With a view to empower communication, cooperation and networking of professionals in adult education, EPALE will support the creation of joint publication on the challenges faced by accredited adult education providers, as well as the meeting of the providers and relevant institutions at which the results of joint analysis will be presented. Besides this, aiming at strengthening their professional competences, the activities on developing project writing competences will be organized in order to ensure EPALE contribution to investment in adult education, stronger promotion of lifelong learning and to make greater use of the Partner search and Erasmus+ space option on the platform. There will be training on EPALE registration and use for all participants of this event.

In order to ensure the exchange of experience and examples of good practice, the information system of the Ministry of Education, Science, Culture and Sports, extended with data on adult education, will be upgraded by the platform for the exchange of learning materials and contents predominantly intended for adult educators. The portal will contain the links with learning materials published on EPALE and in this way the number of active users will be additionally increased.

Particular accent will be put on stronger cooperation of national ERASMUS+ teams through gatherings and participations at EPALE and other ERASMUS+ events.

EPALE ambassadors, who have been active promoters of EPALE community for years, will continue with providing important contribution to the platform by sharing the contents from various sectors (media, culture, education, etc.). The project will support regional cooperation and networking of EPALE ambassadors as a type of support for the exchange of experience and stronger lobbying in adult education on the regional level.

Professionalization of EPALE team, EPALE ambassadors and adult education stakeholders, national networking and exchange of good practices within ERASMUS+ programme, will be supported through regional meetings (regional meeting of EPALE ambassadors in North Macedonia) and regular national trainings of EPALE ambassadors, national and regional EPALE conferences, study visits, participations in international andragogical symposiums, meetings of national project teams in charge for ERASMUS+ programmes implementation and the representatives of the national Erasmus+ Office in Montenegro. All participants of the national and regional EPALE activities will have an opportunity to be informed about the benefits of EPALE, along with mandatory registration on the platform.

Gordana Bošković

• Position within the Project: Manager
• Qualification:  Adult Education Specialist
• Expertise and competencies: Graduated from the Department of Andragogy at the Faculty of Philosophy, University of Belgrade. Seventeen and a half years of active work in creating adult education policies in Montenegro, their implementation in practice, and the application of European guidelines in this field. National coordinator for EU adult education projects since 2015, including the European Agenda for Adult Learning and the Electronic Platform for Adult Learning in Europe (EPALE). One year of experience at the Faculty of Philosophy in Belgrade in the Department of Andragogy and two academic years of experience at the Faculty of Philosophy in Nikšić, working as an expert associate on courses such as Andragogical Didactics, General Andragogy, Workforce and Education Planning, and Economics of Adult Education. More than fifteen years of experience as a trainer in adult education. Over 150 completed train-the-trainer courses in adult education. More than a decade of experience as a trainer in public administration, as an accredited trainer for the Human Resources Administration. More than a decade of experience in moderating national and international conferences and other organizational forms of learning. Appointed by the Ministry of Foreign Affairs to serve two terms as a member of the EU Adult Education Group. Two terms (eight years) as a member of the National Council for Qualifications. Member of the Fourth Convocation of the National Education Council. Member of the Sectoral Commission for Social Sciences and the Committee for Adult Education, and since 2021, President of the Committee for Adult Education. Member of the working group for Negotiation Chapter 26. President of the working group for the development of the Adult Education Plan 2019-2022. Member of working groups for the development of strategic, planning, methodological, and legal documents in the field of education. Engaged internationally as an expert in adult education and the development of adult education policies and practices. Contact person for Montenegro for cooperation with EAEA and EBSN. Author of the Adult Education Report for the Eurydice network. Author and co-author of several publications on adult education. Coordinator of several empirical research projects, guides, analyses, manuals, programs, etc., in adult education.  Since 2007, she has been employed at the Public Institution Center for Vocational Education as an  Senior Advisor for Adult education.In 2023 she has been elected as a deputy director in the VET Centre of Montenegro. 
• Complementary skills: organizational skills, leadership skills, teamwork skills, time management skills, communication skills, mediation skills, negotiation skills, trainer skills, time management skills, group dynamics management, conflict settlement, convincing...  ;
• E-mail: gordana.bosskovic@gmail.com  

