyears. The obligation to seek re-appointmentends with the person’s second appointment tothe position of a full professor or a teachingpost of a college professor (permanent grade).The NCS defines minimal standards forpromotion based on scientific achievements,primarily based on scientific publications. TheNCHE approves the conditions of the Rectors’Conference and the Council of Polytechnics andSchools of Professional Higher Education forawarding scientific teaching, artistic teachingand education teaching positions. The Rectors’Conference, with the approval of the NCHE,

determines the general scientific/teachinggrades.

12. Research activities

As stated in the Act on Scientific Activity andHigher Education and the Science andTechnology Policy of the Republic of Croatia forthe period 2006-2010 (MSES, 2006), scientificactivities are a main responsibility ofuniversities (but not other HE institutions).

Research activities undertaken by highereducation institutions are under the authorityof the MSES, which carries out administrativeand other tasks related to planning, financing,implementing and monitoring science andtechnology in the Republic of Croatia. The

strategic and advisory body for developing andmaintaining the quality of the overall scientificactivity is the National Council for Science(NCS). It monitors and evaluates the quality ofscientific organisations, proposes budgets forscientific activities, organises the evaluation ofscientific projects and programmes, andsubmits annual budget proposals for science

and HE to the Croatian Government. In 2000,the Croatian Parliament passed an Actestablishing the National Science Foundation(NZZ), the government agency responsible forfunding scientific and developmental projectsin addition to the MSES.

The largest part of research activities in termsof human resources and the number of R&Dlegal entities recorded by the Central Bureau ofStatistics (CBS) rests within the HE sector. Thissector makes up around 44 % of all the R&Dinstitutions and employs between 50 %-60 %of all researchers. The majority of state-funded

research projects, over 70 %, are implementedby universities, while the remaining areimplemented by public institutes, privateinstitutes and other research units. Thecommercialisation of science through scientificcooperation (e.g. contract research) or spin-offcompanies is still a new practice in theCroatian academic community. The share of HEexpenditures on R&D financed by the privatebusiness enterprises or industry makes uparound 10 % of such spending, while themajority of HERD is financed by the centralGovernment, at more than 70 %. In April 2007

the Croatian Parliament passed Amendmentsto the Act on Scientific Activity and HigherEducation which introduced a system of taxreductions for scientific research in order tofacilitate the commercialisation of scientificresearch and the entry of private funding intohigher education. Croatian scientists alsoparticipate in international, mostly EU-funded,R&D projects such as FP7, COST, ESF, Eurekaetc.

13. University-enterprisecooperation

According to the Act on Scientific Activity andHigher Education, the definition of curricula isat the discretion of HE institutions, andemployers are legally regulated only withregard to the election of members to NCSHE.University-enterprise cooperation is neitherregulated nor analysed at national level and isa component of Croatian higher education thatneeds to be strengthened in the future. Inpractice, most higher-education institutions dorequire some on-the-job training from theirstudents before graduation, and often theinstitutions themselves make agreements with

employers and arrange internships andtrainings. There are no studies, however, onthe impact and quality of such arrangements.


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There are some examples of good practice,especially within various Tempus projects, thathave strengthened the links between highereducation and entrepreneurs, includedemployers in the development of new studyprogrammes and provided employers withopportunities for lifelong learning. InApril 2009 the Service for Professional

Orientation of Students was established at theUniversity of Osijek. The service assistsstudents in making and implementing decisionsabout future careers, as well as furthereducation, with employers working to developquality collaboration and thus achieve a bettercorrelation of the University and the labourmarket. The activities of the Tempus JEPproject of the European Commission ECAS –Establishing Career Advising Services atCroatian Universities, coordinated by theUniversity of Dubrovnik, include theestablishment of a service for the professionalcounselling of students at three Croatian

universities (in Dubrovnik, Rijeka and Osijek).The purpose of the Service is to enableuniversities to better prepare their students forentry into the labour market.

Two Tempus projects are currently beingimplemented with university-enterprisecooperation in view: FoSentHE (FosteringEntrepreneurship in Higher Education) andOPUS (Opening University towards Society:Linking Education-Research-Innovation).

