A robust education policy framework is essential for developing human capital and meeting the labour market’s need for a skilled and productive labour force. This chapter, composed of four sub-dimensions, assesses the presence and efficacy of education strategies, legislation, programmes and institutions. The first sub-dimension, equitable education for an inclusive society, examines system governance and the quality of pre-university education starting from preschool. The second, teachers, looks at the selection, initial training and ongoing professional development and management of the teaching workforce. The third sub-dimension, school‑to‑work transition, focuses on VET governance and the labour market relevance and outcomes of higher education. The fourth sub‑dimension, skills for green-digital transition, explores the frameworks and initiatives for fostering green and digital skills in education curricula.
Western Balkans Competitiveness Outlook 2024: Montenegro
8. Education policy
Abstract
Key findings
Montenegro’s overall score in education policy is higher than the WB6 average (Table 8.1). While its score remained stagnant compared to 2021, this is attributed to the inclusion of the "Skills for the green‑digital transition" sub-dimension, which was evaluated for the first time in this assessment cycle. Nevertheless, Montenegro’s performance in preparing for the green-digital transition is one of the best in the region. Additionally, the economy has achieved notable progress in improving the inclusiveness and quality of education.
Table 8.1. Montenegro’s scores for education policy
The key findings are:
Montenegro lacks a comprehensive education strategy, instead relying on individual strategies for most – but not all – levels of education. Updates of previous strategies have been delayed, leading to fragmented planning and implementation. However, efforts to develop an overarching education strategy for the period 2025-35 recently commenced with the support of the EU Delegation to Montenegro and the United Nations Children’s Fund (UNICEF).
The economy has some of the highest education enrolment rates in the region. It has particularly seen an upward trend in net pre-primary enrolment, where it has developed policies to increase accessibility for diverse groups through cost reduction and outreach programmes.
While Montenegro has made progress in teacher education and professional development, there are no targeted efforts to increase the teaching profession's attractiveness or establish alternative pathways to becoming a teacher.
The vocational education and training (VET) system demonstrates strong engagement with social partners and has clear regulations and quality standards. However, despite the high quality and relevance of its VET programmes, the economy continues to struggle with easing the school-to-work transition, with a NEET rate (not in employment, education or training) among youth of 20.0% in 2022.
The framework for digital skills in Montenegro is advanced, including a Digital Competence Framework (2020) and a new Education System Digitalisation Strategy (2022-27). The strategy includes measures further to elaborate the Framework of Digital Competence of Students.
Although Montenegro lacks a specific strategy for developing green skills, sustainable development topics are integrated across education levels, with tertiary institutions offering relevant courses. This signals progress towards addressing environmental concerns in education.
State of play and key developments
Overall net enrolment rates are close to universal across lower education levels in Montenegro. Net enrolment rates in primary and lower secondary education are at 99.9% and 97.9%, respectively (UIS, 2023[1]). Although enrolment rates in upper secondary education fell by two percentage points between 2021 and 2022, decreasing to 86.6%, they are still the highest among the WB6. However, EU and OECD averages in net enrolment rates in upper secondary are six percentage points higher, at 93% each.
Montenegro’s performance in the Programme for International Student Assessment (PISA) 2022 is the second highest of the Western Balkan economies, exceeding average regional performance in the three assessed subjects (Figure 8.1). However, despite an overall decline in scores in mathematics, reading, and science by 5, 16, and 12 points respectively between 2018 and 2022, the economy has managed to contain this decline quite effectively compared to other PISA-participating countries. Additionally, 60% of participating students in Montenegro scored below level 2 in all three subjects in PISA 2022, double the OECD average of 30%. In addition, 74% of students at the bottom of the ESCS (PISA index of economic, social, and cultural status) were among the low performers in PISA 2022 (OECD, 2023[2]).
Figure 8.1. Performance in reading, mathematics and science in Montenegro, the Western Balkans and the OECD (2015-22)
Scoring in reading, mathematics and science is expressed in points
Note: WB average excludes Bosnia and Herzegovina for PISA 2015 and PISA 2022, and excludes Serbia for PISA 2015.