Dragiša Damjanović

• Position within the Project: Administrative Support Officer
• Qualification: Teacher of  Philosophy.
• Expertise and competencies:  Dragiša Damjanović was born in Cetinje. He completed his primary and secondary education in Podgorica and graduated with a Bachelor's degree in Philosophy from the Faculty of Philosophy in Nikšić. After graduation, he was engaged as a teacher of philosophy, ethics, logic, and the history of religion; after which he returned to his studies—this time in the field of Montenegrin language and literature. He is the author of numerous research and academic papers, particularly in the fields of linguistics and the philosophy of language. During his regular employment, he developed various project proposals in different areas and was engaged by numerous institutions for expert support in the development and implementation of project activities, including the Ministry of Education of Montenegro, the Office for European Affairs, the Resource Center for Children and Youth "Podgorica," the Public Enterprise for National Parks of Montenegro, the Faculty of Law at the University of Montenegro, the "Ruđer Bošković" Institute, and many other regional and European institutions. During his return to student life, he worked in the field of inclusion, remaining actively engaged for several years before being assigned to the role of Information and Communication Coordinator at the Secondary School "25. maj" in Tuzi for over five years. He then continued his work at the Center for Vocational Education in the department for adult education and lifelong learning, where he stayed for just over a year. In March 2024, he was appointed as a Senior Advisor I for projects. He has shaped his active professional development and lifelong learning through numerous qualifications in areas such as accounting, public procurement, project management, and andragogical training, among others.
• Complementary skills: trainer skills – organizational skills, teamwork skills, time management skills, communication skills, group dynamics management, conflict settlement, negotiation, convincing...
• E-mail: dragisa.damjanovic@cso.edu.me 

Magdalena Jovanović

• Position within the Project: Technical Support Officer
• Qualification: Teacher of Montenegrin language and literature,

• Expertise and competencies: Magdalena Jovanović was born in Cetinje. She completed her primary and secondary education in Budva. She graduated from the Faculty of Philosophy at the University of Montenegro in Nikšić, earning a degree as a professor of the Serbian language and literature. Since 2006, she has been employed at the Public Institution Center for Vocational Education as an independent advisor for public relations and lecturing. In the Center for Vocational Education, she performs proofreading and editing of documents related to vocational education and adult education, as well as texts for public publication. She communicates with the media, promotes the Center's activities, organizes corporate events, and provides logistical support to the organizational units of the Center when organizing events (conferences, symposiums, competitions, fairs), as well as administrative support to the Council for Vocational Education and the Council for Adult Education. She is a participant and coordinator of various activities and projects at the national and international level.

  She speaks English and Italian.

• Complementary skills: Organisational skills, teamwork skills, time management, communication skills
• E-mail: magdalena.jovanovic@cso.gov.me

Adults enter education, training or learning by their own choice, for the purpose of improving their knowledge, skills and competences or acquiring an adequate qualification for a more successful life, work and personal development.

Adult education is a part of the single education system of Montenegro.

The goal of adult education in Montenegro includes:

• attaining at least primary education and the first qualification by all citizens;
• raising the level of education, i.e. the functional literacy of citizens;
• retraining, additional training, specialised training and further development of both the unemployed and the employed for the labour market;
• enabling education and acquiring knowledge, skills and competences that correspond to personal abilities and age of individuals, through contemporary forms of education and learning;
• continuous professional development;
• inclusion of the most vulnerable population groups through different forms of education and learning with a view to their integration;
• investing in human resource development;
• promoting the significance of lifelong learning;
• raising the level of knowledge, skills and competences in the area of human democracy and environmental protection.

Principles on which adult education in Montenegro is based:

• principle of lifelong learning;
• principle of accessibility and freedom to choose education under equal conditions for all citizens in compliance with possibilities and needs;
• principle of correlation between work and education;
• principle of equally worthy educational standard in both formal and non-formal education;
• principle of quality assurance and quality improvement;
• principle of acknowledging specific qualities of adults in education and learning process;
• principle of acknowledging andragogical science and profession and the use of contemporary technologies;
• principle of transparency.

Types of adult education and learning:

• formal education;
• non-formal education or learning;
• informal education;
• self-directed learning.

Formal adult education

In accordance with the Law on Adult Education, formal education is an organised process of education implemented, based on the current public curriculum or its part (module, learning unit and the like), which provides acquisition of the level of education, i.e. one or more vocational qualifications. Therefore, adults can acquire qualification of the level of education, which is confirmed by a diploma, (formal education), in accordance with General Law on Education, Law on Elementary Education, Law on Gymnasium, Law on Vocational Education and Law on Higher Education. Organisation of education is adjusted to adults in order to acquire a diploma of vocational education or gymnasium, in accordance with the Law on Vocational Education and the Law on Gymnasium. Adult students who have completed certain curriculum may want to continue their education in another curriculum in order to acquire diploma. In that case, if successfully completed, subjects and modules which are common for both curricula will be recognised in accordance with the mentioned laws.