14. International cooperation

International cooperation in higher educationencompasses interuniversity cooperation,intergovernmental cooperation and cooperationon the basis of different mobility programmes,namely Erasmus (Lifelong LearningProgramme), Erasmus Mundus, Marie Currie(FP7) and CEEPUS.

MSES funded over 500 months of scholarshipsper year for incoming student mobility on thebasis of bilateral agreements and operationalprogrammes of cooperation concluded betweenthe Croatian Government and 44 other

countries.

Moreover, MSES funds over 100 months ofscholarships for the teaching staff in theframework of the CEEPUS programme.

On the basis of the Memorandum ofUnderstanding between the Republic of Croatiaand the European Union, Croatia expressed itswish and dedication to participate in theLifelong Learning Programme (LLP) prior to itsaccession to the European Union. Theconclusion of the Memorandum ofUnderstanding envisages Croatia’s fullparticipation in the Programme by the end of2010 and its full participation in theProgramme from 2011 onwards.

In order to participate in the LLP, Croatiaestablished, in 2007, the National Agency forthe LLP, the Agency for Mobility and EUProgrammes which became operational withsupport of the EU funds (IPA), and a statebudget.

The National Agency is currently implementing

Preparatory Measures with the purpose of fullyequipping and training its staff, carrying out acomprehensive information campaign, andimplementing pilot projects within the LLP. Theamount of 97% of the overall yearly budgetallocated for the pilot projects under the IPAPreparatory measures was contracted in 2009.MSES additionally supported outgoing mobilityof students by having awarded ERASMUSgrants to 100% of total applications receivedat the higher education institutions foroutgoing mobility in the academic year2009/2010.

Opportunities for student and staff mobility arealso available through TEMPUS (although, from2010, Croatia participates in TEMPUS only on aself-financing basis) and Erasmus Mundus.

Foreign students and staff are accepted at thestudent dormitories of all universities inCroatia. The ongoing project of buildinguniversity campuses in several cities includesexpanding the capacity of student dormitoriesso as to increase quotas for foreign studentsand staff. Offices for International Relations atCroatian universities provide foreign studentswith information pertaining to their courseobligations and the administrative regulationsof their stay in Croatia. In cooperation with theInstitute for Development of Education and theAgency for Mobility and ASHE, MSES started tobuild up a portal for foreign students. Theportal “Study in Croatia” will contain allrelevant information, including Croatianregulations and a complete list of availablestudy programmes. The portalwww.studyincroatia.com is to becomefunctional by the end of 2010.

There is, however, a need to strengthen

further the number of courses being offered inforeign languages, as well as to encouragesupport for international students atpolytechnics and schools of professional highereducation. In 2009 the MSES set up a WorkingGroup with the objective of smoothing theprogress of increasing international mobility inthe education sector. The Working Group forremoving obstacles to mobility in education iscomposed of representatives from variousgovernmental and public institutions namelythe MSES, the Ministry of Finance, the Ministryof Interior, the Agency for mobility and EUProgrammes, the Agency for Science and

Higher Education, higher education institutions,and the Institute for Development of Educationand the students’ representative. The maintask of the Working Group is to prepare


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proposals for amendments to the existinglegislation, to regulate the temporary residencyof foreign pupils, students, teachers and non-teaching staff in Croatia, as well as to regulatethe awarding of scholarships to pupils,students, teachers and non-teaching staff for

study trips abroad. Although the Action Planfor removing obstacles to learning mobility isenvisaged to be adopted by the Government inthe last quarter of 2010, a number of resultshave already been achieved.

II. Current challenges and needs

1. Trends and challenges

The major challenges facing the highereducation system in Croatia in the near tomid-term are the structural reform ofuniversities, the reform of the financing system

for higher education, assurance of equitableaccess to higher education, and thecontinuation of curricular reforms alongside theimplementation of the Croatian QualificationsFramework.

