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EACEA National Policies Platform:Eurydice
National reforms related to transversal skills and employability


14.Ongoing reforms and policy developments

14.5National reforms related to transversal skills and employability

Last update: 15 September 2022
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The EQET SEE regional project is financed by the Austrian Development Agency with funds from the Austrian Development Cooperation, and the partners in the project are: the Initiative for the Reform of Education in Southeast Europe (ERISEE), which coordinates project activities in the economies of the Western Balkans, the Alliance for Work-Based Learning in the Western Balkans (WBA4WBL) - VET agencies / centers from the region, KulturKontakt Austria, Chamber Investment Forum of the Western Balkans, as well as the Austrian Chamber of Commerce. During the 1st and 2nd quarters, preparation activities for the development of regional occupational standards in the field of agriculture were carried out.

Erasmus+ project: Mobility of students and teachers in vocational education. The "Connected through mobility" Project,  refers to the mobility of students and teachers from Montenegro, initiated by the Hungarian Embassy and the MeOut organization. The overarching goal of this pilot project is to familiarize four countries of the Western Balkans: Albania, Bosnia and Herzegovina, Montenegro and Kosovo, with the international mobility program in vocational education. The students stayed in Greece for the period April-May 2022. Within the framework of the same project, during the II quarter, an invitation was announced for students to participate in the mobility process for 90 days in Slovakia, and the selection process will take place in the III quarter.

Erasmus+ project: Eco-social entrepreneurship (Project BC4ESE - Building capacities for innovation in the education of eco-social entrepreneurship). This project is implemented by a consortium of organizations from the European Union and the Western Balkans. The project "Building capacities for innovation in the education of eco-social entrepreneurship" (Building capacities for innovation in eco-social entrepreneurship education - BC4ESE) aims to establish an innovative framework for cross-sectoral eco-social development, which will enable local associations and young people to actively contribute to the smart, sustainable and inclusive development of target areas in Croatia, Bosnia and Herzegovina, Serbia, Montenegro , Belgium and Cyprus. As part of the project, material was prepared for a newsletter about the project, a text about the Center for Vocational Education, recorded video content/interviews with young people about entrepreneurial and digital competence, with representatives of the state and private sector about the state of the environment in the local community and activities significant for the environment.


In 2019 the implementation of the IPA project "Integration of Key Competences into the Education System of Montenegro" has started. The project lasted 28 months (August 31, 2019 - December 30, 2021). 

The main goals of the project were:

  1. Improving student achievement in relation to key competences for lifelong learning and the quality of work and teaching in primary and secondary education;
  2. Improving the quality assurance system at all levels;
  3. Development of education and professional competencies of teachers both in initial teacher education and in continuous professional development in terms of integration of key competencies in learning with special focus on STEM disciplines.

At the beginning of the project, an analysis of the current state of the curriculum for primary and secondary schools was developed and the results of national and international tests were analyzed. It was concluded that the applicability and functionality of knowledge is not at the required level, necessary for critical thinking, constructive problem solving and commitment and responsibility.
The project has integrated all previous efforts, at all levels of education, through a holistic approach, connecting everything that has been developed so far, so that the implementation of project results allows each individual to develop all its potentials and apply what is learned in different situations of learning, work and everyday life.

The project was realized through 5 components:

  1. Development of key policies and framework documents
  2. Curriculum development - Development and review of educational programs, guidelines and assessment criteria
  3. Teacher training (initial and continuing professional development) on key competencies and STEM
  4. Quality assurance
  5. Analysis of input parameters, processes and outputs for STEM