Source: OECD (2023[2]).
Some of Montenegro’s system governance features align with the policies and practices found in European and OECD education systems. For instance, the National Qualifications Framework has been referenced to the European Qualifications Framework. Furthermore, the Montenegrin Education Information System is in place, which stores information on the education system and monitors performance through a set of key indicators. The system contains data on students’ learning outcomes, absences and external testing in addition to information on teaching and other education staff and the infrastructural conditions of schools (Eurydice, 2024[3]).
Contrary to most WB6 economies, Montenegro does not have an overarching education strategy. However, a comprehensive Education Sector Strategy will be developed for the period 2025-35, accompanied by an Action Plan, in co-operation with the EU Delegation to Montenegro and the United Nations Children’s Fund (UNICEF). The objectives of this strategy are entirely based on the findings of the Education Sector Analysis, published in 2022. A joint initiative of Montenegro’s Ministry of Education, Science and Innovation (MESI) and UNICEF, this analysis aims to be a basis for comprehensive, systemic, well-co-ordinated and evidence-based reforms. To date, there are several individual strategies covering different levels of education, such as the Strategy for Early and Preschool Education in Montenegro (2021-25) and the Strategy for the Development of Vocational Education (2020-24). Monitoring of strategic documents is carried out by co-ordination bodies that, as a rule, meet quarterly to analyse the implementation of planned activities. Other strategic documents, such as the Strategy of General Secondary Education (2015-20) and the Higher Education Development Strategy (2016-20), have expired, but new drafts are currently being prepared.
The evaluation mechanisms overseen by the Bureau for Education and the Centre for Vocational Education play a pivotal role in assessing the educational system, spanning from pre-university to university education, and are instrumental in shaping policy. These two entities are responsible for conducting external evaluations of all pre-university education institutions at least once every four years. Reports on these assessments are published on the websites of the Bureau for Education and the Centre for Vocational Education. Additionally, schools prepare self-evaluation reports, and develop improvement plans based on the recommendations from the self-evaluation and external evaluation reports.
Complementing this broader evaluation framework, MESI conducted external evaluations of all higher education (HE) institutions through the Institutional Evaluation Programme (IEP) by the European University Association (EUA). This assessment led to the publication of an integrated report as well as individual institution reports. System evaluation of the VET sector is done in partnership with the European Training Foundation and the International Labour Organization (ILO). The findings of the evaluation on the implementation of the previous VET Strategy were used to inform the development of the 2020-24 VET Strategy.
Montenegro's net pre-primary enrolment has been experiencing an upward trend over the past five years. The enrolment rate stood at 77% in 2021, which was far above the WB6 average (63%) but still below the EU average (88%) (UIS, 2023[1]). The main strategic document covering early childhood education and care (ECEC) in Montenegro is the Strategy for Early and Preschool Education (2021-25). This document has clear objectives to increase coverage and improve the quality of preschool education, as well as improve the chances for early development of children from vulnerable groups. However, there is still a lack of curricular guidance and regular policy adjustments based on monitoring data. A working group established by the MESI annually defines an operational plan for the implementation of the Strategy’s Action Plan. In addition, even though the sector is not exclusively donor-funded, donor-led initiatives still hold significant importance.
To expand ECEC provision and to make it more accessible to marginalised groups, there are policy measures in place such as adjusting opening hours of facilities and measures to help reduce cost barriers for families. For instance, preschool education is free for vulnerable groups of children, including those with special education needs and those who are socio-economically disadvantaged. Outreach to families and communities about the importance of early education has been addressed through various programmes led by MESI and international partners (such as UNICEF). The framework guiding preschool education encourages the development of knowledge, skills and aptitudes supporting competencies key to lifelong learning. In addition, there is a concept note for the transition into primary school, but there is no curricular guidance or framework documents at this level. The concept note sets out activities (such as student workshops, school visits and meetings between educational staff and parents) that ensure continuity across education levels, although it does not outline learning standards for this level of education.
