In early childhood education and care (ECEC), regulated by the Preschool Education Act, direct educational work with children is carried out by early childhood educators in cooperation with professional associates (pedagogues, psychologists, speech and language therapists, educational rehabilitators and social pedagogues) and the head nurse. Local and regional self-government units are responsible for assessing citizens’ needs for early childhood education and for organising programmes and establishing kindergartens to meet those needs.

In primary and secondary education, governed by the Primary and Secondary Education Act, educational activities are performed by class teachers, subject teachers, vocational teachers and dormitory educators, as well as by professional associates (pedagogues, psychologists, librarians and educational rehabilitation specialists). In Croatia, teachers are employed by public institutions. Employment conditions, workload and employment rights are further regulated through collective agreements and secondary legislation.

Adult education is regulated by the Adult Education Act and is delivered by adult education professionals of various profiles, including teachers, lecturers, trainers and professional associates, depending on the type and objectives of the programme.

In higher education, regulated by the Act on Higher Education and Scientific Activity, teaching, academic and artistic staff are employed within clearly defined academic ranks, alongside associate and professional positions. The professional development of academic staff is closely linked to their teaching, scientific and artistic work and is further governed by the internal regulations of higher education institutions.

Continuous professional development of pedagogical and teaching staff at all levels of education is recognised as a key element in ensuring the quality of the education system and is embedded in the legislative and strategic frameworks of education policy.

Institutions, level and models of training 

Early childhood educators

Early childhood educators obtain their education through undergraduate university studies (Bachelor's level – ISCED 6, 180 ECTS, 3 years) and graduate studies (Master's level, ISCED 7, 120 ECTS, 2 years). The studies follow a concurrent model that includes knowledge from various subject areas, general and pedagogical knowledge, as well as practice in kindergartens.

The undergraduate studies prepare future preschool teachers to work with children from 6 months to 7 years of age (until the start of compulsory schooling). Upon completion, students earn the title of Bachelor of Early and Preschool Education and Care, allowing them to begin work as novice preschool teachers in preschool institutions or continue to graduate studies.

Graduate studies enhance and expand competencies from the undergraduate level, develop more complex skills such as research competencies, and enable continuation to postgraduate studies. Upon completion, students receive the title of Master of Early and Preschool Education and Care.

Teachers at primary and secondary level

Primary teachers (1^st – 4^th grade of primary schools) obtain their education through integrated undergraduate and graduate university study programme for primary teacher education (5 years, 300 ECTS). Graduates acquire the title of University Master of Primary Education (univ. mag. prim. educ.), qualified to work as homeroom teachers in primary schools.

The study program enables acquisition of broad general, specific, and additional competencies across social sciences, humanities, and natural sciences for holistic education and upbringing of primary school pupils. It also provides specialized competencies for teaching specific subjects in primary school (depending on the completed specialization or module, e.g., foreign languages, ICT, Croatian language, mathematics, etc.).

Subject teachers in primary and secondary schools

The Ordinance on the Appropriate Type of Education for Teachers and Professional Associates in Primary Schools prescribes the study programmes and/or majors, along with the type and academic or professional title obtained upon completion, that teachers and professional associates in primary schools must hold in accordance with programmes offered by higher education institutions in the Republic of Croatia.

Graduates of non-teaching faculties or non-teaching majors at teacher training faculties can be employed as subject teachers in primary or secondary schools but must complete an additional pedagogical-psychological and didactic-methodological education program. This enables them to acquire the necessary teaching competencies and obtain a teaching license.

Admission requirements 

The admission requirements are general entrance requirements for higher education (more detailed in 6.2 First-cycle programmes and 6.3 Second-cycle programmes). 

For undergraduate studies the requirement is a graduation certificate from a four-year higher secondary school – general academic school (gymnasium) or vocational higher secondary school (ISCED level 3). In addition, prospective students are required to pass the state matriculation exam (state matura). 

The number of enrolled students is determined jointly by the Ministry of Science, Education and Youth and higher education institutions (numerus clausus policy). Universities autonomously determine the level of success in higher secondary education and at the state matura exam that future students must achieve to qualify for enrolment in a particular study programme. 

In addition to these requirements, faculties are allowed to organise additional, specific entrance exams. The entrance exams are conducted by university staff following strictly prescribed procedures. The ratio of the total number of applicants and admissions varies between teacher education institutions and academic years. The selection of candidates is based on school grades, state matura exam and results of entrance exams if they exist at individual faculties /universities.

