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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

Where data is not displayed, the following reasons have been given: 

  • Data tables – ‘M’ for missing data, ‘NA’ where data is not applicable
  • Indicator tables – ‘NC’ where indicators cannot be calculated.
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2022/2023 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
76,683
71,205
147,888
1.1
76,634
72,137
148,771
1.2
81,622
77,665
159,287
1.3
72,841
72,711
145,252
1.4
1.2 All children/learners enrolled in any form of recognised education
73,456
67,997
141,453
2.1
76,634
72,137
148,771
2.2
81,622
77,665
159,287
2.3
72,841
72,711
145,252
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
2,693
2,473
5,166
3.1
75,896
71,797
147,693
3.2
77,362
80,956
158,318
3.3
71,592
72,186
143,778
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
M
M
M
4.1
75,854
71,765
147,619
4.2
81,549
77,593
159,142
4.3
72,539
72,708
145,247
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
M
M
M
5.1
97
45
142
5.2
100
39
139
5.3
M
M
M
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
M
M
M
6.1
678
309
987
6.2
597
280
877
6.3
216
146
362
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
M
M
M
7.1
552
251
803
7.2
471
223
694
7.3
131
93
224
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
8.1
126
58
184
8.2
126
57
183
8.3
260
153
413
8.4
1.4c All children/learners educated in other recognised forms of alternative education
M
M
M
9.1
M
M
164
9.2
M
M
143
9.3
M
M
128
9.4
1.4d All children/learners educated in recognised forms of home schooling
M
M
M
10.1
42
32
74
10.2
72
72
143
10.3
2
3
5
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
M
M
M
1.1
6,148
3,257
9,405
1.2
11,092
6,434
17,526
1.3
4,198
2,703
6,901
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
M
M
12,040
2.1
6,148
3,257
9,405
2.2
11,092
6,434
17,526
2.3
4,198
2,703
6,901
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
M
M
M
3.1
5,470
2,948
8,418
3.2
10,495
6,154
16,649
3.3
3,367
2,261
5,628
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
M
M
M
4.1
5,470
2,948
8,418
4.2
10,495
6,154
16,649
4.3
3,367
2,261
5,628
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
M
M
M
5.1
626
316
973
5.2
760
436
1,196
5.3
1,951
1,003
2,954
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
M
M
M
6.1
678
309
987
6.2
597
2,810
877
6.3
216
146
362
6.4
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education
M
M
M
7.1
552
251
803
7.2
471
223
694
7.3
131
93
224
7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
8.1
126
58
184
8.2
126
57
183
8.3
260
153
413
8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
M
M
M
9.1
M
1
1
9.2
M
M
M
9.3
M
M
M
9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
M
M
M
10.1
42
32
74
10.2
73
72
145
10.3
2
3
5
10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4

Croatia - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

Early Childhood Education and Care (ECEC) in the Republic of Croatia is not compulsory, except for the pre-school programme – a programme intended for children before starting primary school. This programme lasts one pedagogical year and is free for parents.

Primary education in Croatia (ISCED 1 and 2) is a single structure system of compulsory education lasting eight years. It starts at the age of 6–7 and ends at 14–15 (or up to 21 for learners with developmental disabilities).

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-6 7-10 11-14 15-18
Is private sector education covered by the data provided for the country?
Yes

The entire pre-primary education, compulsory primary and secondary education are provided by public, private and church educational institutions, public schools and other educational institutions. By law, citizens can open private schools and learning centres.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
Yes

Other institutions that implement programmes are: primary schools that have the approval of the competent ministry for that programme, centres for education, cultural institutions, associations, etc. Associations, libraries, cultural, health, social and sports institutions can implement pre-school education programmes only for a shorter duration of up to three hours a day (short programmes).

Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
No
Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
No
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

According to the Primary and Secondary School Education Act, the term ‘learner with special education needs (SEN)’ encompasses both gifted learners and learners with difficulties. According to the Guidelines for Working with Gifted Students and Children, the school’s team for gifted learners identifies gifted learners and organises additional work for them according to their preferences, abilities and interests within mainstream schools and classrooms. The team plans, organises, identifies, implements, monitors and evaluates systematic work with gifted learners and co-operates with their parents/guardians.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

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