Regarding ECEC staff, clear and differentiated education requirements are well established. The Department for Continuous Professional Development of the Bureau of Education regularly implements trainings for ECEC personnel. Trainings are organised in accordance with the Catalogue adopted by the National Council. A range of data on the ECEC sector is collected on a regular basis and shared publicly. However, there are no examples of the regular monitoring or reporting contributing to the adjustment of policy.
There is significant scope to strengthen Montenegro’s approach to ensuring quality instruction for all. As previously stated, the economy currently lacks a comprehensive strategy for its entire education system, although the ongoing project to develop the Education Sector Strategy marks a notable advance since 2021. Instead, Montenegro has multiple strategies addressing different levels of education over various time periods. Additionally, the economy has in place the Strategy for Inclusive Education 2019-25, an intergovernmental strategy that aims to support students with special education needs.
To assess student learning outcomes, Montenegro administers two national examinations designed to evaluate students' knowledge, skills and competencies in specific subjects, ensuring they meet educational standards. As stipulated in the Law on Primary School, the first exam is taken upon completing primary school, which is Grade 9 due to the economy’s single structure education system. This exam covers Montenegrin-Serbian, Bosnian, or Croatian language and literature (based on the student's mother tongue), mathematics, and one elective subject. The second exam, known as the matura exam, is taken at the end of general secondary education (Grade 12) and tests students on literature, mathematics or a first foreign language, and two elective subjects. This is a positive step aligning with practices observed in several OECD countries, where core language and numeracy are compulsory, but there is flexibility for students to demonstrate their knowledge in other subjects. Both exams serve to certify students’ completion of primary and upper-secondary education, respectively. The economy’s Examination Centre is responsible for administering these two examinations as well as several international assessments in which Montenegro participates, including PISA, the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS).
There are school quality standards in line with the Law on General Education. The Law and a rulebook prescribe the content, forms and manner of quality assessment of educational work at preschool institutions, primary schools, gymnasiums, vocational schools, educational centres, resource centres, adult education providers and boarding homes for students.
Over the past decade, Montenegro’s share of early school leavers has generally fluctuated between 5.0% and 6.0%.1 However, this rate reached a 10-year high in 2021, peaking at 6.7%. Despite these variations, Montenegro’s rate has remained comparatively low at 5.2% in 2022, making it one of the lowest among the WB6 economies and below the EU average of 9.6% (Eurostat, 2023[4]). The IPA Project "Improvement of educational programmes and services to meet the needs of marginalised groups”, which concluded in December 2020, enhanced 54 educational modules and redesigned 16 educational programmes for students at risk of leaving, such as students with special education needs or Roma and Egyptian children. A Protocol on the Procedure and Prevention of Early School Leaving was drawn up with clearly defined multidisciplinary actions of the competent institutions. The Montenegrin Education Information System created an application to identify the risk of early school leaving at the primary and secondary school level. Risk indicators, record parameters, warning criteria and measures to be taken have been set.
Sub-dimension 7.2: Teachers
Montenegro’s strong performance in this sub-dimension is largely due to the comprehensive Teacher Education Strategy (2017-24), which outlines measures and goals guiding both initial teacher education and teachers’ professional development. However, while this strategy has a designated budget, measures linked to other education budgets (i.e. those under different strategic frameworks) are not included, which can reduce the likelihood of these activities’ successful implementation.
According to the Law on Higher Education, initial teacher education (ITE) is the responsibility of higher education institutions, which allows them to set the requisite conditions and criteria for entry into ITE. There are no minimum requirements aside from having completed secondary education, although some institutions require entry exams. ITE comprises an integrated bachelor’s and master’s programme and focuses on student learning outcomes. There is an accreditation process for ITE, based on professional teacher standards. Programmes consist of pedagogical, psychological and didactic-methodological training, with the acquisition of content-oriented knowledge in core areas and 25% of learning time for practicum.
