Škola za život – Comprehensive Curricular Reform
check_circle PublishedCroatia's Škola za život reform began as an experimental programme in 2018 and expanded nationally in 2019. It focuses on student-centred learning, competence development, digitalisation, teacher training, and revised curricula across primary and secondary education.
grid_view Overview
target Purpose & Orientation
Purpose
Shift toward learning outcomes, problem-solving, critical thinking and generic competences; preparation for contemporary life, work and lifelong learning.
Anthropological Orientation
Active, capable, developing learner; autonomous, creative and professionally empowered teacher.
timeline Reform Timeline
gavel Implementation & Policy Context
Škola za život was designed to modernise Croatia's education system by shifting from content-heavy curricula to a competence-based approach that better prepares students for life, learning and work in the 21st century.
The reform integrates digital technologies, updates teaching and assessment practices, and strengthens teacher professional development. It aligns with national strategic goals and EU policy priorities for quality, inclusion and innovation.
folder_open Documents & Sources
picture_as_pdf Škola za život – Implementation Overview
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description Curricular Reform Documentation
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picture_as_pdf Monitoring / Evaluation Summary
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analytics Analytical Framework – 5 Domains
bolt Quick Facts
public Country
Croatia
article Document Type
Curriculum Reform
school Education Level
Primary, Lower & Upper Secondary
layers Reform Scope
National
fingerprint Entry ID
CR-2018-001
groups Researchers / Contributors
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Reviewed by moderator
IMANARE review team
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forum Scholarly Discussion
3 commentsOpen academic debate on this reform's classification and interpretation within the IMANARE analytical framework. Contributions are moderated for scholarly relevance.
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The classification under "Competence-based Learning" is well justified, but the strong digital-transformation dimension arguably warrants equal weight under Type of Change.
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Good point. The digital dimension is captured under Type of Change. A comparative note referencing the Finnish 2014/2016 reform would help the anthropological-orientation domain.
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Strong parallels with the Finnish National Core Curriculum — both emphasise active learning and learner responsibility. A side-by-side comparison would be valuable.
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