Croatia

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Croatia
Adult skills (Survey of Adult Skills, PIAAC, 2023)
  • In Croatia, adults aged 16-65 scored, on average, 254 points in literacy (below the OECD average), 254 points in numeracy (below the OECD average), and 235 points in adaptive problem solving (below the OECD average).
  • In literacy, 28% of adults (OECD average: 26%) scored at Level 1 or below, meaning they have low literacy proficiency. At Level 1, they can understand short texts and organised lists when information is clearly indicated, find specific information and identify relevant links. Those below Level 1 can at most understand short, simple sentences. At the other end of the spectrum, 8% of adults (OECD average: 12%) scored at Levels 4 or 5 in literacy and are high performers. These adults can comprehend and evaluate long, dense texts across several pages, grasp complex or hidden meanings, and use prior knowledge to understand texts and complete tasks.
  • In numeracy, 27% of adults (OECD average: 25%) scored at or below Level 1 proficiency. At Level 1, they can do basic maths with whole numbers or money, understand decimals, and find single pieces of information in tables or charts, but may struggle with tasks needing multiple steps (e.g. solving a proportion). Those below Level 1 can add and subtract small numbers. Adults at Levels 4 or 5 are top performers (6% in Croatia, 14% on average across OECD countries and economies) . They can calculate and understand rates and ratios, interpret complex graphs, and critically evaluate statistical claims.
  • In adaptive problem solving, 39% of adults (OECD average: 29%) scored at or below Level 1 proficiency. Adults at Level 1 can solve simple problems with few variables and little irrelevant information, which do not change as they make progress towards the solution. They struggle with multi-step problems, or those needing monitoring of multiple variables. Adults below Level 1 at most understand very simple problems, typically solved in one step. Some 1% of adults (OECD average: 5%) scored at Level 4. They have a deeper understanding of problems, and can adapt to unexpected changes, even if they require a major re-evaluation of the problem.
  • When considering all three domains jointly, 19% of adults in Croatia (OECD average: 18%) scored at the two lowest levels of these proficiency scales.
    • | Country note | Survey of Adult Skills (PIAAC) | Survey of Adult Skills 2023: Do Adults Have the Skills They Need to Thrive in a Changing World? | The Survey of Adult Skills - Reader's Companion | Understanding Skill Gaps in Firms: Results of the PIAAC Employer Module | Survey of Adult Skills 2023 Data Analysis Manual |

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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Participation in education

    The share of female students enrolled in lower secondary vocational programmes is one of the highest among OECD countries and partner economies with available data. (62.3 %, rank 2/20 , 2024) Download Indicator

    Graduation by field of education

    In Croatia, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of services is one of the highest among OECD and partner countries with available data. (3 %, rank 1/36 , 2022) Download Indicator

    In Croatia, the share of short-cycle tertiary vocational graduates in the field of STEM is relatively large compared to other OECD countries and partner economies with available data. (10 %, rank 1/37 , 2022) Download Indicator

    In Croatia, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of STEM is one of the highest among OECD and partner countries with available data. (3 %, rank 2/44 , 2022) Download Indicator

    In Croatia, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of services is one of the highest among OECD and partner countries with available data. (1 %, rank 1/44 , 2022) Download Indicator

    Skills differences between age groups

    The mean score in adaptive problem solving for 25-34 year-olds is low compared to other participating countries. (242 PIAAC Score, rank 27/31 , 2023) Download Indicator

    Skills differences by gender

    The mean score in adaptive problem solving for men is low compared to other participating countries. (234 PIAAC Score, rank 27/31 , 2023) Download Indicator

    Skills differences by level of education

    The mean score in adaptive problem solving for adults with tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (249 PIAAC Score, rank 27/31 , 2023) Download Indicator

    The mean literacy score for adults without upper secondary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (225 PIAAC Score, rank 4/31 , 2023) Download Indicator

    Skills by immigrant and language background

    The mean score in adaptive problem solving for native-born adults of native-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (236 PIAAC Score, rank 27/31 , 2023) Download Indicator

    Skills by parents' educational attainment

    The mean score in adaptive problem solving for adults with at least one parent who attained upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (238 PIAAC Score, rank 27/31 , 2023) Download Indicator

    The mean score in adaptive problem solving for adults with at least one parent who attained tertiary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (252 PIAAC Score, rank 28/31 , 2023) Download Indicator