Admission to the graduate programme requires completion of a corresponding university-level undergraduate study programme. For Early and Preschool Education and Care, this means a completed undergraduate university or professional study programme in early and preschool education and care (180 ECTS credits), or a related undergraduate study programme (e.g., educational rehabilitation, psychology, social work, kinesiology) with a requirement to take differential exams.

Curriculum, level of specialisation and learning outcomes 

The study programmes are developed and adopted by the higher education institutions in accordance with the Act on Higher Education and Scientific Activity and regulations on quality assurance in higher education and science and must be aligned with the qualification in the Register of the Croatian Qualifications Framework. 

The study implementation plan, adopted by the higher education institution before the start of the academic year, defines in detail the organization and method of conducting the study, including the list of courses, teaching methods, teaching hours, literature, etc. Approval for conducting the study is granted by the competent ministry based on the permit obtained in the initial accreditation procedure conducted by the Agency for Science and Higher Education (ASHE).

Early childhood educators 

The occupation standard "Early and Preschool Age Child Educator" (level 6 HKO – university undergraduate studies; professional undergraduate studies) was entered into the Croatian Qualifications Framework Register – CroQF (Hrvatski kvalifikacijski okvir – HKO) in 2023 and is valid until 31 August 2028. After that, it is possible to propose amendments to the standard or create a new one.

The occupational standard contains required CroQF level, working conditions and key tasks that an individual performs in a particular occupation, key competencies essential for engaging in a particular profession. 

Besides occupational, qualification standard “Bachelor's degree (baccalaureus) in early childhood and preschool education” was also entered in CroQF Register. It contains sets of learning outcomes, learning outcomes and competences. 

When the qualification standard is entered into the Register (in this case for the ECEC Educator), it defines the required learning outcomes and mandatory qualifications that educators must hold. All relevant study programs are obliged to comply with these standards.

Competencies are grouped into sets of competencies: 

• Basics of psychological and pedagogical development of the child, 

• Curriculum of early and preschool upbringing and education, 

• Creating incentives and activities in early and preschool upbringing and education, 

• Encouraging and monitoring child development, Inclusive upbringing and education, Pedagogical and other documentation in early and preschool upbringing and education, 

• Communication skills and teamwork, 

• Personal and professional development, 

• Protection of health and well-being of children.

 Teacher educators 

Teacher educators are qualified university staff who are employed according to the requirements for university teachers. They should have teaching and research competencies that are assessed based on:

• The Act on Higher Education and Scientific Activity, 

• Ordinance on the conditions for election to scientific titles, 

• Decision on the necessary conditions for the assessment of teaching and scientific-professional activities in the process of election to scientific-teaching titles. 

There are three levels of university teaching positions: 

• assistant professors, 

• associate professors, 

• full professors. 

The basic requirement for entering the university teaching profession is a Ph.D., a certain number of published research papers and a public lecture for students which is assessed by the senior university staff.

The part of teacher education which is carried out in pre-primary institutions (kindergarten-based practice) and in primary and secondary schools is supervised by specially appointed school mentors employed at the respective institutions.

 Qualifications, evaluation and certificates 

In accordance with the Preschool Education Act, Article 24, early childhood education staff must have the appropriate type and level of education and documented health eligibility.

Education of children from 6 months of age to primary school may be performed by a person who has completed the appropriate type and level of study for the educator position (an undergraduate university or professional study, graduate university or specialist graduate professional study, or study leading to a higher professional education in accordance with the previous regulations). 

A person who is employed as an early childhood educator for the first time must complete a one-year traineeship, after which they take a professional exam. Trainees who have passed the professional exam receive a Certificate of passing the professional exam. 

To establish an employment relationship in a school institution, a person must meet the general conditions prescribed by labour regulations as well as specific conditions applicable to school institutions. The specific conditions include proficiency in the Croatian language and the Latin script to the extent necessary for carrying out educational work, and possession of the appropriate type and level of education required for working with students. 

A license to work in a school institution is a public document that confirms the professional competences of teachers, lecturers, professional associates and principals. It is obtained by passing a professional exam.

Alternative training pathways

There are no fully developed alternative routes into the teaching profession for primary and secondary education. 

A limited and exceptional employment-based pathway exists only in the early childhood education and care sector. Following the 2022 amendments to the Preschool Education Act. Graduates of primary teacher education programmes (ISCED level 7.1; 300 ECTS) may be employed as early childhood educators in cases of staff shortages if they enrol within two years in a requalification or further qualification programme.

These programmes, delivered by accredited higher education institutions, recognise prior learning and provide targeted training for work with children aged 0–6. Completion grants the necessary professional competences but not the full formal qualification. Further legal amendments are being prepared.