Minister of Science and Education Blaženka Divjak believes that the European Commission’s Report on the implementation of structural reforms in Croatia, which includes education reform, higher education, and science, provides a realistic external perspective and that from these recommendations we can see what we need to do to be more successful, some of which have already been fulfilled in the first three months of this year.
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In an interview with Hina, Minister Divjak explained the key elements from the European Commission’s Report on the implementation of structural reforms related to education and science, reflected on PISA testing in the context of the implementation of the experimental curriculum reform program, and highlighted the need for increased funding for education, science, and research to achieve the goal of 1.4% of GDP by 2020, as well as the issue of insufficient lifelong learning.
The European Commission also reflected on education and science. You have been responsible for this area for less than a year, so how do you view this report?
The European Commission’s Report on the implementation of structural reforms in the Republic of Croatia last year is realistic and provides an external perspective. It refers to the previous year, and I took over the science and education portfolio in mid-2017. The report notes what has been initiated in the Ministry of Science and Education since I became minister, with significant political support from the liberals in HNS, and it also mentions many things we still need to do in educational reform, higher education, and science.
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It is good that such a report exists because we can refer to it. It states that encouraging steps have been taken, a number of recommendations are mentioned, and some of them have already been fulfilled in the first three months of this year.
Thus, in the report, the European Commission assessed that it is good that the curriculum reform has been initiated, which was already visible last year. For those interested in the Commission’s stance on this, I would refer them to page 53 of the report where everything that has been directly recognized as done is listed, mentioning plans and the experimental implementation of the curriculum reform. Of course, the report refers to what was done last year, but it also states that part of the necessary documents has been prepared according to a certain methodology and accepted learning outcomes.
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Learning outcomes are quite disputed in our public, but they are listed in the report as a good approach, especially since they are linked to the European Qualifications Framework, which also recognizes qualifications based on learning outcomes. The experimental implementation of the curriculum reform is particularly emphasized, with greater emphasis placed on teachers, and the international review of documents we introduced, which was not previously planned, is especially praised.
Poor results of Croatian students in PISA testing are also mentioned. How can this be improved?
It should be noted that these are the results of the 2015 PISA testing, and now these tests are being conducted again, which is excellent for us because we will get a real picture before the experimental curriculum reform program is introduced. Namely, the next PISA research and testing will be in 2021 when we will be able to see the concrete results of the educational reform. I believe there will be positive shifts already in this year’s testing compared to that of 2015, as a lot of work has been done in the meantime, with numerous trainings and projects implemented.
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Pilot PISA testing is currently underway, conducted by the National Center for External Evaluation of Education (NCVVO), and testing for all will be conducted in April. This year, special emphasis is placed on reading, and mathematics and science will also be tested. The results will, of course, be known once the results for all countries participating in the PISA testing are processed.
In any case, we have a lot to do. We are definitely lagging behind in solving problems; we do not have much difficulty with factual knowledge, but there are significant differences in knowledge between schools and students. Good systems not only have good results, i.e., good average values, but also have relatively small dispersion.
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As a good indicator, it is mentioned that relatively few students drop out of school in Croatia, but the question arises as to what happens when a student finishes schooling and seeks a job or continues their education. In this context, it has been emphasized that reform is important for both general gymnasium education and vocational education.
In the fall, the experimental curriculum reform program will begin. What about textbooks?
I would like to clarify this a bit because, for example, in the Slovenian education reform, there were no new textbooks. The issue of textbooks is not crucial; rather, the emphasis is on the changed method of teaching and assessing students.
However, in Croatia, it will not be like in Slovenia because, in addition to the documents that clearly show what the learning outcomes will be, there is a visible change in paradigm and emphasis on problem-solving and critical thinking. We also have a public call for textbook publishers. These will be so-called experimental working materials; a good portion of the materials will be digitized, and a certain part will be printed, but it will not necessarily be a bound book but something much more concise and perhaps simpler. Because it is not just about making the school bag 30% lighter, but also about eliminating at least 30% of ‘rote learning’ of facts – this is the concept of the School for Life, as we named the experimental phase of the curriculum reform.
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I expect that publishers will respond to the public call, and I am sure that what we want to implement in schools regarding digital transformation should also be utilized by publishers for their digital transformation, so they do not fall behind the needs of the education system.
In addition to the above, our experts, whom we are drawing from schools, with the help of European experts, are working on so-called methodological manuals that will serve teachers of all subjects to prepare and design lessons in accordance with the paradigm that the student is at the center, that we have digital transformation, and that the emphasis is on solving complex problems and similar.
All of this is being prepared, and from the new school year, we will be doing this in the selected 72 schools (46 primary and 26 secondary schools, which have about 8,500 students and employ 1,500 teachers and professors), but all materials will also be available to other schools.
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After discussions with fellow ministers and reviewing the materials, I can say that Croatia’s experimental implementation is among the better prepared. However, it should be known that this is an experimental implementation that serves to see what is good and what needs to be changed.
