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Krišto A., & Rajić V. (2024). Comparison of compulsory education of the Republic of Croatia and the Republic of Slovenia,

International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(1), 157-168.

Original scientic paper

Received: September 04, 2023.

Revised: February 07, 2024.

Accepted: February 13, 2024.

UDC:

37.014.5(497.5)

37.014.5(497.4)

10.23947/2334-8496-2024-12-1-157-168

Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Corresponding author: ana.kristo10@skole.hr

Ana Krišto

, Višnja Rajić

Comparison of Compulsory Education of the Republic of Croatia and

the Republic of Slovenia

Primary School Petar Preradović Zagreb, Croatia, e-mail: ana.kristo10@skole.hr

University of Zagreb, Faculty of Teacher Education, Croatia, e-mail: visnja.rajic@ufzg.hr

Abstract: Compulsory education is the basis of formal education, and in countries around the world, it has a different

duration and characteristics and most often is related to elementary school. This current study compares compulsory education

of the Republic of Croatia and the Republic of Slovenia. In addition to a review of the literature, current applicable laws and

regulations, a comparative analysis of national curricula for compulsory education of the Republic of Croatia and the Republic of

Slovenia have been made. The study showed that there is a difference in the number of subjects taught in elementary schools in

Croatia and Slovenia, as well as in the number of teaching hours of individual subjects. Furthermore, an analysis of six subject

areas of primary education that are taught in both countries was made, with respect to content determinants. An analysis of the

existing content determinants shows that the same or similar content is taught in both countries, while in only one subject area,

further analysis is required. This study provided new insights that can be used to further develop Croatian compulsory education.

Keywords: compulsory education, comparative analysis, national curricula, primary education.

Introduction

Compulsory education in most countries refers to elementary school and is considered to

be the basis of formal education. Education systems are increasingly changing to keep up with the

contemporary demands of society (Garrouste, C. 2010). At the heart of educational reforms are national

curricula (Matijević, 2004; Previšić, 2005; Baranović, 2006, Matijević and Rajić, 2015). Therefore, it is

not surprising that in the last few decades, curricula of all educational levels have become the subject of

many researchers around the world (Baki and Gocek, 2005; Faas, 2011;Jóhannesson et al., 2011; Oda,

Noborimoto and Horita, 2021; Swee Fong, 2004; Swee Fong, 2004; Tani, 2011, etc.).

Croatia and Slovenia had a not-so-common past; until 1991, they were an integral part of the

Socialist Federal Republic of Yugoslavia, and with their dissolution, both countries became independent

republics. So far, several studies have addressed the comparison of particular segments of education in

the two countries (Apostolović, 2014; Baranović, 2006; Boras, 2010; Marinović Bobinac, 2007; Smilkov

and Jovanova-Mitkovska, 2022; Vuk, Curić, and Jakovčić, 2008; Žnidarec Čučković, 2018) as well as

comparison of education in Croatia and other neighboring countries (Duraković et al., 2018; Jovanović

and Cvetković Crvenica, 2019; Runceva, 2018; Smilkov and Jovanova-Mitkovska, 2022; Vidulin, et al.,

2015). However, none of the studies provided a complete picture of the compulsory education of the two

countries.

Encouraged by all above, there is a need for further comparison of educational systems of

compulsory education in Croatia and Slovenia. According to Milošević and Maksimović, (2020) the function

of comparative research is reflected in determining the similarities and differences of education systems,

but there is also a tendency to determine the internal dynamics of educational processes in a particular

context. So the question arises as to whether there are similarities and differences between the education

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International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(1), 157-168.

system in Slovenia, which underwent its major reform in 1995 and Croatia that has undergone the big

curricular reform 2019. Therefore, the aim of this research is to determine differences in the organization

and characteristics of compulsory education, with an emphasis on comparative curriculum analysis for

compulsory education of the Republic of Croatia and the Republic of Slovenia.

