Rarely has curriculum reform generated such a passionate response within the teaching community, and wider society, than it has in Croatia.
Since the government first launched its reform initiatives in 2015, the teachers, teacher educators and school leaders involved have experienced lifechanging impact, which has slowly started to be reflected in the wider school system.
But there is still a long way to go.
Here we offer recommendations and lessons-learned from our experience of delivering curriculum reform in Croatia, through various British Council projects, which we hope education leaders around the world can use along their own paths towards curriculum reform.
In this article, we will share both our direct experiences of supporting Croatia’s reform efforts through various British Council projects – all funded by the European Union, through the Structural Reform Support Programme, and delivered in co-operation with the European Commission. We will also make observations on the wider context of Croatia’s national curriculum reform efforts, led by the Ministry of Science and Education.
Based on these experiences and observations, we will also be offering three key recommendations for curriculum reform – at both the project level and, most importantly, the systemic level.
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The initiatives discussed in this article form part of the Croatian government’s wider curriculum reform strategy, implemented by the Ministry of Science and Education and expert agencies of the Croatian education system, with the involvement of a large number of educators. The British Council provided expert and technical support to the implementation of the reform. The views, opinions and recommendations expressed in this article are the personal views of the authors and do not represent those of the Ministry of Science and Education. The Ministry has no obligation to address the recommendations presented in this article.