The report also emphasizes vocational education, as well as the need to increase allocations for education and science from the state budget.
The report states that we are lagging behind in secondary vocational education, and it is particularly emphasized that it is not well connected to the labor market, which we also know. It is stated that the Vocational Education Act should be changed. For the first time, we have done this, and we already have a result that the European Commission warned us about, which will secure one billion kuna for the forgotten reform of vocational education.
The Commission also warned us that we need to increase allocations for education, science, and research from the state budget. I absolutely agree with this, and our goal is that by 2020, the share of allocations from GDP for science and research will be 1.4% of GDP, compared to the current less than one percent, the European average is around two percent, and the European goal is to reach an allocation for science and research of three percent of GDP. We are significantly lagging behind here, and I will personally insist and fight for a substantial increase in funding for science and research from the state budget for the next year.
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In this regard, it should be noted that the Commission particularly warns us that the problem is not only the allocation from the budget but also cooperation with industry and industrial research. The good news in this regard is the innovation center of Ericsson Nikola Tesla opened in Osijek, as well as Swedish investments in the science park, and this should be insisted upon.
The EC warns that we do not have mechanisms that would connect the skills of graduates and the skills needed in the labor market.
It literally states that “Croatia lacks mechanisms that would connect the skills demanded in the labor market and the skills possessed by those graduating from Croatian higher education.” We have two instruments that we will apply this year; the report particularly emphasizes the Croatian Qualifications Framework (HKO) as an important instrument, and there has been considerable resistance related to the application of the HKO, including lawsuits to the Constitutional Court regarding the HKO Law.
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I believe we are on the right track to utilize this framework (HKO), and the second question is the three-year program contracts we need to conclude with universities to connect them with the goals expressed by the state, not only in terms of certain qualifications and their numbers but also scientific productivity and connection with industry, which we also need to incorporate into program contracts with universities.
Of course, we need to change a lot regarding higher education, as we are lagging behind not only in terms of funding for science and education but also in understanding the role of universities and the use of instruments such as HKO and program contracts.
The introduction of computer science is also particularly recognized as something extremely important because students’ digital skills must be raised, and the e-school project implemented by CARNet is also specifically mentioned. This is important in the context of the report’s assessment that digital skills in Croatia are insufficient and average low, and are an obstacle to stronger engagement in high value-added industries.
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This needs to be emphasized because of those, not so numerous but vocal, opponents of introducing computer science in schools who claim that our digital skills are very good, but also for many more reasons, such as the poorer economic situation of parents, which makes it important for computer science to be in schools so that all students have the same starting level and equal opportunities.
The Commission also warns of insufficient lifelong learning in Croatia.
Croatia is really poor when it comes to lifelong learning. Regarding lifelong learning, I would like to return to the dispute between university and vocational studies, which I hope is resolved, although you never know. It has been attempted to implicitly show that vocational studies are unnecessary or of lower quality than university ones. However, we must acknowledge that in smaller communities, vocational studies are more accessible than university ones. We must strive to increase the quality of both, but not to abandon vocational studies or declare them ‘second-class’.
Therefore, we need to work more on the scholarship system, and we have doubled the number of scholarships for this school year compared to last year. Thus, the ministry has secured funds for more than ten thousand scholarships for students from lower-income backgrounds and 3,400 STEM scholarships.
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I would also like to mention the topic known as “brain circulation” which I personally also “put on the table” at the Council of Ministers of the European Union. I believe it should also become the motto of Croatia’s presidency of the European Union in the first half of 2020 because we need to see what mechanisms, whether in the economy or education and science, enable this circulation to gain experiences from around the world, but also for people to return and bring acquired experiences, rather than us educating a workforce for developed countries.
French President Emmanuel Macron has encouraged the establishment of networks of European universities; will Croatian universities be part of them?
I have spoken several times about the mentioned initiative at the Council of Ministers of the European Union in two contexts – in the context of research and networks of European universities, and in the context of so-called mission projects.
It is clear that the emphasis is on consolidation, and we will seek in program contracts that our research capacities and capacities in higher education are consolidated, which is important. It should be noted that some of the planned networks of European universities are already in some phase of piloting this year.
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I have personally advocated, and for this, I have received support, that the exclusive selection criterion should not be excellence but also the potential for change and growth, i.e., the readiness to change and grow, which means that if we have some network, regardless of whether it is thematic or geographical, that in addition to those who are truly the best, universities that have the potential for learning and cooperation and have something to offer, but may not currently be recognized as the best on some rankings, should also be networked. I speak about this at various meetings, such as the recent one with the vice-rectors of Croatian universities to encourage them to already seek their specific places in various European networks.
Because this effort for Europe to be more competitive is an excellent opportunity for us to transform our potential energy into kinetic energy from those who may be more successful or have a longer tradition of developing that third mission of universities.