Basic Adult Education

The right to education under same conditions has been guaranteed by the Constitution of Montenegro. Elementary education is obligatory and free of charge. Exercising right to literacy is one of universal human rights. One of the goals of adult education defined by the Law on Adult Education is to achieve at least primary education and first qualification for all citizens. In terms of this Law, an adult learner is a person older than 15, who fulfils all requirements for participation in adult training programme. Basic adult training programmes may include persons younger than 15, who do not have status of student. Functional literacy is a basic ability to read, write and calculate, as well as mastering a minimum knowledge and skills required for successful and quality performance of different activities in working, family and social environment. Elementary functional literacy is a prerequisite for acquiring knowledge, skills and habits, i.e. competences and qualifications which are necessary in a modern society. It is the first step on the way to the completion of full functional literacy.

General and vocational secondary education

In compliance with provisions of the General Law on Education, the National Council for Education adopts adapted curricula for adult education and guidelines for adapting them to provide acquisition of the level of education by adults. The National Council for Education stipulates, inter alia, validity and equal value of the curricula delivered in private adult education institutions with appropriate current public curricula. One of the goals of vocational education, according to the Law on Vocational Education is to ensure acquisition of qualifications, which provide students and adults with equal access to the labour market. Vocational education of adults is conducted in accordance with this law and special regulations. Formal education of adults, according to this law, has been recognised through the form of extra-curriculum student. Extra-curriculum student acquires education by attending preparatory teaching (instructive-consultative teaching) and by sitting for exams. A curriculum determines the areas in which extra-curriculum students may acquire vocational education, as well as the manner of the delivery of practical education. Extra-curriculum student is obliged to attend the preparatory teaching. Subjects, teaching contents and lessons for each curriculum have been determined by the school Panel of Teachers. Total number of lessons may not be less than 50% of total annual number of lessons for the specific curriculum and is established in accordance with appropriate methodology adopted by the National Council upon the proposal of the Centre for Vocational Education. Extra-curriculum student sits for the class exam and the relevant exam upon the completion of the level of education. These exams are organised in June, August and January. During one school year, an extra-curriculum student may complete one grade. The class exam comprises one, more or all subjects in accordance with the curriculum. By sitting for the class exam, the extra-curriculum student sits for additional or differential exams, according to the curriculum, provided that only one grade may be completed in one examination term. Extra-curriculum student is obliged to pay compensation for these exams and preparatory teaching, which is determined by the Ministry. Positive marks earned during regular schooling at the end of the teaching process or school year or during previous examination term, shall be recognised. The method and procedure of examination is prescribed by the Ministry.

Non-formal adult education:

Non-formal education is obtained according to programmes of education for:

• training, retraining, additional training, specialisation and professional development;
• acquiring and improving key skills and key competences;
• acquiring knowledge and skills from various areas (civic democracy, environmental protection, sustainable development, family life, health protection, etc.).

According to the Law on Adult Education, non-formal education, or learning is realized through organised and envisaged aims and support, in purpose of acquiring and improving knowledge, skills and competences, which may be tested and verified in the procedure for obtaining national vocational qualification, or, key skills.

Informal learning is conducted with no specific intent or organised aim, time and support in performing in-service daily activities, within family and social life and leisure time. Knowledge, skills and competences acquired through non-formal and informal learning may be tested and verified in the procedure for obtaining national vocational qualification, or key skill. Self-directed learning is conducted through activities within which an adult person manages the learning process and is responsible for the outcomes of such learning without immediate and continuing support of the others.

Acquisition of vocational qualifications

Qualification up to the level of higher education is acquired in accordance with the Law on National Vocational Qualifications (“Official Gazettes of Montenegro”, no. 80/08 dated 26 December 2008, 14/09 dated 24 February 2009, 80/10 dated 31 December 2010, 18/11 dated 1 April 2011, 40/11 dated 8 August 2011). According to the provisions of this Law, vocational qualification up to the level of higher education is acquired with: Completion of current public curriculum in compliance with the law, Completion of a module, in case that current public curriculum has been developed based on a number of occupational standards, Verification of knowledge, skills and competences upon the completion of a special adult training programme, Direct verification of knowledge, skills and competences, in accordance with the catalogue of standards of knowledge, skills and competences (examination catalogue) for the relevant vocational qualification, Recognition of foreign certificates;

Vocational qualification in higher education is acquired with completion of: Study programme, in accordance with the law, Special programme of development in the area of higher education (special programme of development).