According to the data provided by the CentralBureau of Statistics, in the academic year2006/2007, Croatian tertiary educationinstitutions employed, on a full-time equivalentbasis, 9 457 professors and associate lecturers,while in the academic year 2009/2010, therewere 11 459 professors and associatelecturers. This data shows that, in only three

years, the number of professors and associatelecturers in the Republic of Croatia increasedby over 21 %. In addition to this, between2005 and 2008 the budgetary provisions forhigher education increased by 33 %. Sincethen, under the effects of the economic crisis,the available budgetary funds have decreasedbut the increase in available funds stillsurpasses significantly the comparable increasein the number of students (3 %).

The increased public funding and increasedhuman resources have resulted in somepositive changes in the higher educationsector: new student services have starteddeveloping and there has been an overallimprovement in the teacher/student ratio. Thecapacity of higher education institutions to usethe new resources efficiently, however, islimited by weak governance structures. Byhistoric tradition, the four largest publicuniversities in Croatia (Rijeka, Zagreb, Osijekand Split), are loose associations ofindependent institutions – faculties, andaccount for over 70 % of all students inCroatia. According to OECD (2007) and WorldBank (2009) reports, this governance model

hampers the progress of system reforms anddecreases the overall responsiveness of theuniversity system to the needs of Croatiansociety. The legal independence of facultieslowers the universities’ capacity to function as

single entities, which negatively affects theirstrategic development, their use of resourcesand the overall quality of teaching andresearch.

The draft Act of Universities, currently underdiscussion, plans to reform the governancemodel and the financing system for highereducation in Croatia. Croatia is planningseveral EU projects to support the institutionalchanges planned by this new legislation.

The planned reform of the system in place fortuition fees and student welfare aims toremove obstacles to the HE system. A concreteproposal of the new student support system inCroatia, which can be translated into concreteamendments of laws and regulations, is to be

developed with the help of the Tempus projectTowards Equitable and Transparent Access toHigher Education in Croatia, theimplementation of which began in February2010.

Another major task in Croatia is the curriculumreform, including the correct implementationand linking of the expected learning outcomeswith the student workload (and, thus, theallocation of ECTS credits) and qualification.This is a task which overlaps with thedevelopment of the Croatian QualificationsFramework, a process to be finished by 2012.

In order to enhance the implementation oflearning outcomes in higher education, sixprojects have been financed by the NationalScience Foundation, implemented at differentuniversities and dealing with learning outcomesin teacher education, interdisciplinary fields,student evaluation in the first and secondcycle, etc. Activities of HERE experts, fundedby the EU via the Tempus office since 2007,also contributed to the promotion of thecurricular reform.

The role of students in the reform processes atall institutional levels is to be continuously

strengthened through implementation of the2007 Act on Student Council and other StudentOrganizations.


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The new Act regulating the status and theremits of the quality assurance agency (ASHE -Agency for Science and Higher Education) wasadopted in 2009 and is being implemented,especially with regard to the role of universitiesin the accreditation of study programmes andinternal QA, adaption of the Agency toEuropean standards and preparation for full

ENQA membership. By developing a stronghigher education information and statisticssystem (which currently does not meet the

needs of MSES and ASHE), quality assurancewill be significantly improved and the role ofthe Agency strengthened.

Finally, Croatia is to join the Erasmusprogramme in 2011; this should improveacademic mobility significantly – one of theprimary aims of the Bologna process. With this

aim, the MSES has established a workinggroup for removing the remaining obstacles toacademic mobility.

2. The Bologna Process

The Bologna Cycle Structure

Level of implementation of

a three-cycle structurecompliant with the

Bologna Process

Bologna structure fully implemented in all or most study fields

Student workload/duration for the most common Bologna programmes

Bachelor programmes 180 ECTS (3 years) Master programmes 120 ECTS (2 years)

Bachelor/Master cycle

structure models most

commonly implemented

180 + 120 ECTS credits (3+2 academic years)

European Credit Transfer System (ECTS)

Legislation on ECTS Legislation governing the arrangements for implementing ECTS has beenintroduced.

Level of implementation of

ECTS

Over 75 % of institutions and programmes use ECTS for both transfer andaccumulation purposes. Allocation of ECTS is based on contact hours, or acombination of contact hours and student workload.