Compulsory education in the Republic of Croatia and the Republic of Slovenia

In Croatia, compulsory education has been in existence for fifty years (Matijević, 2004). Although,

there was a change in the curriculum after gaining independence in 1991, the duration of compulsory

education remained the same (Matijević and Rajić, 2015) and still lasts only eight years (ISCED level

1 and 2). In Croatia elementary school is compulsory for all children from 6 to 15 years old. Unlike

elementary school in Croatia, compulsory education in Slovenia, which also applies to elementary school,

lasts nine years (ISCED level 1 and 2). The nine-year compulsory education in Slovenia is proposed

with education reform starting in 1995, which extended compulsory education from eight to nine years

(MIZS-Ministerstvo za šolstvo in šport, 1995). The school year in Croatia has 35 weeks of teaching, five

days a week, while in Slovenia, there are 38 weeks of teaching. In Croatia, the daily duration of classes is

determined by the schedule of classes, with compulsory subjects of up to 5 hours per day from first grade

to fourth grade, and up to 6 hours per day from fifth grades to eight grade (Zakon o odgoju i obrazovanju

u osnovnoj i srednjoj školi, 2018). The elementary school in Slovenia is divided into three educational

cycles, the so-called Scandinavian model. The first educational cycle refers to children from 6 to 8 years

old, the second cycle from 9 to 11 years, and the third cycle to children from 12 to 14 years. The weekly

workload of the students is different in all three educational cycles. In the first educational cycle, students

can have a maximum of 24 school hours per week, in second cycle 26 school hours per week, and in the

third cycle a maximum of 30 hours per week (MIZS, 1995; Zakon o osnovni šoli, 2005).

Organization of teaching in elementary school

In Croatia and Slovenia, teaching is divided into regular and elective classes. Regular teaching

refers to all compulsory subjects taught in elementary school, which are established by the curriculum

in Croatia and Slovenia. Elective classes refer to subjects defined in the curriculum, such as another

foreign language, and they are conducted in a class or educational group (MIZS, 1995; Zakon o odgoju i

obrazovanju u osnovnoj i srednjoj školi, 2018).

Classes in elementary schools in Slovenia and Croatia are taught by the subject. Bognar and

Matijević (2005) call this system: subject-class system and recognize Komensky as one of the founders

of this form of education system.

Elementary school teaching materials

In Croatian elementary schools, textbooks, and supplementary teaching aids (workbook, task

collection, atlas) are the most used of teaching materials (Pravilnik o obveznim udžbenicima i pripadajućim

dopunskim nastavnim sredstvima, 2013). According to the Rulebook on compulsory textbooks and

associated supplementary teaching aids (MZOS-Ministarstvo znanosti i obrazovanja, 2013), the selection

of compulsory textbooks and related supplementary teaching aids is based on the national and subject

curriculum, that is, the curriculum for each subject. According to the Slovenian Rulebook on validation

of textbooks (Uradni list RS, 2013), a textbook is a teaching tool intended for students to master the

curriculum. In addition to textbooks in elementary schools in Slovenia, atlases, manuals, worksheets, task

collections, computer software, and other audiovisual materials are used, which supplement or form part

of the textbook.

The importance of using textbooks in the education system is also emphasized by Matijević,

Topolovčan, and Rajić (2013) which point out that the textbook alongside students and teachers is a key

factor for primary and secondary school teaching and is an indispensable factor in the teaching process.

Evaluation and assessment in compulsory education

Evaluation is an indispensable part of the educational process. The concept of evaluation can

be interpreted in different ways with regard to its role and purpose, and at which level of education it is

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Krišto A., & Rajić V. (2024). Comparison of compulsory education of the Republic of Croatia and the Republic of Slovenia,

International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(1), 157-168.

applied (Rajić, 2017).

In Croatian schools, according to the Rulebook on Ways, Procedures, and Elements of Student

Evaluation in Primary and Secondary Schools (MZOS, 2010), there are three types of knowledge testing.