Adult education is intended for different target groups (unemployed without qualification or with qualification which are not required in the labour market any longer, employed persons, school leavers). Training programmes (for the change of vocation or additional training, upon which national vocational qualification may be acquired after testing) is determined by the National Council for Education and adopted by the Ministry of Labour and Social Welfare. The Law on National Vocational Qualifications provides individuals with possibilities of acquiring nationally recognised vocational qualification, by testing, or assessment of previously acquired knowledge, by testing upon completed training programme or with completion of part of the programme or its modules, if that part is based on occupational standards. Primary objective of establishing system for vocational qualifications, which are to be confirmed by certificate (certification of qualification) is to develop and conduct a testing procedure in order to recognise previously acquired knowledge and learning in accordance with nationally established occupational standards. The result of the certification of qualification is a certificate – publicly valid document, which proves vocational qualification at certain level of complexity, but not the level of education. Certificate does not replace diploma, i.e. document on the level of education. Assessment of non-formal and informal learning meet the needs of the adults and those of the labour market, but also support principles of the lifelong learning.

Acquisition of key competences

Key competences represent transferable, multifunctional package of knowledge, skills and attitudes that all individuals need for personal fulfilment and development, inclusion and employment. They should be developed by the end of mandatory education or training and should represent a basis for further long-term learning. This definition of key competences, provided in the document of the European Commission “Education and Training 2010”, has stressed that competences should be transferable, and thereby applicable in situations and contexts, multifunctional, to help achieve several objectives, solve different problems and perform various tasks. Key competences are the prerequisites for an adequate personal attitude in life, work and later learning process. Based on the legal regulations of Montenegro, key competences (in the field of information and communication technologies, foreign languages and the like), important for performing tasks within one occupation, are acquired in accordance with the Law on National Vocational Qualifications and are accepted in the procedure for acquiring vocational qualification. Vocational qualification does not provide the level of education, but is recognised in the process of acquiring the level of education in accordance with special regulation of the Ministry.

Other programmes of non-formal education

Other non-formal training implies programmes acquired in accordance with Article 14 of the Law on Adult Education, concerning acquisition of knowledge and skills for civic democracy, environment protection, sustainable development, life in a family, successful social integration, raising quality of life, health education, social skills, third age and the like. These training programmes are adopted by the competent council, on the proposal of the Centre for Vocational Education or education provider, in compliance with the regulation. Prior to the proposal of the training programme, the competent council receives the opinion of the competent state administration authorities, Employment Agency of Montenegro, Chamber of Commerce of Montenegro, representative Union of Employers and representative Association of Trade Unions.

Legislative regulations

Legislative regulations governing the area of adult education in Montenegro:

• Law on Adult Educationhttp://www.mps.gov.me/en/library/zakoni This law regulates adult education and learning. The law defines: goals and principles of adult education, types and programmes of adult education, adult education providers, adult education learners, Adult Education Plan, etc.  Adult education in Montenegro was governed by the Law on Adult Education from 2003, and the new Law on Adult Education was adopted by the Parliament in April 2011 (“Official Gazettes of Montenegro”, no. 20/11). The present legal regulations treat adult education as a part of the unified education system of Montenegro, which is based on the main principles of andragogy (lifelong learning, freedom of participation, equal access to education, assimilation of the standards of knowledge in formal and informal education and the like). Apart from the Law on Adult Education, this area is also governed by: (http://www.cso.gov.me/biblioteka/zakoni)
• General Law on Education („Official Gazettes of the Republic of Montenegro, no. 64/02, 31/05 49/07, “ Official Gazettes of Montenegro”, no. 04/08, 21/09, 45/10, 45/11), which, among other issues,also stipulates where the teaching and learning process of adults may be organised and licensing of adult education providers, referred to in Articles 45, 46 and 46a of this law. This law regulates organisation and conditions for carrying out educational work in the areas related to education, as well as adult education. The law defines: National Council and its working parties, educational institutions, governing and managing an institution, teachers, development and advancement of teachers, external quality assessment and quality assurance, financing, etc. (http://www.cso.gov.me/biblioteka/zakoni)
• Law on National Vocational Qualifications  - http://www.mps.gov.me/en/library/zakoni (“Official Gazettes of Montenegro”, no 80/08) provides individuals with possibility of acquiring nationally recognised vocational qualification by verification or assessment of previously acquired knowledge, testing upon completed training programme or its part or module, if that part is based on the occupational standard. Primary objective of establishing a system of vocational qualifications confirmed by certificate (certification of qualifications) is to develop and implement a verification procedure in order to recognise previously acquired knowledge and learning in accordance with nationally developed occupational standards. The law covers the acquisition of vocational qualifications up to the level of higher education, as well as vocational qualifications in the area of higher education. The law defines: occupational standard and examination catalogue, conditions and procedure for obtaining a vocational qualification, and the recognition of foreign certificates, protection of candidates’ rights, financing, records, supervision, etc. (http://www.cso.gov.me/biblioteka/zakoni).
• Law on National Qualification Framework http://www.cko.edu.me/Default.aspx?cid=14 (“Official Gazettes of Montenegro “, no. 80/10) promotes lifelong learning, and along with that, adult education within the concept of expression of qualifications through learning outcomes and their evaluation, regardless the context wherein they have been acquired and their transferability. The law regulates national qualification framework, qualification levels and sublevels, types of qualifications, volume of qualifications, as well as competences of bodies for the proposal, adoption and classification of qualifications. Qualification framework is an instrument which enables the classification, comparison, development and understanding of qualifications, their correlation and clear overview of different paths for acquisition of qualifications serving the needs of labour market and society. The law defines qualification framework, competences of bodies and authorities, etc. (http://www.cso.gov.me/biblioteka/zakoni)
• Law on Vocational Education –(“Official Gazettes of Montenegro”, no. 39/13) and the Law on Gymnasium (“Official Gazettes of Montenegro”, no. 39/13), govern the process and methods of adapting teaching to adult students, aiming at acquiring diploma of vocational school or gymnasium. Adult students who have completed certain curriculum may want to continue their education in another curriculum in order to acquire diploma. In that case, if successfully completed, subjects and modules which are common for both curricula will be recognised in accordance with the mentioned laws. The law on Vocational education defines: qualifications of education levels and vocational qualifications acquired in vocational schools, occupational standards and qualification standards, education programmes, master craftsman exam, part-time students, teachers and associates carrying out programmes, etc. (http://www.cso.gov.me/biblioteka/zakoni).

In purpose of clear formulation of adult education system, public administration authorities competent for education have adopted the following subordinate regulations:

• Rules on Conditions, Manner and Procedure for Issuance and Renewal of Work Permits for Teachers, Directors and Deputy Directors of Education Institutions (‘’Official Gazettes of Montenegro’’, no. 23/14 dated 30 May 2014).
• Rules on Professional Examination of Teachers (‘’Official Gazettes of Montenegro’’, no. 67/03 dated 15 December 2003, 17/04 dated 4 April 2014).
• Rules on Contents and Maintenance of Adult Education Records and Documentation (‘’Official Gazettes of Montenegro’’, no. 27/12 dated 31 May 2012).
• Rules on Contents, Forms and Methods for Education Quality Assurance in Institutions (‘’Official Gazettes of Montenegro’’, no. 26 dated 24 May 2012).
• Rules on Forms and Issuance of Certificate (‘’Official Gazettes of Montenegro’’, no. 6/11 dated 25 January 2011).
• Rules on Methods and Procedures for Recognition of Foreign Certificates (‘’Official Gazettes of Montenegro’’, no. 6/11 dated 25 January 2011).
• Rules on Programmes for Examiners (‘’Official Gazettes of Montenegro’’, no. 56/2010 dated 24 September 2010).
• Rules on Methods and Procedures for Issuance and Revoke of Examiners’ Licenses and Forms and Content of Examiners’ Licenses (‘’Official Gazettes of Montenegro’’, no. 461/10 dated 6 August 2010).
• Rules on Composition and Method of Work of the Examination Panel (‘’Official Gazettes of Montenegro’’, no. 46/2010 dated 6 August 2010).
• Rules on Qualification Profile of Lecturers, Trainers and other Professionals (‘’Official Gazettes of Montenegro’’, no. 43/09 dated 3 July 2009).
• Rules on Methods of Assessment of Knowledge, Skills and Competences Acquired in Shorter Period of Time based on Programmes for Additional Training, Change of Vocation, Specialization, In-Service Education and Other Forms of Education and Training (2009).
• Rules on Procedures for Licensing of Education Institutions and Methods of Keeping the Registry of Licensed Institutions (‘’Official Gazettes of the Republic of Montenegro’’, no. 45/2006 dated 17 July 2006).
• Rules on Detailed Conditions for Establishment of Education Institutions and Methods of Keeping the Registry of Licensed Institutions (‘’Official Gazettes of the Republic of Montenegro’’, no. 40/2006 dated 22 June 2006).