Diploma Supplement (DS)

Implementation of the

Diploma Supplement DS issued in the vast majority of study programmes.

Diploma Supplement

issued

Automatically and free of chargeIn the language of instruction and/or

more official languages

National Qualification Framework (NQF)

Not yet started formally.

Step 1: Decision taken. Process just started.

XStep 2: The purpose of the NQF has been agreed and the process isunder way including discussions and consultations. Various committeeshave been established.

Step 3: The NQF has been adopted formally and the implementationhas started.

Step 4: Redesigning the study programmes is on-going and the processis close to completion.

Stage towards

establishing a NationalQualification Framework

Step 5: Overall process fully completed including self-certifiedcompatibility with the Framework for qualifications of the EuropeanHigher Education Area.


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National Quality Assurance System

National Body for Quality Assurance

Name Agency for Science and Higher Education

Year of establishment 2004

Status Independent national body

Principal "object" of the

evaluations Institutions plus programmes

Body responsible for Both public and private higher education institutionsA decision granting the reviewed institution/programme permission tooperate/teach at certain levels/undertake research, etc.Main outcome of the

reviewX

Advice on how the reviewed institution/programme can improve qualityin specific areas

Recognition of qualifications

Ratification of the Lisbon

Recognition ConventionYes 2002

Adoption of national

laws/regulations required

to implement the LisbonRecognition Convention

Yes 2004

Institution responsible forrecognising foreignqualifications for the

purpose of academic

study in the country

Higher education institutions

Institution responsible forrecognising foreign

qualifications for the

purpose of work in thecountry

Agency for Science and Higher Education (Croatian ENIC office)

III. Participation in EU programmes

1. Tempus

Croatia has participated in the Tempus Programme since 2000.

1. Statistics

Number of projects in which one or several institutions in the country have been involved(as coordinator, contractor or partner)

TEMPUSI and II

TEMPUSIII

TEMPUSIV

1990-1999 2000-2006 2008 2009 2010

Joint European Projects - 68 8 5 0

Structural & Complementary Measures (Tempus III)Structural Measures (Tempus IV)

- 17 1 1 0

Total - 85 9 6 0

Higher education institutions with highest TEMPUS participation during TEMPUS I to III(1990-2006)

Number of projectsInstitutions Total

JEP SCM

UNIVERSITY OF ZAGREB 72 60 12

UNIVERSITY OF SPLIT 39 27 12


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UNIVERSITY OF RIJEKA 37 28 9

JOSIP JURAJ STROSSMAYER UNIVERSITY OF OSIJEK 16 10 6

UNIVERSITY OF ZADAR 16 9 7

UNIVERSITY OF OSIJEK 14 12 2

UNIVERSITY OF DUBROVNIK 13 6 7

2. Impact of the TEMPUS ProgrammeThe Tempus programme has contributedsignificantly to the development of existingcurricula and the establishment of new ones inCroatia. For example, the first curriculum inthe field of underwater science has beenestablished in the region under the projectUnderwater Science and Technologies, and theproject Geographic Information Science andTechnology in Croatian Higher Education hasrevised the existing curriculum, both accordingto the Bologna principles and with a view togiving Croatia a stronger position in the

European Higher Education Area.What has to be emphasised in particular is arevision of ECTS credits, as well as theimprovement of teaching methodologies andthe further development of quality assuranceat Croatian higher education institutions. Theproject Palliative and Pain Medicine Project hasintroduced new courses and strengthened theposition of Croatian medical experts inpalliative care in the region, and the Faculty ofAgronomy at the University of Zagreb hasintroduced quality assurance standards underthe project Support Network for Improvement

of the Strategic Planning project. Qualityassurance has also been a crucial element ofnumerous other Tempus projects in Croatia.

The involvement of students has also playedan important part in the implementation ofTempus in Croatia. Student representativeshave been involved in the project andbenefitted from the above-mentionedintroduction of new curricula, as well as fromcollaboration with European partner institutionsand institution building. Collaboration withforeign partners has been further developed onall levels, with academic, administrative and

managerial staff at Croatian higher educationinstitutions benefitting from this, primarilythrough numerous training courses andmobility, which took place under a vastnumber of Tempus projects financed inCroatia.