Introductory or initial assessment (carried out at the beginning of the school year to see the level of

student competencies achieved), oral examination (may be conducted for up to 10 minutes each hour)

and written examination (short written examinations of up to 15 minutes maximum, and written checks

which take more than 15 minutes). Student’s knowledge in Croatia is evaluated by descriptive numerical

grades: inadequate (1), sufficient (2), good (3), very good (4) and excellent (5), while student’s behavior

is assessed by descriptive grades: exemplary, good and bad (MZOS, 2010; Novak-Milić and Barbaroša-

Šikić, 2008).

In Slovenia, in the first and second grade of elementary school, students’ knowledge is assessed

with descriptive grades, and from third grade, the students are graded with descriptive numerical grades

and like in Croatia, the five-point scale is used. In Slovenia, the assessment is carried out by

oral and written examination, as well as by visual, technical, and practical examination and project work

(Pravilnik o preverjanju in ocenjevanju znanja ter napredovanju učencev v osnovni šoli, 2013).

Elementary school teachers

The elementary school in Croatia can be divided into two levels (from first to fourth grade – ISCED

level 1) and lower secondary education (from fifth to eighth grade – ISCED level 2). In the first four grades,

only one teacher teaches all compulsory subjects except Informatics and Foreign language, while from

the fifth grade, each subject is taught by a different professor or expert in a particular field. Teachers also

perform all other tasks related to the educational work with students, as well as all activities and tasks in

the school curriculum, and particular tasks related to the structure of the school work (Pravilnik o tjednim

radnim obvezama učitelja i stručnih suradnika u osnovnoj školi, 2014; Zakon o odgoju i obrazovanju u

osnovnoj i srednjoj školi, 2008).

In the Slovenian elementary school, in the first grade, in addition to the teacher, there is another

assistant teacher who is usually the preschool teacher. This mode of operation has existed since 1995

following the adoption of the new educational reform. By the end of the second educational cycle, that

is, 6th grade, teacher of primary education can teach students, as is the case in primary education in

Croatia (first to fourth grade). In the third educational cycle, classes are taught by subject teachers,

professors (Matijević, 2004; MIZS, 1995; Nacionalna strokovna skupina, 2011). Every teacher has certain

competencies, and according to Simonović (2021) teacher competencies are a set of specific knowledge,

skills, and attitudes that teachers possess and use to affect the progress of the overall educational process.

Materials and Methods

Since the review of the literature has shown that there are differences in the organization of

compulsory education of the Republic of Croatia and the Republic of Slovenia, it is essential to determine

using content analysis (Cohen et al. 2018; Matijević, 2004; Mejovšek, 2008) whether there are differences

in the national curriculum. According to Krippendor (2004) in the social sciences, content analysis is one

of the most substantial research techniques.

Sample

The content analysis covers the basic educational documents of the Republic of Croatia and the

Republic of Slovenia. The newly developed subject curricula of the Comprehensive Curricular Reform

will be analyzed (MZOS, 2019) in Croatia and the Curriculum of the Republic of Slovenia (Ministrstvo za

šolstvo in šport, 2011) for ISCED 1 level of education.

Results and Discussions

This section is divided into two parts. The first part focuses on analysis of the national curricula

for compulsory education in which subject structure and the annual number of hours of compulsory

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subjects are presented (ISCED level 1 and 2). The second part presents analysis of the primary education

curriculum, with a focus on the comparison of common subjects, i.e., subject areas.

Analysis of the national curricula for compulsory education

Subject structure of national curricula for compulsory education

The subject structure of the national curricula for compulsory education of Croatia and Slovenia

is shown in Table 1. Croatia has 15 compulsory subjects in elementary school, while Slovenia has 18

compulsory subjects. Croatia and Slovenia have eleven of the same subjects in elementary school. In

the field of natural sciences in Croatia is taught nature and society and nature, while in Slovenia, learning

the environment, natural sciences, and natural sciences and techniques are taught. Informatics (HR),

citizenship education (SLO), patriotic and civic culture and ethics (SLO), home economics (SLO) are

subjects that are not represented in the compulsory education of both countries.

