Music Education in Croatia

I. Political Framework. 2

II. School System and Structure. 3

III. Music Education in Schools. 8

IV. Music Curricula. 9

V. Critical Comment and Future Development 14

I. Political Framework

The Republic of Croatia is considered a presidential/parliamentary democratic republic, with the seat of government in the capital city, Zagreb. The country declared its independence from Yugoslavia on June 25, 1991.

The Ministry of Science, Education and Sports is responsible for the pre-school, primary and secondary school educational system, domestic and international education. It also oversees education plans and programmes; textbooks, regulations, standards for educational work; development of the educational system; professional education and the development of pre-school teachers, teachers and professors; standards for pupils; inspection and professional and pedagogic supervision; setting up and supervision of conformity to the law of institutions and ensuring the financial and material prerequisites for education; qualifications for young people and adults in the acquisition of technical knowledge and skills; activities of non-governmental organizations in the area of education and training.

II. School System and Structure

The Croatian educational system provides educational services at the following levels: pre-school, primary, secondary and tertiary, and an adult education system. Special attention is given to the principle of lifelong learning with the aim of including adults and the unemployed in flexible educational and training programmes to prepare them for active participation in the labour market.

Pre-school Education

Local communities are most frequently the founders of daycare centers, and they finance pre-school activities in their area. Such communities also have the greatest responsibility to organize pre-school education. Pre-school education for children from the age of six months to six years forms the core of early childhood education. This helps to reduce differences in social background and learning abilities, and meets the child’s developmental needs as closely as possible while preparing children for their entry primary school. Facilities, staff and resources are recommended in order to include all children in preschool education programmes, and particularly in preparation programmes for school.

Primary Education (compulsory age 7-14)

The priority for primary education is to raise the quality and efficiency of pupils’ learning, and to develop the necessary knowledge and skills that will support the pupils’ personal development. A priority is also to help pupils complete their  primary education with the aim to continue their education regardless of capabilities, gender and religious, national or regional affiliation or social status.

Secondary School (optional 4 years / age 15-18)

Secondary education refers to programmes in grammar schools (“gimnazija”), art schools, four-year vocational schools (technical, economic, health, etc.), as well as three-year vocational schools and programmes for adult education and training. Since the school year 2003/2004, numerous craft and trade programmes have been unified in terms of content and practical training requirements.

Grammar school programmes enable students to acquire extensive general education knowledge, which is an excellent basis for continuing education in higher education institutions. Students may enrol in any of four types of grammar school programmes: general, language, natural sciences and mathematics, and classics. Out of the total of 79.2% of primary school graduates who enrol in secondary school, 29% enrol in grammar and 2.5% in arts programmes. Most of those who enrol in arts programmes continue their education at arts academies

Grammar school students will pass national school graduation examinations beginning in 2009, and students of four-year vocational and arts schools starting in 2010. The state “matura” examination will contribute to the unification of student educational competencies and facilitate access to higher qualified candidates.

III. Music Education in Schools

The basic goal of music education is to introduce pupils to musical culture as well as recognising of basic elements of musical language, developing musical creativity and establishing the criteria for critical and aesthetic music evaluation. The focus is on learning through practical engagement in musical activities. The music curriculum includes the activities of performing (singing and playing instruments), listening and creating.

IV. Music Curricula

Age

Class

Compulsory music hours per week

Total hours per week

7

1

1

18

8

2

1

18

9

3

1

18

10

4

1

18

11

5

1

22

12

6

1

23

13

7

1

26

14

8

1

26

Table 1: Music hours per week in 8-year primary school

 

Performing

Listening

Creating

·      Singing songs

·      Playing instruments

·      Rhythmic speech

·      Movement and dance

Active listening to music of different styles and genres through experiencing and analysis of musical elements etc.

Creating musical structures through rhythmic or/and melodic improvisation and movement

Table 2: Basic music activities in 8-year primary school

 

Age

Class

Compulsory music hours per week

Total hours per week

15

1

1

31

16

2

1

32

17

3

1

32

18

4

1

32

Table 3: Music hours per week in secondary school (gymnasium)

 

Musical aims are focused on developing:

·      knowledge of musical expressive elements;

·      knowledge of musical instruments and vocal, instrumental and vocal-instrumental groups;

·      knowledge of musical forms;

·      knowledge of musical history and composes;

·      knowledge in musical national heritage and contemporary musical literature;

·      ability for independent learning in musical culture;

·      ability for independent assessment of musical pieces;

·      participation in performing music in school ensembles and musical association in school and outside the school.

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V. Critical Comment and Future Development

The Education Sector Development Plan 2005-2010 is a strategic development document adopted by the Croatian government on June 9, 2005. The plan is based on a comprehensive systemic educational framework and was discussed by numerous social experts, academics and other partners over the past few years.

The aim of the development plan is to direct educational policy to improve the education system, so that it is a system that includes legal aspects, human resources, financial matters, scientific aspects and expertise. The educational system should provide education that aims to benefit all those participating in it as well as society as a whole. This collective effort should increase the quality of education that will cater to the needs of local culture, of the economy, of a society based on knowledge and democratic principles and ensure the right to education for all. The starting point is to define the content and activities which would contribute to the development of a better quality, more accessible, more flexible and effective educational system that would create intellectual and working human capital as the key asset of the Croatian state.

Specific priority areas in the development plan through 2010 include:

·      Improving teaching and learning in schools, developing knowledge and skills by training teachers and improving their social and monetary status;

·      Improving working conditions in schools and upgrading school equipment;

·      Developing the habit of lifelong learning, according to market needs;

·      Increasing the use of information and communications technology;

·      Strengthening the role of schools in preventing socially unacceptable behaviour;

·      Encouraging varied means of helping pupils with their learning and extra-curricular activities and creating an atmosphere which makes the school a learning community in which close and respectful relationships are built;

·      Improving management of educational institutions and introducing a system of monitoring and external evaluating education;

·      Rationalising and decentralising the educational system;

·      Increasing direct support to regional development;

·      Increasing family participation, the local community and other partners in improving the educational system;

·      Innovative approaches to the educational process and harmonization with EU programmes on all levels;

·      Harmonising the Croatian higher education system with the European system;

·      Strengthening national and cultural values;

·      Strengthening the awareness of belonging to the European cultural circle.

These and other activities should galvanise the quality of the overall educational system, make it accessible to all and improve the education and permanent professional training of teachers in Croatia.