Montenegro 2023

Access to VET in Montenegro varies depending on the type of programme. Initial VET is widely available and appealing to students, but continuing VET (CVET) is harder to access, particularly outside central regions. Most adult education providers are located in central Montenegro, making it difficult for learners in other areas to find suitable programmes.

However, CVET programmes need improvement to better compete with other skills development options in Montenegro. Although access to CVET is slightly better than international averages, challenges remain due to the uneven geographical distribution of providers. Most are concentrated in central Montenegro, limiting options for learners in other regions. Of the 115 licensed adult education providers, the majority are private institutions, followed by secondary schools and a few higher education providers.

The commitment of Montenegro to lifelong learning extends beyond traditional VET, with efforts to provide additional training options through active labour market policies. Since 2017, various adult education programmes have been implemented to develop professional qualifications and key skills, showing notable progress compared to other countries.

While VET supports learners in progressing to employment or further education, challenges remain, particularly for students in three-year programmes, who face higher dropout and repetition rates compared to those in four-year programmes. A more tailored approach is needed to address these issues and better meet the evolving needs of learners.

The VET system of Montenegro works to provide young learners with the skills needed for today’s economy. While the quality of skills delivered through VET is slightly above the international average, there is room for improvement. Many Montenegrin students, especially those in three-year vocational programmes, struggle with basic skills like maths, science, and reading. To address this, the VET curriculum focuses on strengthening key competencies, including languages, maths, and digital literacy.

The skill level of adults in Montenegro is higher than that of young learners, but many adults still lack basic skills, which limits their employability. Efforts are underway to strengthen the connection between learning and work. The VET curriculum now includes practical training, combining classroom learning with workplace experience. However, providers struggle to secure suitable workplace partners and to offer adequate support for students in work-based learning.

Career guidance in Montenegro is well-developed, providing learners with the information they need to make informed decisions about their future. Yet, graduates often lack practical experience, a key concern for employers. Additionally, while progress is being made in integrating green skills into the curriculum, programmes related to the green economy could be expanded and better aligned with the emerging demands of the green transition. The development of digital skills remains a critical area for improvement as well. 

VET in Montenegro is strongly committed to excellence, particularly in pedagogy and professional development. There is also room for further growth. New initiatives, such as the updated catalogue of professional development programmes for VET teachers, highlight efforts to improve the quality of teaching. However, there is a clear need to focus more on enhancing the digital skills of teachers and trainers, as this has been identified as a key area for development.

The VET system is open to innovation in many long-standing areas of policy and practice, such as access, quality, and governance. However, lifelong learning requires even more creative and innovative approaches. While initiatives like the Entrepreneurial Lifelong Learning Strategy 2020-2024 are promising, more forward-thinking solutions are needed to make lifelong learning more accessible and attractive for all.

VET in Montenegro faces two key challenges: the lack of leadership experience among school heads and insufficient resources in both initial and continuing VET. School leaders are not required to have prior management experience, and opportunities for their ongoing professional development are limited. Separately, the VET Strategy 2020-24 focuses on improving school infrastructure by renovating buildings and providing essential equipment, though more progress is needed in these areas.

Montenegro ensures high levels of accountability and transparency in its VET system, with regular internal and external evaluations to measure performance. However, cooperation between key stakeholders, such as employers and educational institutions, remains limited, resulting in fragmented efforts to provide quality education. To address this, the government promotes partnerships between social partners and local businesses, aiming to improve collaboration and support dual education in particular.

The international mobility of students and teachers in VET has increased in Montenegro thanks to programmes like Erasmus+ and INTERVET WB. Authorities are also focused on strengthening international cooperation, particularly in developing occupational standards and improving language learning opportunities tailored to vocational education. However, there are still gaps in tracking the transition from VET to employment, as well as in collecting data on adult skills, despite the commitment to improving monitoring systems and data collection.

Financially, Montenegro allocates around 4.5% of GDP to education, a figure that exceeds the financial commitment of many other countries in the Torino Process. However, the majority of these funds cover staff and administrative costs, leaving limited resources for infrastructure improvements and innovation. The teaching profession remains popular, but challenges persist, including an ageing workforce and the need for more training specifically focused on teaching adults.