The Ministry of Education, Science and Innovation in Montenegro has published a framework that ‘lays the foundations for a systemic, high-quality and sustainable reform of the education system’.
The Education Reform Strategy 2025-20235 is a new framework that covers the whole Montenegro education system including pre-school, primary and secondary education, alongside adult education programmes including teacher education. It has been created in partnership with UNICEF with funding from the EU. The aim of the new framework is “that every child has access to quality education, one that develops the skills and knowledge needed for life in the 21st century.” 1
The documentation is part of a wider initiative Quality Education for Every Child in Montenegro which has been developed with UNICEF and the support of the European Commission. The strategy was formed following comprehensive research with input from a working group that included members of the Ministry of Education, Science and Innovation, The Examination Centre of Montenegro, the Centre for Vocational Education, the Bureau for Education Services, the Bureau for Textbooks and Teaching Aids, teachers, professional services, administrators and union representatives. Alongside this a steering group and advisory board were formed and a national consultation was conducted with teachers, students and parents. 2
What challenges does the framework address?
The framework ‘presents both opportunities and challenges to improve the quality and accessibility of education’. So, what are some of the key challenges in the current Montenegro education system?
- Attendance in school is disproportionate amongst marginalised groups, for example only 7% of Roma children attend secondary school and only 16% attend pre-school education.
- Despite enrolment of children with disabilities increasing consistently since 2009, their attendance in pre-school and secondary education is still low and the data for their attendance is unreliable, presenting further challenges.
- In 2022, scores for mathematics, reading and science in Montenegro were well below the OECD average.
- Only 40% of students achieved at least Level 2 proficiency in Maths, compared to the 69% average across OECD countries.
- Students from socio-economically disadvantaged backgrounds have lower achievements then their peers.
- Students from the ‘poorest percentile of students’ receive 16% of public funding, compared to the 28% of public funding the ‘richest percentile’ receives.
- The education system has experienced strain from an influx of refugees from conflicts – such as the war in Ukraine – and there have been cultural, communication and integration barriers to address.
- Additionally, specialised support services needed to support these children with trauma and mental health needs have not ben readily available.
- It has been identified that initial teacher training and teacher professional development needs to be reviewed to meet with evolving demands and needs of students.
- The budget structure leaves little room for reform.
- There is insufficient coordination between sectors and institutions. 2
What are the goals of the framework?
The four ‘strategic pillars’ are:
- Improving the quality and inclusiveness of education for every child.
- Supporting teachers through enhanced training and strengthening school teams.
- Improving education management and financial systems.
- Modernising school infrastructure. 1
The 2025-20235 Education Strategy also aims to ensure that all children and young people ‘acquire lifelong, applicable knowledge and skills, with support for their overall wellbeing to continue their education and actively participate in the labour market and society.’ 2 It is also linked to ‘strengthening regional economic growth’ ‘sustainable development’ and ‘human capital’.
The framework is also underpinned by these specific themes which are interwoven throughout the strategic goals:
- Poverty reduction: Providing targeted support to students from low-income background to break the cycle of poverty and improve social mobility.
- Gender equality and empowerment: ‘Integrating a gender perceptive’ into curriculum, teacher training and school policies to tackle discrimination, stereotypes and barriers.
- Climate change and green skills: Promoting environmental awareness, teaching environmentally friendly practices, developing green skills, encouraging innovation in green technologies and developing climate-resilient school infrastructures to mitigate the effect of climate change and contribute to (and help students contribute to) sustainable development .
- Social-emotional skills and wellbeing of children: Embedding curriculum programmes that provide mental health support and foster resilience and emotional intelligence, and prioritising students’ socio-emotional skills and wellbeing to help support holistic development and help students build healthy relationships and reduce peer conflict.
- Digitalisation: Integrating digital literacy and digital skills into the curriculum alongside providing digital resources that improve/extend classroom pedagogy and streamline tasks to provide benefits to institutions and ensure students have the fundamental digital skills they need for the digital age. 2
Montenegro’s Minister of Education, Science and Innovation Mrs. Anđela Jakšić-Stojanović commented that, “without educational reform, there is no substantial progress in our society”. 2
References
- Eurydice (2025) Montenegro: Education for the future – adopting the Education Reform Strategy 2025-2035. Available at: https://eurydice.eacea.ec.europa.eu/news/montenegro-education-future-adopting-education-reform-strategy-2025-2035 (Accessed: 07 July 2025)
- Ministry of Education, Science and Innovation (2025) Education Reform Strategy 2025–2035. Available at: https://www.gov.me/dokumenta/28743ee8-41ee-45a2-b178-3c4c6267ee09 (Accessed: 07 July 2025)