Strategic documents from the area of adult education:

• Strategy for Adult Education of Montenegro 2015-2025http://www.cso.gov.me/biblioteka/strategije – The Strategy provides guidelines to which Montenegro will aspire in the coming decade in the area of adult education. The basic goal is to create prerequisites for education available to all citizens under the same conditions with the possibility of continuous monitoring of their knowledge, skills and competences throughout their lives. Priority goals determined by the Strategy include:
  1. Increasing social inclusion of adult citizens through activities of lifelong learning and education;
  2. Improving knowledge, skills and competences of adults in favour of employability, labour market mobility and competitiveness;
  3. Increasing competences of the employed with a view to achieving faster economic growth;
  4. Establishing the system of quality assurance in adult education;
  5. Providing a flexible and sustainable system of adult education.

- Adult Education Plan 2015–2019– The Plan represents operationalisation and concretisation of goals set out within the Strategy for Adult Education of Montenegro (2015-2025). The Adult Education Plan 2015-2019 represents the basis for the preparation and adoption of annual adult education plans which will include and specify more detailed activities and resources required for their implementation. Priority areas of adult education determined by the Plan for the forthcoming period include:

- Programmes and activities of lifelong education and learning;

- Improvement of knowledge, skills and competences of the unemployed;

- Improvement of competences of the employed;

- Quality assurance in adult education;

- Provision of flexible and sustainable system of adult education.

-Strategy for Lifelong Entrepreneurship Education 2015-2019, defines key challenges and priorities in this area:

• Strengthening entrepreneurial literacy as an integral part of formal, non-formal and informal education and life philosophy for all citizens;
• Introduction of competitiveness as a key competence at all levels of education;
• Introduction, development and implementation of the concept of entrepreneurship education at pre-school level with a view to creating a foundation for “upgrading learning”;
• Continuous provision of services to potential/existing entrepreneurs for starting, managing as well as the growth of enterprises;
• Full preparation of teachers and lecturers for the development of entrepreneurial competence at all levels of education and drawing up strategies for educational institutions so as to make the manner in which they implement educational process more entrepreneurial;
• Development of efficient policy framework, along with partnerships between the economy and educational institutions working continuously on improvements in terms of clearly defined target indicators, and exchanging and distributing examples of good practice, both in domestic and in international frameworks. (http://nasme.me/dokumenti/)
• National Strategy for Employment and Human Resources Development (2012 – 2015) is a document which represents the basis for the employment policy implemented through annual action plans. Action plan of employment and development of human resources determines measures and activities aimed at achieving priorities and goals defined by the National Strategy for Employment and Development of Human Resources (2012-2015), which are based on the need to resolve current problems in the labour market, such as: high rate of long-term unemployment, high share of the young in the structure of the unemployed, marked disproportion between supply and demand in the labour market, considerable growth of the number of unemployed university graduates, regional differences in unemployment, as well as a large number of the unemployed considered to have lower employability prospects.

http://www.zzzcg.org/shared/dokumenti/Publikacije/Strategija%202012-2015.pdf

RELEVANT INSTITUTIONS AND EXPERT BODIES

Ministry of Education Website: www.mps.gov.me

Ministry of Labour and Social Welfare Website: www.mrs.gov.me

Centre for Vocational Education Website: www.cso.gov.me

Bureau for Education Services Website: www.zzs.gov.me

Examination Centre Website: www.iccg.co.me

Employment Office Website: www.zzzcg.org

Human Resources Administration Website: www.uzk.co.me

Directorate for Development of Small and Medium Sized Enterprises Website www.nasme.me

Chamber of Economy Website: www.privrednakomora.me

Union of Employers of Montenegro Website: www.poslodavci.org

National Council for Education

Qualification Council www.cko.edu.me

ADULT EDUCATION PROVIDERS

According to the Law on Adult Education, adult education may be implemented, i.e. organised at a school, specialised organisation for adult education (adult education centres, training centres, driving schools, etc.), institution for accommodation and care of persons with special educational needs, as well as other legal entities that meet the prescribed conditions and have a license to operate, in compliance with law.

So far, the Ministry of Education has issued 90 licences for work in adult education. Among the licensed providers, the majority are private institutions, followed by secondary and primary schools and several faculties.

Most of the licensed adult education providers are in the central region of Montenegro - 54, whereas 26 are in the northern and 10 in the southern region.