There apparently are no targeted efforts to increase the attractiveness of the teacher profession, although Montenegro reports that recent increases to salary and other benefits have helped to enhance the field’s appeal. Moreover, there are not any alternative pathways to enter the teaching profession other than through ITE. A novice teacher must go through a one-year traineeship, realised through the mentoring process by a trained teacher-mentor. After this practical learning experience is completed, the candidate must take a professional exam, which is a precondition to obtain a teaching licence (which is valid for five years). There are data on the teaching workforce and ITE, and some evaluations and analysis of the sector have been performed.
In addition to ITE, the Teacher Education Strategy (2017-24) addresses teacher professional development. Complementing this framework is the Strategy for the Development of Vocational Education (2020-24), which addresses professional development for vocational education teachers. Teachers in Montenegro follow a progressive career structure, starting as a beginner teacher after passing the professional exam and during their first year of work. They then progress through stages as a teacher in development, competent teacher, exemplary teacher, and finally, expert teacher. More senior teacher titles include teacher mentor, teacher advisor, teacher senior advisor and finally teacher researcher. Advancing to each level is based on work efficiency, as demonstrated through positive work performance evaluations, active participation in professional development, and the demonstrated application of professional knowledge. These factors are measured through students’ performance in school, success in local, national and international competitions, and involvement in extracurricular activities, among others.
Regardless of their career stage, all teachers are subject to the same professional standards2 – meaning that these standards do not define increasing responsibilities, competencies or specialisations as teachers progress in their careers. These standards are used to design ITE programmes and plan the professional development of the school principal and teacher. Funding for teacher professional development comes from MESI, the Centre for Vocational Education/Bureau for educational services, schools, international projects and teachers’ personal budgets. In some cases, funds are transferred directly to schools, especially in the case of international projects.
Professional development needs are determined using a range of sources, such as self-appraisals or surveys, or appraisals by school leadership and external experts (i.e. inspectors). Other sources include research, external school evaluations (required at least once every four years) and internal school self‑evaluations. Teachers are required to take part in professional development, although financial incentives are also available to further encourage this participation. Moreover, completion of training under professional development programmes is necessary for renewing teaching licences (which must be done every five years). There is a wide array of professional development activities and programmes, which are assessed through school evaluations and feedback from teachers who participate in the programmes or activities. The National Council for Education accredits professional development based on criteria developed by the Bureau for Education and the Centre for VET.
Sub-dimension 7.3: School-to-work transition
Since the COVID-19 crisis, school-to-work transition continues to be a pressing challenge for Montenegro. The employment rate of recent graduates decreased by more than ten percentage points, falling from 65% in 2019 to 54% in 2020. Furthermore, the NEET rate (not in employment, education or training) among 15-24 year-olds has not yet reached pre-COVID-19 levels, standing at 20% in 2022 compared to 17.3% in 2019 (Vienna Institute for International Economic Studies, 2024[5]). It is the third‑highest rate in the region, and significantly greater than the EU average (9.6% in 2022) (Eurostat, 2024[6]).
The Strategy of Vocational Education (2020-24) sets forth goals to improve vocational education and make it more relevant for the individual, the labour market and society. VET governance is overseen by MESI, which oversees the whole education system; the Examination Centre, which manages the preparation and evaluation of the national vocational examination; and the Bureau for Education Services, responsible for general education within vocational education. In addition, the Centre for Vocational Education is responsible for developing all qualifications, from occupational standards to educational programmes; it determines the quality of vocational education, is responsible for the professional development of teachers, and provides support for all segments of VET implementation. Policy coherence is ensured by good co-operation and connection of institutions within the education system and dealing with VET.
There are clear quality standards and/or regulations for VET programmes set out in the Law on Vocational Education. The Chamber of Commerce, the Union of Employers and the Federation of Trade Unions are involved in the National Council and the Qualifications Council, as well as in the sectoral commissions and committees. These institutions give an opinion on all occupational standards. Employers are specifically involved in preparing documents that translate occupational standards into educational programmes at all levels. Employers are also involved in the training and assessment of students in dual education. The Employment Service of Montenegro conducts annual surveys to assess the views of employers on the most important issues of the workforce, and the results are used to design germane measures and programmes.
