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THE BOOK OF CHANGES OF THE EDUCATION SYSTEM OF THE REPUBLIC OF MONTENEGRO

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THE BOOK OF CHANGES

OF THE EDUCATION SYSTEM OF THE REPUBLIC OF MONTENEGRO

Sponsored by: Open Society Institute Montenegro

Podgorica 2001


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The Book of Changes of the Education System of the Republic of Montenegro - Short Version Publisher: THE MINISTRY OF EDUCATION AND SCIENCE Editor: Prof. dr Slobodan Backović Editorial Board: Tatjana Novović, Miodrag Vučeljić, Vidosava

Kašćelan, Maljota Nuculović, Radoslav Milošević-Atos, Željko Raičević

Translated by: Nataša Živković and Božica Vujačić Language editing: Paul Turner Design: Radoslav Milošević-Atos

Printed by: Pobjeda¨ Podgorica Copies printed: 3.000 Podgorica 2001 CIP- Cataloguing-in-Publication Central Peoples’ Library of the Republic of Montenegro ¨Djurdje Crnojević¨, Cetinje 37 014 3(497 16) [Book of Changes The Book of Changes of the Education System of the Republic of Montenegro/ [editor Slobodan Backović ; translated by Nataša Živković and Božica Vujačić] – Podgorica : Ministry of Education and Science, 2001 (Podgorica : Pobjeda).- 89 str.: 25 cm

Tiraž: 3.000 P.k.: a) Obrazovanje - Reforma - Crna Gora


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CONTENTS CONTENTS...................................................................................................................3 INTRODUCTION ..........................................................................................................7 1. GOALS AND PRINCIPLES.....................................................................................13 1. 1. Goals .................................................................................................................13 1. 2. Starting points and sources of principles.....................................................14 1. 3. Underlying principles ......................................................................................14 1. 3. 1. Decentralization of the system .................................................................14 1. 3. 2. Equal opportunities.....................................................................................15 1. 3. 3. Making choice according to individual abilities ...................................15 1. 3. 4. Introduction of European standards........................................................15 1. 3. 5. Application of a quality system ................................................................16 1. 3. 6. Development of human resources ..........................................................16 1. 3. 7. Life-long education ....................................................................................17 1. 3. 8. Flexibility........................................................................................................17 1. 3. 9. Possibilities of transfer (vertical and horizontal interconnectedness of

the syste ...........................................................................................................17 1. 3. 10. Compatibility of curricula with the level of education.......................18 1. 3. 11. Interculturalisation.....................................................................................18 1. 3. 12. Gradual introduction of changes ..........................................................18 2. ORGANIZATION AND FINANCING OF EDUCATION ........................................19 2. 1. Administration and management ...............................................................19 2. 1. 1. Central level.................................................................................................19 2. 1. 1. 1. Advisory bodies ......................................................................................23 2. 1. 2. Local level ....................................................................................................24 2. 1. 3. Institutional level..........................................................................................25 2. 1. 3. 1 Advisory bodies ........................................................................................27 2. 2. Private schools and preschool institutions...................................................27 2. 3. Monitoring of the system of education .......................................................28 2. 4. Teaching staff ..................................................................................................29 2. 5. Rights and duties of students ........................................................................31 2. 6. Role of parents in the organization of school.............................................32 2. 7. Financing of education .................................................................................33 2. 7. 1. Principles and resources of financing......................................................33 2. 7. 2. The Budget of the Republic ......................................................................33 2. 7. 3. Local Government......................................................................................34 2. 7. 4. Private schools.............................................................................................34