Table 1. Subject structure of national curricula for compulsory education in Croatia and Slovenia

Subjects in Croatia Subjects in Slovenia

native language native language

mathematics mathematics

nature and society nature learning the environment

natural sciences and techniques

natural sciences

visual art visual arts

music education music arts

physical education sports

foreign language foreign language

biology biology

chemistry chemistry

physics physics

history history

geography geography

technical education technical education

informatics -

- patriotic and civic culture and ethics

- citizenship education

- home economics

The annual number of hours of compulsory subjects in elementary school

It is evident that students in Slovenia at the end of elementary school have higher workloads

in native language, mathematics, science subjects, art education, music education, sports education,

and foreign language than students from Croatia, considering the total number of hours at the end of

elementary school (see Table 2).

The subjects taught in lower secondary education (biology, chemistry, physics, geography, and

history) are represented in a larger number of hours in Croatia but with a very small difference.

Technical subjects have the same number of hours in Slovenia and Croatia, while the informatics is

taught only in Croatian elementary schools (Ministrstvo za šolstvo in šport, 2011; MZOS, 2019).

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Table 2.The annual number of hours of compulsory subjects in elementary school

CROATIA

Grade

Subject

Grade

SLOVENIA

175

140

Croatian

language

Slovenian

language

210

245

175

140

122,5

144

140

mathematics

140

175

140

128

nature

and

society

learning the

environment

105

52,5

nature

natural

sciences

and

techniques

105

natural

sciences

105

visual art

music education

52,5

105

physical education/Sports

105

foreign language/ English

language

105

140

105

citizenship

education

105

biology

chemistry

physics

52,5

geography

52,5

history

informatics

technical education

home

economics

52,5

Analysis of the primary education curriculum

Subject structure of national curricula for primary education

Primary education in Croatia refers to the first four grades of elementary school (ISCED level 1),

while in Slovenia, it refers to the first two educational cycles of compulsory education (ISCED level 1),

from first to sixth grade. In the primary education of both countries, there are five same subjects, while

the Croatian subject nature and society, in Slovenia is taught through three different subjects following

one after the other, as students move toward the upper grades (see Table 2). Geography, history, and

technical education in Croatia are taught in upper grades, while in Slovenia, these subjects are from the

last grade of primary education (sixth grade). Subject home economics and citizenship education are only

present in Slovenian elementary schools (Ministrstvo za šolstvo in šport, 2011; MZOS, 2019).

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Table 3. Subject Structure of National Curricula for Primary Education in Croatia (first to fourth grade)

and Slovenia (first to sixth grade)

Croatia Slovenia

Croatian language Slovenian language

Mathematics mathematics

nature and society learning the environment

natural sciences and techniques

natural sciences

visual art visual art

music education music art

physical education sports

informatics citizenship education

foreign language home economics

geography

history

technical education

Considering that primary education in Croatia and Slovenia does not have all the same subjects,

the comparison was limited to common subjects, i.e., subject areas, and subject areas were analyzed

concerning content determinants: mathematics field, native language, natural sciences, kinesiology, art

field, and music field.

Determinants of teaching content for the mathematics field

Table 4. Determinants of teaching content for the mathematical field

Mathematical Area - Content Determinants

CROATIA

Domains

1. Numbers

2. Algebra and functions

3. Shape and space

4. Measure

5. Data, statistics, and probability

SLOVENIA

1. Geometry and measurement

2. Arithmetic and algebra

3. Other content

According to the Croatian subject curriculum for the mathematics (MZOS, 2019) in addition to

mathematical processes the following domains are described as content determinants: „Numbers“,

„Algebra and functions“, „Shape and space“, „Measure and data“, „Statistics and probability“. In the

Slovenian Curriculum (Ministrstvo za šolstvo in šport, 2011), the mathematical field is divided into three

contents: „Geometry and measurement“, „Arithmetic and algebra“ and „Other content“ (see Table 4).

