Country Project Montenegro
The reforming of Montenegrin
education and training system started a decade
ago. Reforms carried out so far have increased compulsory schooling from 8 to 9
years, introduced new curricula and textbooks and improved school
infrastructure. Vocational education, however, being followed by 68% of upper
secondary education students, continues to deliver unsatisfactory results with
regard to quality and responsiveness to labour market skills needs. The quality
of primary and secondary education can be improved further for all students as
the 2009 edition of the PISA study (OECD Programme for International Student
Evaluation) assessing reading performance of 15-years old school children
ranked the country 54th out of 65 participating countries. Although its scores
have relatively improved in relation to the former survey in 2006, the
percentage of students who could achieve only the lowest reading scale (level
1* or below) was still 50% (down from 60% in 2006).
The GDP growth of Montenegrin economy has been sluggish in 2010 and 2011 (1.1% and 2.0% respectively), and the country ranking in the global competitiveness index (WEF) was deteriorated from 49th to 60th position. Montenegro’s labour market is characterized with relatively low activity rate – 50.1% (58.1% for males and 42.6% for females among 15+ population) and low employment rate (47.6% in LFS 2010). Based on LFS 2010 (15-64 age group), the unemployment rate is also high (19.8%), but it is the youth unemployment rate which has particularly increased to 45.5%. Montenegro still faces serious structural unemployment, regional unemployment disparities, chronic long-term unemployment and large numbers of disadvantaged groups at the labour market.
This implementation plan outlines ETF support to Montenegro in 2012 as designed to respond to the major HRD challenges in the country, as well as to the priorities of the corporate ETF mid-term perspective (2010-2013). It aims to complement and add value to the EU support for the country’s VET and employment policies. More specifically, the ETF interventions in Montenegro in 2012 will focus on three specific policy areas in Montenegro, working at both local and national level.
This ETF Country project, will address the drive and capacities of various stakeholders for active engagement in VET and Labour Market reforms. The 2012 Torino Process and Bruges will be carried out in order to further determine the possible ways forward in policy and system development. Further, the ETF will capitalise on the activities implemented in the country in the field of in-service teacher preparation in 2009-2011. As a follow-up of the long-term unemployment study which was finalised and disseminated in 2011, a value chain analysis in dairy sector is planned with a specific focus on the Northern region of Montenegro. It aims at strengthening the capacities of the national and local stakeholders to better link the employment policy with job creation and contribute to a more inclusive labour market. Based on the findings of 2010 education and business cooperation study and the follow-up actions to improve capacities in 2011, the ETF will implement activities that will aim to support and encourage the private sector to engage in strategic partnerships with VET providers.
Put simply, lifelong learning means that people can – and should have the opportunity to – learn throughout their lives.
Across the world, certain groups of people are still hard pressed to get the most out of their education and training system.
Partnership between the worlds of work and education is a process that is set to become an integral part of how we go about developing education.
“Employment”: a better guidance contributes to broader economic and social well-being by easing the functioning of labour markets.
Making qualifications transparent and easily readable, even across international frontiers, is a high priority for the ETF.
Teachers are a critical factor in education reforms. The ETF takes therefore the role of schools and teachers seriously throughout its work.
Focusing on key competences is one of the surest ways of keeping education and training relevant in a fast-changing environment.
Governance modes and models have a high correlation with the overall performance of education and training policies, influencing their strategic formulation and implementation.
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