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3. PRESCHOOL EDUCATION ...................................................................................35 3. 1. Educational principles in preschool institutions..........................................35 3. 2. Goals .................................................................................................................35 3. 3. Programme of public preschool education - type and duration...........36 3. 4. Foreign language ...........................................................................................37 3. 5. Formation of groups .......................................................................................37 3. 6. Children with special needs ..........................................................................38 3. 6. 1. Gifted children ............................................................................................38 3. 6. 2. Children with developmental difficulties ................................................38 3. 7. Organization of daily activities .....................................................................39 3. 8. Monitoring, planning, and evaluation.........................................................40 3. 9. Founding and financing ................................................................................41 3. 10. Pedagogic documentation........................................................................42 4. PRIMARY EDUCATION .........................................................................................45 4. 1. Principles...........................................................................................................45 4. 2. Goals .................................................................................................................45 4. 3. Primary school duration .................................................................................46 4. 4. Teaching cycle................................................................................................46 4. 5. Enrolment in primary school ..........................................................................47 4. 6. Curriculum........................................................................................................47 4. 7. School calendar..............................................................................................48 4. 8. Number of teaching periods in a week ......................................................48 4. 9. Organization of the teaching process based on teaching periods.......49 4. 10. Assessment of knowledge ...........................................................................49 4. 11. Promotion to the next grade and make-up.............................................51 4. 12. Differentiation in schools..............................................................................51 4. 13. Education of pupils with special needs.....................................................51 4.14. Drop-outs.........................................................................................................52 4. 15. Class size.........................................................................................................53 4. 16. Foreign languages........................................................................................53 5. HIGH SCHOOLS....................................................................................................55 Introduction..............................................................................................................55 5.1. Principles............................................................................................................55 5. 2. Goals .................................................................................................................56 5. 3. Type of high school.........................................................................................56 5. 4. Duration of high school..................................................................................57 5. 5. Enrolment in high schools ..............................................................................57 5. 6. Number of students per class........................................................................57 5. 7. Curriculum........................................................................................................57 5. 8. Subjects ............................................................................................................58 5. 9. Number of teaching periods in a week ......................................................58


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5. 10. School calendar............................................................................................58 5. 11. Assessment of knowledge ...........................................................................58 5. 12. The Matura exam..........................................................................................59 6. VOCATIONAL EDUCATION.................................................................................61 6. 1. Principles...........................................................................................................61 6. 2. Goals .................................................................................................................61 6. 3. Social partnership ...........................................................................................62 6. 4. Standardization of occupation ....................................................................62 6. 5. Standards of vocational education ............................................................63 6. 6. Vocational schools and their duration........................................................63 6. 7. Enrolment in vocational schools...................................................................66 6. 8. Curriculum........................................................................................................66 6. 9. Subjects ............................................................................................................67 6. 10. Practical teaching........................................................................................68 6. 11. Assessment of student’s knowledge..........................................................68 7. ADULT EDUCATION..............................................................................................71 7. 1. Principles...........................................................................................................71 7. 2. Goals .................................................................................................................71 7. 3. Actors in the organization of adult education...........................................72 7. 3. 1. Primary schools and high schools.............................................................72 7. 3. 2. Vocational schools .....................................................................................72 7. 3. 3. Vocational colleges and faculties...........................................................73 7. 3. 4. People’s and workers’ university ..............................................................73 7. 3. 5. Training in businesses ..................................................................................73 7. 3. 6. The Chamber of Commerce ....................................................................74 7. 3. 7. The Employment Agency ..........................................................................74 7. 3. 8. Private schools.............................................................................................75 7. 3. 9. Driving schools.............................................................................................75 7. 3. 10. Special training centers ...........................................................................75 7. 4. Types and methods of adult education acquisition .................................75 7. 5. Curriculum........................................................................................................76 7. 6. Duration of educational programmes ........................................................76 7. 7. Practical teaching ..........................................................................................77 7. 8. Organization and management..................................................................77 7. 9. Financing of adult education .......................................................................78 7. 10. System of assessment ...................................................................................79 7. 11. Certifications and diplomas........................................................................79 7. 12. Teaching staff in adult education..............................................................79 7. 13. General education.......................................................................................80


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APPENDIXES ..............................................................................................................81 THE DECISION ON THE ESTABLISHMENT OF THE COUNCIL FOR CHANGES IN

