Structure of the chapter

This chapter provides a thematic and chronological overview of national reforms and policy developments since 2024.

The web pages that follow group reforms in the following broad thematic areas:
• Early childhood education and care
• General school education
• Vocational education and training
• Higher education
• Adult education and training.

Inside each thematic area, reforms are organized chronologically. The most recent reforms are described first.

Government’s key objectives for education

Preschool and School education 

The vision of the Montenegrin education system is to develop Montenegro as a society of knowledge, where education, as the key factor of economic and social development will be of high-quality, flexible, efficient, with the professional human resources who will have competitive knowledge, skills and competences and who will be qualified to take part in the labor market, where each individual has equal opportunities for personal and professional development. 

In line with the abovementioned, in April 2025 the Government of Montenegro adopted the Education Reform Strategy 2025–2035 with an Action Plan for the period 2025–2026, which is the first strategic document of its kind in the field of education in Montenegro, as it encompasses all levels of education – from early and preschool education to university-level education. This strategic document represents a key step towards modernizing the education system and creating a higher quality, more inclusive and equal education system for all. The Strategy was developed within the framework of the project 'Quality Education for All Children in Montenegro', which the Ministry is implementing in cooperation with the Delegation of the European Union in Montenegro and UNICEF.

This vision of the Strategy is translated into four strategic goals based on the following principles:

Strategic Goal 1: The education system provides high-quality, accessible and equitable education that fosters holistic development of all children and adolescents, while being resilient to challenges and risks. The operational objectives within this goal envisage the: 1. access to education for all children is ensured and results meet SDG targets and are aligned with the average performance of the EU member states; 2. reduce inequalities in educational coverage and performance, including those from vulnerable and marginalized groups; 3. teaching focuses on developing key competences for lifelong learning and life skills, in accordance with EU policies and standards; 4. school assessment serves the purpose of student development and the improvement of teaching and learning; 5. schools are a safe, inclusive and stimulating environment for holistic and complete development of all students.

Strategic Goal 2: All employees in educational institutions equally and fully support the quality and equity of education, foster the development of key competencies for lifelong learning and skills of students, and maintain positive attitudes and high expectations towards all children and young people. The operational objectives within this goal envisage the: 1. education system with sufficient qualified and competent preschool educators, teachers, professional associates, headteachers, assistants and other necessary personnel, who are employed based on objective quality and competence criteria; 2. the initial education, continuous professional development and career advancement systems for all employees in educational institutions is designed to facilitate the acquisition and application of competencies necessary for the comprehensive development and learning of children and adolescents in an inclusive environment; 3. systemic measures have been implemented to improve the reputation, safety and overall wellbeing of employees. 

Strategic Goal 3: Improving quality and equity in the education system through enhanced governance and financing, with a focus on evidence collection and utilization, as well as participation in decision-making processes. The operational objectives within this goal envisage: 1. the structures, systems and necessary competencies for managing the education system reflect the key functional requirements of strategic management, system oversight, human resource management, financial management and property and infrastructure management; 2. strengthen national oversight and planning of teaching staff, improve the attractiveness of the teaching profession and enhance human resource management practices in institutions; 3. digitalization of the education system, including the enhancement of the Montenegrin Education Information System (MEIS) to ensure timely and relevant data for system diagnostics, trend analysis and decision making at both the national and institutional levels, as well as the full implementation of the Digital School concept; 4. financing, management and planning of education serve to ensure quality, equity and the development of the education system finances in line with EU legislation.

Strategic Goal 4: Educational infrastructure and modern teaching resources support contemporary, high-quality, equitable and safe education for all children and young people. The operational objectives within this goal envisage:1. Improve the network of educational institutions to ensure quality, equitable and safe education for all children and young people; 2. ensuring that all educational institutions have specialized facilities and functional furniture, aligned with the developmental and educational needs of children and young people; 3. ensure that all educational institutions are fully equipped to provide quality education in the modern digital era through adequate didactic materials and functional digital infrastructure, including connectivity, hardware and software. 

Higher education 

The vision of the Government of Montenegro for higher education is to provide a recognizable, high-quality and dynamic educational system that is fully aligned with the needs of the labor market, promotes research and innovation, guarantees academic freedom and autonomy, and provides access and support to all students for their professional and personal development. In that sense, the objectives for higher education are prescribed by the Higher Education Development Strategy 2024-2027, which recognizes three strategic goals:

Strategic objective 1: Improving compliance of study programs to the needs of the labor market, adequate recognition of higher education qualification and improvement of the infrastructure. The operational objectives within this strategic goal envisage the: reform of basic and master studies with the focus on learning outcomes, improving the student standard and employability of high school students, sustainable and adequate financing of public institutions and student dormitories, application of practical teaching, increase the share of persons age 25-64 in lifelong learning in higher education and strengthening the infrastructure. 

Strategic objective 2: Improving the higher education system in accordance with EHEA and ERA standards. The operational objectives within this strategic goal envisage: improving the organization of work and management at higher education institutions in accordance with the European practice, implementation of academic integrity principles by the academic community and students, as well as achieving equality, accessibility and equity of students with disabilities in higher education 

Strategic objective 3: Strengthening the role of higher education institutions on the international level. The operational objective within this strategic goal envisages the increase of the number of joint studies programs and projects, study programs in English language and improvements of academic mobility procedures.

Adult education 

The Adult Education Plan 2025 - 2029 sets clear guidelines for the development of the adult education system in the next four years, with the aim of improving citizens' competencies, increasing employability and adapting education programs to contemporary social and economic needs. 

The main objectives of the Adult Education Plan include:
• Improving the basic competences of adults, especially in the area of ​​literacy, digital skills and financial literacy;
• Development of programs for retraining and additional training, with an emphasis on deficit occupations and the needs of the modern economy;
• Strengthening cooperation with employers, in order to ensure that education programs correspond to the needs of the labor market;
• Support for learning in the third age, through inclusive programs for lifelong learning;
• Digitization and modernization of adult education, in order to ensure greater accessibility through e-learning and flexible teaching models.