EDUCATION PROGRAMME PERFORMERS

Adult education is conducted by teachers, teaching assistants, teachers or instructors of practical education, lecturers, facilitators and other professional workers, in compliance with the law regulating the relevant education area, curriculum, i.e. education programme.

The performers must be andragogically trained. Andragogical training is carried out according to the Programme of Andragogical Training of Staff working in adult education, adopted by the competent Council

Creating and implementing the policy of education in Montenegro is principally the responsibility of the Ministry of Education.

Ministry of Education, inovation and Science of Montenegro is responsible for all levels of education. Within the Ministry operates a Directorate for general secondary education, vocational education and adult education, where the activities of planning, monitoring and analysing the situation in the area of general secondary education, vocational education and adult education are conducted.

Since the beginning of the reform, education policy in Montenegro was steered towards its decentralisation. The decentralisation in the area of education in Montenegro began in 2003 by establishing special institutions and forming competent councils in the area of education, to which the activities of monitoring and improving the process of education have been largely transferred.

National Council for Education was founded in 2011 based on a Decision of the Government of Montenegro, in accordance with legal regulations governing the area of education. Together with Qualification Council, the National Council for Education represents the largest professional body in the area of education. By their establishment, Council for General Education, Council for Vocational Education and Council for Adult Education which were founded in 2003, ceased to exist. 

The Government established the National Council for the purpose of decision-making on professional matters and for professional assistance in the procedure of rendering decisions and preparing regulations in the field of education. The National Council is elected for a period of four years. In order to discuss the matters from its own competence, the National Council has formed standing and temporary working parties. Standing working parties include: 1) General Education Committee; 2) Vocational Education Committee; 3) Adult Education Committee.

Adult education in Montenegro is treated as part of a single educational system and is considered as its equal and equally important segment. In accordance with that, an Adult Education Committee has been founded for the purpose of discussing all matters from the area of their competence and providing professional assistance to the Council when passing decisions from the area of their own competence. In that manner, adult education is developed within the education system as a whole, and not as an entirely independent and autonomous area.

As of June 2015, following Decision of the Government of Montenegro (rendered upon the expiry of the previous the Council' term), the second National Council for Education meets. The Council comprises 21 members, including the representatives of universities, pre-school institutions, primary and secondary schools, resource centres, Centres for Vocational Education, Employment Office, Trade Union of Education, Union of Employers, association of teachers, student parliament and Pupils' and students' dormitory.

Qualification Council was founded by the Government of Montenegro, for the purpose of improving the system of qualifications, their approval and classification into the Qualification Framework.

For the purpose of comprehensive analysis of the situation and tendencies on the labour market, analysing the existing qualifications, identifying the needs for certain qualifications and qualification development, the Qualification Council has established 15 sectoral commissions.

Sectoral commissions represent an evidence of a correlation existing between education and economy, through the involvement of representatives of:

• public authority in charge of that qualification sector;
• representative association of employers;
• representative association of employees in the relevant qualification sector;
• university, i.e. an independent higher education institution;
• Centre for Vocational Education, i.e. Bureau for Education Services;
• Ministry of Education;
• adequate body in charge of certain professions (chamber of lawyers, engineers, medical chamber etc.).

( http://www.cko.edu.me/default.aspx )

Following the Decision of the Government of Montenegro rendered in July 2015, due to the expiry of the first Council's term, a new Qualification Council was founded comprising 17 members. Members of the Council include the representatives of: National Council for Education, Council for Higher Education, Directorate for general secondary, secondary vocational and adult education at the Ministry of Education, Department for Qualifications at the Ministry of Education, Ministry of Labour and Social Welfare, universities, Centre for Vocational Education, Bureau for Education Services, Examination Centre, Employment Office, Union of Employers, Chamber of Economy and Trade Union of Education.

The work of the Councils and their professional bodies ensures transparency, holistic approach, correlation between public and civil sector, correlation between educational institutions and labour market and similar.

Centre for Vocational Education of Montenegro among other things carries out the activities of adult education development and promotion of lifelong learning, through involvement of key factors of social dialogue, representatives of employers, trade union, public institutions and NGOs. 