Institution building has also played animportant role in the implementation of

Tempus in Croatia. For example, career advicecentres have been founded at three Croatianuniversities under the project Establishment ofCareer Advice Centres at Croatian Universities and new research offices have been founded insix Croatian universities under the projectCapacity Building for Research in Croatia.Furthermore, within the framework of theproject Enhancing Absorption Capacity of EU

programs in Croatia, four educational modulesin international project management weredeveloped, an accompanying handbook waspublished and the Centre for internationalproject management was founded. Newresearch strategies have also been developedunder the latter project. The project OpeningUniversity towards Society: Linking Education– Research – Innovation has had an impact onthe definition of structural and legal measuresat institutional, national and regional levelrelating to research, doctoral studies andtechnology transfer, in order to create newstrategic documents.

Finally, it is worth mentioning that there is astronger link between the academic andbusiness community, which can be seen in

various Tempus projects in Croatia. Links withindustry have been strengthened under therecently funded project Virtual ManufacturingNetwork – Fostering an Integration ofKnowledge Triangle, as well as under projectssuch as Electricity Market Simulations and

Analysis Curricula for Engineering Education,Numerical and Experimental EngineeringDynamics and KollaborativeInternatonalisierung des Software Engineeringsin Kroatien. The latest project also involvesstrong collaborative internationalisation of thehigher education system, and it has an impacton the establishment of regional and national

networks at academic and business level fortechnology transfer in the field of programmeengineering.

All Croatian universities have beenparticipating in Tempus programmes and thereis a generally accepted positive attitudetowards its impact on the Croatian highereducation system.


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2. Erasmus Mundus

Number of students/staff participating in the programme

Erasmus Mundus – Joint degrees (Action 1)

2004/2005 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011

Students - 2 - - 10 13 20

Scholars - - - - - - N/A

Nationals of the country participated in the programme for the first time in 2005-2006 (students).

Erasmus Mundus– Partnerships (External Cooperation Window, Action 2)

Year of Grant Allocation 2007 2008 2009

Undergraduate - 6 9

Master - 2 19

Doctorate - 1 8

Post-doctorate - 1 1Academic staff - 28 8

Total - 38 45

Institutions participating in the programme up to and until 2010

InstitutionsAction 1

Joint Programmes

Action 2 Partnerships

Action 3

Attractiveness projects

JOSIP JURAJ STROSSMAYER UNIVERSITY X

UNIVERSITY OF ZAGREB X X

UNIVERSITY OF ZADAR X

IV. Bibliographical references and websites:

• Scientific Activity and Higher Education Act, Amended in 2004 and 2007, published in the OfficialGazette 123/03, 105/04, 174/04 and 46/07,

•

Amendments available in Croatian at web-site of the Official Gazette of the Republic of Croatia -http://narodne-novine.nn.hr/

•

Act on Academic and Professional Titles and Academic Degree (Official Gazette 107/2007):http://narodne-novine.nn.hr/clanci/sluzbeni/2007_10_107_3126.html

• Agency for Science and Higher Education: http://www.azvo.hr/Default.aspx?art=590&sec=288

• Press releases of the Croatian Bureau of Statistics:http://www.dzs.hr/default_e.htm

• Ordinance on the Content of Diplomas and Diploma Supplements, (Official Gazette 9/2005):http://narodne-novine.nn.hr/clanci/sluzbeni/2005_01_9_140.html

• Diploma Supplement by the Ministry of Science, Education and Sports available at web-site ofMSES: http://public.mzos.hr/Default.aspx?art=6214

•

Act on Student Council and other Student Organizations (Official Gazette 71/2007),http://narodne-novine.nn.hr/clanci/sluzbeni/2007_07_71_2182.html

•

Agency for Mobility and Programmes of the European Union : http://www.mobilnost.hr/