There is an accreditation process for VET programmes under the responsibility of the National Council for Education. Prior to accreditation, programmes are evaluated by sectoral commissions and committees. New VET providers/programmes undergo an approval process. Quality control mechanisms (i.e. assessments) ensure that VET qualifications are rigorous, transferable and understood by the public. There is an external evaluation of VET providers at least once every four years and an internal evaluation once every two years. Reports on the evaluations, which are publicly available on the Centre for VET and school websites, make recommendations for improvements.
The VET institutions collect information on completion rates, employment rates of VET graduates and apprenticeship or work-based learning (WBL) graduates. However, there is no information on the earnings of VET graduates. Although MESI collects data on student completion rates, it currently lacks a reliable system for gathering information on the employment rates of VET graduates. The key areas used to monitor the VET system are teaching/learning and training, student achievement, quality of teachers, trainers and associates, quality management, material resources, and competency testing. Data are used to inform career and education paths of learners and inform or update VET policy.
The Strategy for the Development of Vocational Education in Montenegro (2020-24), which was developed in consultation with a a wide range of stakeholders, recognises the importance of work-based learning. Montenegro is the first WB6 economy to nationally roll out dual VET. There are no financial incentives for employers to join the WBL programme, but a Fund for Dual Education is planned, from which certain incentive funds will be paid to employers who offer WBL places to students. This could potentially address the common issue of employers withdrawing from dual VET programmes in the third year, when they (rather than the government) become responsible for student payments (ETF and ILO, 2020[7]).
In 2020, drafting started for an updated Strategy for Development of Higher Education in Montenegro, which is not yet complete. The previous Higher Education Development Strategy (2016-20) included a goal to harmonise education with the needs of the labour market by modernising study programmes, introducing new learning methods (e.g. information and communications technologies [ICTs]), promoting entrepreneurial learning, and teaching English. Higher education institutions (HEIs) have their own acts for the promotion of mobility and internationalisation. For instance, the University of Montenegro has a Strategy for Internationalisation. Montenegro is a partner economy of the EU Erasmus+ programme. Quality assurance in higher education is performed by the Agency for Control and Quality Assurance of Higher Education and the Council for Higher Education. The core agencies with responsibilities for higher education and its labour market relevance are the Agency for Control and Quality Assurance of Higher Education, the Qualifications Council, and the Chamber of Commerce (as an association of employers). These actors were involved in developing all strategic policies in the higher education sector, and law defines their roles. By law, HEIs are autonomous in the design and implementation of study programmes and are not required to have advisory committees.
The system uses a wide range of information sources to monitor the labour market and higher education relevance, including data from employer surveys and surveys of workers and graduates. Outcomes from study programmes can be found on the websites of higher education institutions; data on the labour market are under the jurisdiction of Montenegro’s Employment Service, which monitors trends in the labour market and publishes strategies, plans and data on its website. The Employment Service also exchanges data with other state institutions to further facilitate evidence-based policy making across the economy. Several mechanisms are in place to help align HEIs with the labour market, namely communications and awareness campaigns for prospective students as well as the use of labour market information to inform curriculum design. There are no grants or scholarships for in-demand programmes; however, as public higher education is free, this may not significantly influence students’ choices.
Sub-dimension 7.4: Skills for the green-digital transition
The framework for digital skills includes a Digital Competence framework (that began to be implemented in September 2020); the national curriculum that incorporates digital skills in compulsory subjects in parts of the primary and secondary education system and in the Strategy for Higher Education; and a new Education System Digitalisation Strategy (2022-27) with Action Plan (2022-23), which aim to improve digital skills and competencies. The upcoming Action Plan (2024-25) foresees the elaboration of the Framework of Digital Competence of Students. Every school in Montenegro has access to the Internet (96% of primary and secondary school students); however, the speed of Internet connectivity varies significantly depending on location and availability of infrastructure. Computer equipment at schools is outdated and not all classrooms are equipped, especially in suburban and rural areas. Efforts are being made to bring new computer equipment to reduce this problem. Software and digital tools for collaboration and learning are gradually being adopted in classrooms.