Developmental, advisory, research and professional tasks from the area of vocational education and adult education are conducted by the Centre for Vocational Education in accordance with provisions of the General Law on Education. The Centre was founded in 2003 on the basis of a Decision of the Government of the Republic of Montenegro, as the first institution based on social partnership among the Government of the Republic of Montenegro, Chamber of Economy of Montenegro, Union of Free Trade Unions of Montenegro and Employment Office of Montenegro. As of 2015, the Centre for Vocational Education functions as a public institution whose only founder is the Government of Montenegro. Department for adult education operates as a part of this institution, conducting the activities of:

• Research and development of adult education system;
• Preparation of education programmes;
• Proposing norms and standards of personnel requirements for the implementation of education programmes;
• Preparing and proposing a network of institutions for adult training;
• Providing opinions on introducing experimental education programmes and monitoring the implementation;
• Participating in the preparation and drafting of methodological and other documents for the area of adult education;
• Cooperating with social partners and undertaking activities aimed at development of social partnership;
• Initiating the adoption and amendment of legal regulations required for regulating the adult education system;
• Promoting the concept of lifelong education and learning.

Examination Centre of Montenegro in accordance with provisions of General Law on Education (Official Gazette of the Republic of Montenegro, 64/02 and amendments to the Law, Official Gazette of the Republic of Montenegro, 31/05 and 49/07) performs external assessment of the accomplished standard of education and skills of students, and adult learners 

According to the Law on Adult Education, adults may, for the purpose of obtaining a national vocational qualification, or a key skill, assess, confirm or prove knowledge, skills and competences at the Examination Centre, regardless of the manner in which these were obtained. After a completed assessment, the candidate receives a certificate, in accordance with a special regulation. External assessment of knowledge, skills and competences for the acquisition of vocational qualification of candidates is conducted by examination commission comprising licensed examiners. A list of examiners is prepared for each vocational qualification. Examination Centre establishes the list of examiners on the basis of public advertisement. Training programme for examiner in the procedure of acquiring national vocational qualifications has been prepared in accordance with the Rulebook on training programme for examiners (Official Gazette of Montenegro, 56/2010), Rulebook on the method and procedure of issuing and revoking work licence, as well as the form and content of the work license of an examiner (Official Gazette of Montenegro, 46/2010) and Rulebook on composition and method of work of examination commission (Official Gazette of Montenegro, 46/10). A licence for the work of examiners is issued by the Ministry of Education, following the proposal of the Examination Centre. Licence for the work of examiners may be obtained by a person meeting the conditions prescribed by the Rulebook. Licence for the work of examiners is issued for the period of three years.

Bureau for Examination Services is an administrative body which in the field of adult education performs developmental, advisory, research and professional matters within the domain of general education.

Employment Office of Montenegro organisationally belongs to the Ministry of Labour and Social Welfare. The Employment Office of Montenegro performs a set of measures and activities in the field of education and vocational training of the unemployed, as well as workers whose services are no longer required (redundancies). In that manner the Office plays multiple roles, starting from labour market research and determining the needs for human resources, providing professional assistance to employers in preparation and implementation of education programmes, up to informing, consulting, selecting adequate learners, as well as providing a part of financial assets. The Employment Office views additional education and prequalification for the sake of employment at the labour market as a priority of its activities. As regards the activities of preparation for employment, the training for occupations in short supply is done principally. In that manner labour market supply is increased and the quality of labour force is raised.

Chamber of Economy of Montenegro and Association in accordance with provisions of the Law on Adult Education:

• organise various forms of education for the employed (consultations, conferences, fairs, etc.);
• propose programmes of on-the-job training, for the purpose development and specialisation of the employed;
• participate in preparation of standards of practical knowledge;
• provide opinion to a competent council on programmes of development and training of adults;
• propose employers that meet the requirements for performing practical part of education programme and performing practical work under the supervision, after a successfully completed programme;
• keep register of employers where practical part of programmes is performed;
• following the request of a competent body of public authority, or the Centre, provide necessary information on employers where practical work may be performed.

The Chamber of Economy has for many years been engaged in training and education of staff for the needs of the economy. At the Chamber of Economy various seminars, consultations, workshops, lectures, presentations, etc. are organised as forms of trainings. Training is organised for all members of the Chamber, regardless of whether these are small, medium-sized or large enterprises.

Human Resources Administration of Montenegro was founded in 2005 in accordance with the Law on Civil Servants and State Employees. One of the main tasks of the Human Resources Administration is training and development of public administration employees. Its activities in the area of managing and development of human potentials are aimed at:

• preparing proposals of adequate vocational development programmes and other programmes for human resource development and
• assisting public authorities in the implementation of human resource policy, training and development of human resources.

In line with that, Human Resources Administration has a leading role in defining and meeting the needs of civil servants for training, vocational development and human resource development.

In addition to the mentioned institutions, the responsibility for creating and monitoring the implementation of adult education policy also belongs to other institutions in the area of public sector, particularly in the area of civil sector, international organisation, etc.