EDUCATION OF THE REPUBLIC OF MONTENEGRO .....................................81 AN ORDER ON THE APPOINTMENT OF COMMISSIONS FOR CHANGES IN

EDUCATION .....................................................................................................84


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INTRODUCTION The process of globalization and individualization, in the context of continuous innovations, makes the system of education one of the key levers of development. The need for the acquisition of new knowledge, and the need for its diffusion, defines the change of the education system as almost an universal task. The modern age is characterized by entrepreneurship, while innovation is a normal, stable and continuous phenomenon. Accordingly, knowledge is becoming the basic resource for the development of every society and its competitiveness in the future global, information based economy. The above-mentioned mega trend, as well as the fact that Montenegro is in a period of overall transition, makes the change of our current traditional system of education an imperative. Goals of changes in education

The new system of education must be compatible with the strategic development orientation and overall goals of the reform in Montenegro for the development of a democratic, economically prosperous and open society, based on the governance of law, peaceful interethnic coexistence, understanding and tolerance. The structure of the goals of the changes in education has two levels: the level of societal goals and the level of educational goals. However, the realization of these goals, at both levels, requires certain strategic prerequisites. The level of societal changes comprises the development of citizens

who will: contribute to economic progress (increase of social income,

employability, the standard of living etc.)


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act responsibly on the basis of the principles and norms of a civic and democratic society;

be prepared for lifelong learning, in order to be able to adapt to the changes in the labour market.

The level of educational changes - indicators of an effective system of

education are: A high pupil and student rate of completion and acquisition of

quality knowledge; An increase in the level of the participation of the elementary-

school-age population in post-elementary education; An increase of the number of pupils and students who will acquire,

retain, understand and use acquired knowledge and civic values; satisfied and motivated teachers.

Strategic prerequisites for the realization of the stated macro goals are: a) High quality of learning and teaching, which presupposes:

the use of modern teaching methods; well equipped classrooms to meet the requirements of

methodological pluralism in the teaching process; high-quality teachers; adequately equipped schools; access to early education; an active role by parents; cooperation with the local community.

b) Improved standard of conditions for work and learning:

adequate teacher-student ratio clearly defined teaching standards diversification of learning opportunities and flexible curricula.

The achievement of the defined strategic goals, requires the modeling of a new system of education which will have:

the quality of a democratic and decentralized system; An organizational structure with built-in mechanisms for self-

improvement; A partnership of school, community and business.

This gives the general attributes of the conception of an advanced system of education in Montenegro. A system of education which will have a constant functional link with continuous and diversified changes in society, and therefore with the labour market.


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The strategy for the reform of the education system

Changing the education system is a process of restructuring a very complex and diversified social system. Experiences in other countries show that we are dealing with an extremely complex task. The strategy of the education system consists of two basic phases:

The formulation of the new education system The plan of implementation

The formulation of the new education system contains the following key elements:

defining the conception, i.e. the vision of the new system of education

defining the new legislation, which formulates the institutional, (i.e. legal) framework of the new system, on the basis of the adopted conception.

defining the new curricula for various educational subsystems. Putting in place the new system will be a process of upgrading the education system, which will take place over a long period of time. Accordingly, the strategy for the implementation itself must contain the following elements:

A reduction of the long term implementation period to single time phases

Formulating the aims of implementation in accordance with the defined periods, i.e. phases.

Defining the required financial, human and other resources, in accordance with the formulated aims, for the various time periods.

Consequently, the tempo of the implementation will be determined by the objective capacities available in certain time intervals. Formulation of the new education system

The first constituent element of this phase is defining the conception of the new system of education. The process of the definition of the new conception has lasted almost two years, with parallel activities on the preparation of other elements of this phase. The working version of this new conception , under the title: "the Book for Changes" underwent two cycles of public debate. The first broader and the second narrower in scope. We applied the so-called funnel method in the testing of the proposed solutions.