    Who the teachers are

    The share of women among teaching staff in pre-primary education is one of the largest across OECD and partner countries with available data. (99.4 %, rank 4/40 , 2024) Download Indicator

    The percentage of male teachers in pre-primary education is especially low in Croatia. (0.6 %, rank 36/40 , 2024) Download Indicator

    Teachers' salaries progression

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the smallest across OECD and partner countries with available data. (1.19 Ratio, rank 40/43 , 2025) Download Indicator

    It takes lower secondary teachers longer to progress through the salary scale in Croatia compared to other OECD and partner countries. (40 Years, rank 1/42 , 2025) Download Indicator

    In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively low. (1.19 Ratio, rank 41/44 , 2025) Download Indicator

    Ratio of student to teaching staff

    The ratio of students to teaching staff at the lower secondary level is especially low. (7.8 Ratio, rank 38/39 , 2024) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially low. (7.8 Ratio, rank 42/42 , 2024) Download Indicator

    In Croatia, the number of students per teacher in general upper secondary education is one of the lowest among OECD and partner countries with available data. (9.9 Ratio, rank 35/37 , 2024) Download Indicator

    The ratio of students to teaching staff at the vocational upper secondary level is especially low in Croatia. (7.1 Ratio, rank 31/32 , 2024) Download Indicator

    In Croatia, the number of students per teacher in public lower secondary education is one of the smallest among OECD and partner countries with available data. (7.8 Ratio, rank 39/40 , 2024) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially low in Croatia. (6.7 Ratio, rank 37/39 , 2024) Download Indicator

    In Croatia, the number of students per teacher in public upper secondary education is one of the smallest among OECD and partner countries with available data. (7.8 Ratio, rank 44/44 , 2024) Download Indicator

    In Croatia, the number of students per teacher in all public secondary education is one of the smallest among OECD and partner countries with available data. (7.8 Ratio, rank 41/41 , 2024) Download Indicator

    In Croatia, the number of students per teacher in all private secondary education is one of the smallest among OECD and partner countries with available data. (7.6 Ratio, rank 36/38 , 2024) Download Indicator

    Organisation of the education system

    In Croatia, the intended instruction time for lower secondary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (794 Hours, rank 33/34 , 2023) Download Indicator

    The total compulsory instruction time for primary students in Croatia is one of the shortest among OECD and partner countries with available data. (1890 Hours, rank 42/42 , 2023) Download Indicator

    In Croatia, the total intended instruction time for primary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (2363 Hours, rank 33/34 , 2023) Download Indicator

    The total compulsory instruction time for primary and lower secondary student in Croatia is among the shortest among OECD and partner countries with available data. (4541 Hours, rank 41/42 , 2024) Download Indicator

    In Croatia, total intended instruction time for primary and lower secondary students (in hours per year) is among the shortest among OECD and partner countries with available data. (5539 Hours, rank 33/34 , 2024) Download Indicator

    In Croatia, compulsory instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (473 Hours, rank 42/42 , 2024) Download Indicator

    In Croatia, the intended instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (591 Hours, rank 32/34 , 2024) Download Indicator

    In Croatia, compulsory instruction time for lower secondary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (663 Hours, rank 41/42 , 2024) Download Indicator

    Classes are particularly small in primary schools. (16 Students, rank 35/38 , 2024) Download Indicator

    Classes in public primary institutions are comparatively small in Croatia. (16 Students, rank 36/40 , 2024) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Croatia. (18 Students, rank 35/38 , 2024) Download Indicator

    Classes in lower secondary private institutions are comparatively small in Croatia. (14 Students, rank 35/37 , 2024) Download Indicator

    In independent private institutions at lower secondary level, the average class size is relatively small in Croatia among OECD and partner countries with available data. (14 Students, rank 19/22 , 2024) Download Indicator


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    General findings
    
                        
    
                            
    
                                
      In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
    
                            
    
                            
    
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      In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
    
                            
    
                            
    
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      The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.


      
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).


      
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
    
                            
    
                            
    
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            Diagram of funding flows - Croatia
            
    
            
    
        
    


        
		
    
            
    
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            Country Reviews for Croatia
            
    
            
    
			
    
        
    
		
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
            

    
			
            Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. 
			However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
			

    
			To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
			

    
	    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. 
		This explains the difference between the OECD average and the TALIS averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Sources Methodologies and Technical Notes 
		of EAG 2025 for more details about the data collections.
		

    
        For additional notes, please refer to annexes in the list of links below the introductory country profile text.