• Croatian Qualifications Framework, web-site of the Government of the Republic of Croatia:http://www.vlada.hr/hr/aktualne_teme_i_projekti/aktualne_teme/hko_hrvatski_kvalifikacijski_okvir

http://www.azvo.hr/Default.aspx?art=590&sec=288http://www.dzs.hr/default_e.htmhttp://public.mzos.hr/Default.aspx?art=6214http://public.mzos.hr/Default.aspx?art=6214http://narodne-novine.nn.hr/clanci/sluzbeni/2007_07_71_2182.htmlhttp://narodne-novine.nn.hr/clanci/sluzbeni/2007_07_71_2182.htmlhttp://www.mobilnost.hr/http://www.vlada.hr/hr/aktualne_teme_i_projekti/aktualne_teme/hko_hrvatski_kvalifikacijski_okvirhttp://www.vlada.hr/hr/aktualne_teme_i_projekti/aktualne_teme/hko_hrvatski_kvalifikacijski_okvirhttp://www.vlada.hr/hr/aktualne_teme_i_projekti/aktualne_teme/hko_hrvatski_kvalifikacijski_okvirhttp://www.vlada.hr/hr/aktualne_teme_i_projekti/aktualne_teme/hko_hrvatski_kvalifikacijski_okvirhttp://www.vlada.hr/hr/aktualne_teme_i_projekti/aktualne_teme/hko_hrvatski_kvalifikacijski_okvirhttp://www.mobilnost.hr/http://narodne-novine.nn.hr/clanci/sluzbeni/2007_07_71_2182.htmlhttp://public.mzos.hr/Default.aspx?art=6214http://www.dzs.hr/default_e.htmhttp://www.azvo.hr/Default.aspx?art=590&sec=288


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• National Council for Science : http://www.nvz.hr/

•

National Council for Higher Education : http://www.nvvo.hr/

• Agency for Science and Higher Education website – an overview of HE in Croatia:http://www.azvo.hr/Default.aspx?sec=246

• National Foundation for Science and Higher Education: http://www2.nzz.hr/index.php?lang=en

•

Science and Technology Policy of the Republic of Croatia for the period 2006-2010(MSES,2006),

web-site of MSES: http://public.mzos.hr/Default.aspx?sec=2169

• MSES overview of Croatian HE, web-site of MSES:http://public.mzos.hr/Default.aspx?art=5865&sec=2510

• OECD Thematic Review of Higher Education Country Background Report for Croatia, April 2007,web-site of MSES: http://public.mzos.hr/Default.aspx?sec=3144

•

OECD Reviews of Tertiary Education: Croatia, web-site of OECD:http://www.oecd.org/dataoecd/42/17/38814548.pdf

•

The World Bank’s Croatia EU Convergence Report: Reaching and Sustaining Higher Rates ofEconomic Growth, web-site of the World Bank: http://go.worldbank.org/SIIL1SMUN0

• Bajo, Ante, Institute for Public Finances Zagreb, May 2008: Presentations from the researchproject on financing of higher education institutions (in Croatian), web-site of Institute for Public

Finances: www.ijf.hr/Pdf/bajo-znanost.ppt

• Hunjak, Tihomir, Financing of Higher Education Institutions, Institute for Public Finances Zagreb,May 2008

Useful websites:

• Ministry of Science, Education and Sports http://public.mzos.hr/Default.aspx

•

Agency for Science and Higher Education http://www.azvo.hr/Default.aspx

• Agency for Mobility and Programmes of the European Union http://www.mobilnost.hr/

• Institute for the Development of Education http://www.iro.hr/en/

THIS DOCUMENT HAS BEEN PRODUCED BY THE EDUCATION, AUDIOVISUAL AND CULTURE EXECUTIVE AGENCY(EACEA) ON THE BASIS OF CONTRIBUTIONS FROM THE TEMPUS OFFICE AND THE AUTHORITIES OF THECOUNTRY CONCERNED1, INCLUDING THE REPRESENTATIVES OF THE BOLOGNA FOLLOW-UP GROUP (BFUG).THE APPROACH AND DATA COLLECTION HAVE BEEN IMPLEMENTED IN CLOSE COOPERATION WITH EURYDICE,THE NETWORK ON EDUCATION SYSTEMS AND POLICIES IN EUROPE.THE EXECUTIVE AGENCY WORKS UNDER THE SUPERVISION OF THE COMMISSION DIRECTORATES GENERAL.THIS PUBLICATION IS MADE WITHIN THE FRAMEWORK OF THE EUROPEAN UNION TEMPUS PROGRAMME WHICHIS FUNDED BY THE EUROPEAID CO-OPERATION OFFICE (EASTERN EUROPE, CENTRAL ASIA, MEDITERRANEANREGION, MIDDLE EAST) AND THE DIRECTORATE-GENERAL FOR ENLARGEMENT (SOUTH EAST EUROPE).