Several government bodies and public institutions have a role ensuring digital skills are incorporated in the education system. Good co-operation exists with the private sector, civil society and international organisations in the policy and curricula design. There is a coherent progression of digital skills and competencies between primary, secondary and higher education curricula. Quality assurance processes include some qualitative indicators on ICT-related subjects included in the curricula. Teachers can attend seminars on the development of general digital competencies and training for the use of digital technologies in the educational process; indeed, over the past three years, around 40% of teachers have successfully participated in these training programmes. Every year, primary and secondary schools participate in a SELFIE survey,3 which is based on a tool developed by the European Commission to help schools integrate digital technologies into teaching, learning and assessment. The results of these surveys have influenced the development of the Education System Digitalisation Strategy, and subsequent surveys will be used in order to develop new action plans.
There is no specific strategy focusing on the development of green skills. However, the National Strategy for Sustainable Development of Montenegro by 2030 (NSSD) is the umbrella, horizontal and long-term development strategy of Montenegro that not only covers the environment and economics, but also touches upon human resources and social capital that should ensure prosperous development. The VET Strategy does not define any goals related to cultivating green skills. Currently, no training programmes either at secondary or tertiary level specifically target occupations and skills in the renewable energy sector. In addition, no specific qualification standard or programme has been developed; however, many VET programmes contain certain elements and courses relevant to the needs of the renewables sector. At the tertiary level, the Faculty of Electrical Engineering and Faculty of Mechanical Engineering are the main institutions providing relevant education that can to some extent respond to the needs of the renewables market (ETF, 2020[8]). In Montenegro, particular topics related to sustainable development have been introduced at all levels of education. For high schools, these topics include climate change, the green economy, environmental protection, sustainable cities and villages, biodiversity, health education, human rights education and entrepreneurial learning (ILO, 2019[9]).
Overview of implementation of Competitiveness Outlook 2021 recommendations
Montenegro has taken some steps towards implementing past recommendations for education policy, but there is yet room for progress (Table 8.2). In 2022, Montenegro published an analysis of its education system as one of the steps in developing a comprehensive education strategy, and efforts continue under the new project with the EU Delegation to Montenegro and UNICEF. Conversely, there has been no progress toward implementing a standardised national assessment, although there is growing recognition within the sector of the importance of using formative assessment in the classroom to support student learning.
Table 8.2. Montenegro’s progress on past recommendations for education policy
The way forward for education policy
Considering the level of the previous recommendations’ implementation, there are still areas in which Montenegro could enhance its education policy framework. As such, policy makers may wish to:
Sustain ongoing efforts to develop and implement a comprehensive, long-term education strategy that covers all levels of education in Montenegro. The MESI should continue co-operating with the EU Delegation to Montenegro and UNICEF to finalise this strategy in a timely manner and ensure its swift implementation. Montenegro should ensure that the strategy incorporates the results and recommendations of the Education Sector Analysis to the maximum extent possible, prioritising inclusivity, equitable access, and quality education for all learners. The new strategy should also include mechanisms for regular review and updates to ensure relevance and effectiveness.
Finalise the development of the national assessment and set targets for improving student learning outcomes. Many WB6 education systems have – or are developing – national standardised assessment systems to help monitor the implementation of curricula and focus actors across the system on improving student learning outcomes. Developing a national assessment instrument would allow Montenegro to collect valuable information to monitor national education goals.
Implement targeted recruitment efforts and alternative pathways into the teaching profession to attract a diverse pool of talented educators. Specifically, Montenegro should prioritise the development of incentives and support systems to encourage individuals from various backgrounds to pursue teaching careers (Box 8.1). This not only expands the pool of potential educators, particularly in areas where there may be shortages, but also can encourage diversity and innovation in the education system.