An analysis of the content determinants of the mathematical area of both countries revealed that

there were overlaps in certain segments. The domains “Numbers and algebra” existing in the Croatian

curriculum can be identified with “Arithmetic and algebra”, which are part of the content of the mathematical

field in Slovenia. Furthermore, the domains „Shape and space“ and „Measurement“ in content correspond

to the „Geometry and measurement“ described in the Slovenian curriculum. Although the previously

compared content domains and determinants have broad similarities and matches, this is not the situation

with the third content determinant described in the Slovenian curriculum, „Other content“. This domain

cannot correctly be compared with any domain in the Croatian curriculum, but according to the description,

it can be said that it is represented in almost all domains of the Croatian mathematical field. According

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to this analysis, which was limited to the analysis of content determinants and did not analyze the more

profound components of each content, the domain “Data, statistics, and probability” does not find relevant

content in the Slovenian curriculum that can be compared.

Determinants of teaching content for the native language

Table 5. Determinants of teaching content for the native language

Native language areas - content determinants

CROATIA

1. Croatian language and communication

2. Literature and creativity

3. Culture and media

SLOVENIA

1. Language

2. Literature

As can be seen in Table 5 Croatian language is divided into three main subject areas: „Croatian

language and communication“, „Literature and creativity“, and „Culture and media“, while the Slovenian

language is divided into two main subject areas: „Language“ and „Literature“ (MZOS, 2019; Ministrstvo za

šolstvo in šport, 2011). Although, according to the Croatian curriculum, there are three determinants of the

content of the native language, and according to the Slovenian curriculum, there are two determinants of

the content, but the contents they cover overlap. We can associate “Croatian language and communication”

with “Language” existing in the Slovenian curriculum, while “Literature and creativity” and “Culture and

media” correspond to “Literature”, which is described in the Slovenian curriculum.

Determinants of the teaching content of the natural sciences

Table 6. Determinants of the teaching content of the natural sciences

Natural sciences - Content Determinants

CROATIA

1. The organization of the world around us

2. Changes and relationships

3. The individual and society

4. Energy

SLOVENIA

1. Clock

2. Space

3. Substances

4. Forces and motions

5. Phenomenons

6. Living beings

7. Human being

8. I

9. Community

10. Relations

11.Transport

12. Environment

13. Energy

14. Nature

15. Human impact on the environment

The content determinants for the field of natural science are given in Table 6. In Croatia the

approach the subject is interdisciplinary and there are four determinants of content divided into the subject

nature and society, while in Slovenia the content is divided into fifteen teaching topics taught through

three teaching subjects (learning the environment, natural sciences and techniques, natural sciences)

(Ministrstvo za šolstvo in šport, 2011; MZOS, 2019).

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Krišto A., & Rajić V. (2024). Comparison of compulsory education of the Republic of Croatia and the Republic of Slovenia,

International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(1), 157-168.

Although in Slovenia the natural sciences are not divided into subject areas, we can observe that

the curriculum topics prescribed by the curriculum correspond somewhat to the subject areas existing in

Croatia, that is, each of the fifteen teaching topics can be classified in at least one subject area,

while some may be classified in multiple subject areas.

Determinants of the teaching content of the kinesiology area

Table 7. Determinants of the teaching content of the kinesiology area

Kinesiology Area - Content Determinants

CROATIA

1. Kinesiological theoretical and motor knowledge

2. Morphological characteristics, motor, and functional abilities

3. Motor achievements

4. The health and educational effects of physical exercise

SLOVENIA

1. Operational objective

2. Practical and theoretical content

3. General theoretical content

The determinants of the teaching content of the kinesiology area are illustrated in Table 7. In

the Croatian elementary school, the kinesiology area is divided into four subject areas: “Kinesiological

theoretical and motor knowledge”, “Morphological characteristics, motor, and functional abilities”, “Motor

achievements” and „Health and educational effects of physical exercise“ (MZOS, 2019). In Slovenia,

the kinesiology area is divided into three content determinants: „Operational objective“, „Practical

and theoretical content“, and „General theoretical content“ (Ministrstvo za šolstvo in šport, 2011). The

comparison showed that the contents covered by the „General theoretical content“, were repeated in a

similar or the same form in the Croatian content „Health and educational effects of exercise“. Furthermore,

we can observe that the content of „Practical and theoretical content“, corresponds to some extent with

the content of „Kinesiological theoretical and motor knowledge“ and „Motor achievements“.