This document reflects the views of the Tempus Office and the Authorities of the country concerned. TheEuropean Commission cannot be held responsible for any use which may be made of the information containedtherein.

For further information:- Education, Audiovisual and Culture Executive Agency (EACEA)Unit P10 - Tempus and Bilateral Cooperation with Industrialised Countries

Postal address: Tempus ProgrammeAvenue du Bourget 1 (BOUR 02/017) B-1140 Brussels, BelgiumContact : [email protected] site: http://eacea.ec.europa.eu/tempus/

- National Tempus Office CroatiaPostal address: Agency for Science and Higher EducationDonje Svetice 38 10000 Zagreb, CroatiaContact : [email protected] site : http://www.azvo.hr/hr/medunarodne-aktivnosti/ured-tempus

Last update: October 2010.

1 Gordana Cukar, Đurđica Dragojević (NTO Croatia, Agency for Science & Higher Education); Filip

Jakopović (Agency for Science & Higher Education); Luka Juroš, Jasmina Skočilić, Ana Goršić (Ministryof Science, Education & Sports).
http://www.nvz.hr/http://www.nvvo.hr/http://www.azvo.hr/Default.aspx?sec=246http://www.azvo.hr/Default.aspx?sec=246http://www2.nzz.hr/index.php?lang=enhttp://public.mzos.hr/Default.aspx?sec=2169http://public.mzos.hr/Default.aspx?sec=2169http://public.mzos.hr/Default.aspx?art=5865&sec=2510http://public.mzos.hr/Default.aspx?art=5865&sec=2510http://public.mzos.hr/Default.aspx?sec=3144http://public.mzos.hr/Default.aspx?sec=3144http://go.worldbank.org/SIIL1SMUN0http://go.worldbank.org/SIIL1SMUN0http://www.ijf.hr/Pdf/bajo-znanost.ppthttp://www.ijf.hr/Pdf/bajo-znanost.ppthttp://public.mzos.hr/Default.aspxhttp://www.azvo.hr/Default.aspxhttp://www.mobilnost.hr/http://www.iro.hr/en/http://eacea.ec.europa.eu/tempus/http://eacea.ec.europa.eu/tempus/http://eacea.ec.europa.eu/tempus/http://eacea.ec.europa.eu/tempus/mailto:[email protected]:[email protected]://www.azvo.hr/hr/medunarodne-aktivnosti/ured-tempushttp://www.azvo.hr/hr/medunarodne-aktivnosti/ured-tempushttp://www.azvo.hr/hr/medunarodne-aktivnosti/ured-tempushttp://www.azvo.hr/hr/medunarodne-aktivnosti/ured-tempushttp://www.azvo.hr/hr/medunarodne-aktivnosti/ured-tempusmailto:[email protected]://eacea.ec.europa.eu/tempus/http://www.iro.hr/en/http://www.mobilnost.hr/http://www.azvo.hr/Default.aspxhttp://public.mzos.hr/Default.aspxhttp://www.ijf.hr/Pdf/bajo-znanost.ppthttp://go.worldbank.org/SIIL1SMUN0http://public.mzos.hr/Default.aspx?sec=3144http://public.mzos.hr/Default.aspx?art=5865&sec=2510http://public.mzos.hr/Default.aspx?sec=2169http://www2.nzz.hr/index.php?lang=enhttp://www.azvo.hr/Default.aspx?sec=246http://www.nvvo.hr/http://www.nvz.hr/

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