Box 8.1. Alternative pathways: Australia’s High Achieving Teachers Program
Launched in 2022, the Australian Government’s High Achieving Teachers Program seeks to offer, through two different providers, two alternative pathways into the teaching profession for high‑performing individuals. The pathways are delivered by Teach for Australia and La Trobe University, and the overarching objective of the initiative is to improve students’ access to quality teaching and education.
These pathways select high-achieving university graduates who possess the necessary knowledge, skills and experiences that are in demand in school systems. Participants are then given teaching positions in disadvantaged secondary schools throughout the country. They benefit from extensive training and support to facilitate this transition. At the same time they are completing an initial teacher education course, with a view to becoming fully accredited teachers.
An interim evaluation of the High Achieving Teachers Program revealed high satisfaction among participating secondary schools with the teaching candidates provided through the programme. Furthermore, preliminary evidence suggests that both pathways – but particularly the one managed by Teach for Australia – are effective in producing quality teachers, highlighting the value of these alternative routes into the profession.
Source: Government of Australia (2023[10]).
Reform teacher standards so as to confer expanded responsibilities to more experienced teachers. Currently, all teachers in Montenegro – regardless of their title or years of experience – are subject to the same professional standards. As such, the existing standards should be revised to link promotions with increased responsibilities or advanced competencies. Such a reform not only can serve as an effective mechanism for recognising experienced teachers’ expertise, but also can promote continuous professional development and lifelong learning within the teaching profession.
Develop a targeted strategy for the development of green skills that addresses the growing demand for sustainability-related competencies in various sectors, including renewable energy. Namely, Montenegro should introduce training programmes and qualifications standards that specifically target occupations and skills needed for the green economy. Additionally, the MESI should collaborate with relevant institutions and stakeholders to ensure that education and training systems align with the needs of emerging green industries.
References
[8] ETF (2020), Skills for Smart Specialisation in Montenegro, https://www.etf.europa.eu/sites/default/files/2020-11/skills_for_smart_specialisation_in_montenegro.pdf.
[7] ETF and ILO (2020), Dual Education in Montenegro: Practical training in Three-year Educational Programmes, https://www.etf.europa.eu/sites/default/files/2020-09/dual_education_in_montenegro.pdf (accessed on 18 April 2024).
[6] Eurostat (2024), Young People Neither in Employment nor in Education and Training (15-24 years) - % of the Total Population in the Same Age Group, https://ec.europa.eu/eurostat/databrowser/view/tipslm90/default/table?lang=en&category=t_educ.t_educ_outc (accessed on 18 April 2024).
[4] Eurostat (2023), Early Leavers from Education and Training, https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Early_leavers_from_education_and_training (accessed on 18 April 2024).
[3] Eurydice (2024), Montenegro: Statistics on Educational Institutions, https://eurydice.eacea.ec.europa.eu/national-education-systems/montenegro/statistics-educational-institutions (accessed on 18 April 2024).
[10] Government of Australia (2023), Alternative Pathways, https://www.education.gov.au/teaching-and-school-leadership/alternative-pathways (accessed on 19 April 2024).
[9] ILO (2019), Skills for a Greener Future: A Global View, https://www.ilo.org/wcmsp5/groups/public/---ed_emp/documents/publication/wcms_732214.pdf.
[2] OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en.
[1] UIS (2023), UIS.Stat, http://data.uis.unesco.org/ (accessed on 1 March 2024).
[5] Vienna Institute for International Economic Studies (2024), The Jobs Gateway in South Eastern Europe, https://data.wiiw.ac.at/seejobsgateway.html (accessed on 13 March 2024).
Notes
← 1. These data come from the CO 2024 quantitative questionnaire.
← 2. These standards are outlined in the document, “Competence Standards for Teachers and Principals in Educational Institutions.”
← 3. More about the SELFIE survey in Montenegro can be found here: https://openspace.etf.europa.eu/sites/default/files/2021-06/03%20SELFIE%20WBL%20Montenegro.pdf.