Determinants of the teaching content of the art area

Table 8. Determinants of the teaching content of the art area

Art area - content determinants

CROATIA

1. Creativity and productivity

2. Experience and critical attitude

3. Art in context

SLOVENIA

1. Surface design

2. Design in three-dimensional space

In the Croatian elementary school the art area is divided into three subject areas: “Creativity and

productivity”, “Experience and critical attitude,” and “Art in context” (MZOS, 2019). According to the

Slovenian curriculum, the art area is divided into “Design on the surface” and “Design in three-dimensional

space” (Ministrstvo za šolstvo in šport, 2011) (see Table 8).

This analysis, which restricted itself to content determinants, did not find any similarities between

the content taught in the two countries, and a more in-depth analysis of curriculum content must be made

in order to compare the content of visual art.

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Determinants of the teaching content of the music area

Table 9. Determinants of the teaching content of the music area

Music Area - Content Determinants

CROATIA

Domains:

1. Listening and introduction of music

2. Expressing yourself through music and with music

3. Music in context

SLOVENIA

1. Listening

2. Performance

3. Creation

The music area in both countries is divided into three content determinants (see Table 9).

The first content determinant is “Listening and getting to know music” (in Croatia) and “Listening”

(in Slovenia). The second determinant of content is “Expressing with music and with music” in Croatia,

or “Performing” in Slovenia. Furthermore, the third determinant of content, or domain, in music culture

in Croatia is “Music in context”, which builds on and complements the previous two domains. The last

determinant of content in Slovenia is “Creation”, which refers to the creation of various musical contents

using instruments and singing, as well as expression through dance and movement (MZOS, 2019;

Ministrstvo za šolstvo in šport, 2011).

Comparing the content guidelines, it can be seen that “Listening and learning about music” in

Croatia and “Listening” in Slovenia, as well as “Expressing with music and with music” and “Performing”,

cover similar or the same topics. There is a difference in the third determinant of content “Music in context”

in Croatia and “Creation” which by comparison have no common elements, but the two determinants are

based on the previous two determinants of content and combine the entire content of the music art of

each country.

Conclusion

In this paper the comparison of compulsory education of the Republic of Croatia and the Republic

of Slovenia was made with an emphasis on curriculum analysis in both countries (ISCED level 1 and 2).

The differences in the compulsory education of these two countries are already evident in the duration

and organization of compulsory education. Although a new education reform was implemented in Croatia

in 2019., the reform has not led to changes in the duration of compulsory education, as it is the case in

many European countries (Fort, 2006; Garrouste, 2010).

The curriculum analysis of the primary education (ISCED level 1) which covered six subject areas in

both countries that are thought by primary school teachers, showed that the area of the native language,

the mathematics area, the music area as well as the kinesiology area, are divided into similar content

which means that in these subjects, almost the same teaching content is taught. Although the field natural

science is not divided into similar content determinants in Slovenia and Croatia, due to different scientific

approach to the subject the description of existing guidelines can conclude that similar content is taught

in both countries. As far as the art area is concerned, a deeper analysis of the curriculum should be made

to examine the similarity of the content.

Limits of the study and future research

Given that this research has not been conducted so far at the level of overall comparison of

compulsory education in Slovenia and Croatia, as well as primary education (ISCED level 1), this study

has provided useful information and knowledge that can be further implemented in the development and

improvement of Croatian compulsory education.

It is important to emphasize that this research was limited to the analysis of the content determinants

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of the subject areas of primary education, and continuations of this research in the future are possible.

Some of the possible further research may include the analysis of educational goals of learning and

teaching, as well as the analysis of educational outcomes. It is also possible to extend the analysis to

other European countries for the purpose of improving the Croatian education system.

Conflict of interests

The authors declare no conflict of interest.

Author Contributions

Conceptualization A.K. and V.R.; methodology V.R. and A.K.; content analasys A.K.; waiting original

draga version A.K.; waiting review V.R. All authors have read and agreed to the published version of the

manuscript.

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