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The first round of public debate included a significant part of the professional and general public. Propositions and new solutions were discussed in almost all bigger secondary schools, while parts dealing with preschool education and basic education were discussed at regional level. A great number of teachers, pupils, parents, teachers’ sections, representatives of social partners, institutions, nongovernmental organizations and international experts took part in the public debate. All comments, proposals and suggestions have been incorporated in a separate book published by the Ministry of Education and Science. The first round of public debate has shown unequivocally that both the educational professionals and the general public support the changes in the education system. A large majority of the public gave support to the proposed conception for upgrading the education system. However, the public debate opened up dilemmas in connection with some solutions, and therefore an Annex to the Book for Changes was prepared and offered for debate, this time only to the professional public. It was the second round of the debate, which was conducted at a three-day seminar in September. The seminar gathered prominent educationalists, pedagogues, psychologists, parents, representatives of NGOs and others, who exchanged opinions with regard to the “open issues” that had remained unsolved. The seminar enabled expert commissions to reach the final version of the conception of the education system, now called the Book of Changes. On the Book of Changes

The Book of Changes sets out the integrated composition of a modern system of education. This judgment is based upon the following outcomes:

The Book of Changes gives an integrated treatment of the education system, up to the tertiary level, to the extent that was possible, starting from our present practice, European experiences and goals that we would like to achieve.

The offered conception of the education system has, without any doubt, incorporated the general principles of other European education systems, i.e. the principle of democracy, autonomy,


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equal opportunities, decentralization, deregulation, and depoliticisation and transparency of the quality of education.

Finally, it should be emphasized:

In the development of this conception we have engaged the majority of authorities available in the educational profession and science.

We had formed five commissions for different levels of education: preschool education, basic compulsory education, secondary vocational education, High schools, and adult education.

These commissions worked with foreign consultants from Great Britain, Finland, Norway, The Netherlands, Romania, Hungary and a certain number of experts from Slovenia.

The Slovenian experience have been especially valuable, bearing in mind the fact that both Slovenia and Montenegro used to have the same system of education, and that Slovenia implemented its new system several years ago.

The new conception has been the result of public debate both in professional circles and with the general public in Montenegro.

This conception enables us to move on. Tempo is an important dimension in the transformation of every social system, and therefore of the system of education as well. Delays, postponements, eternal discussions, and insistence on perfect solutions would make the changes senseless. We have no right to do that. It is our duty to advance our system of education for both current and future generations. After conceptualization, the adoption of legislation and the revision of curricula, we are facing a long phase of the implementation of the changes. I am convinced that both the Government and the Parliament will speed up this process, and help develop Montenegro by making education a priority in the public finances as well.

MINISTER OF EDUCATION AND SCIENCE

Prof.dr Predrag Ivanović


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1. GOALS AND PRINCIPLES

1. 1. Goals In the modern world, education is more and more directed to the future and it has become an inseparable part of long-term societal and scientific-technological projections. Any developmental conception is able to succeed only if well prepared and trained professional-human resources are engaged in its implementation. For the past few years Montenegro, as a state, has striven for changes: societal, economic, political, and also educational. As it is today, education cannot meet the needs of the modern age without improvements and therefore must undergo qualitative, structural, organizational, conceptual and personnel changes. It is necessary to develop new attitudes towards education, create a new philosophy and methodology of education, and focus on future educational needs, which will be demanded by the new post-industrial society. Education should:

be a promoter of development, together with science and technology,

develop in the direction of supporting inclusiveness and participation at all levels and in all areas of work and activity,

meet the needs, interests, wishes, and ambitions of the individuals who are being educated,

be organized so as to provide an individual with the opportunities for the development of freedom of thought and willful active participation,

in terms of its content, provide a basis for the development of youth and adults who will respect human rights, the legal state, pluralistic democracy, tolerance and solidarity.

The above-mentioned goals are a starting point and orientation for the definition of the basic principles underlying the new education system in Montenegro.


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1. 2. Starting points and sources of principles The changes in the education system in Montenegro will be based on the development of an original strategy, inspired by positive traditions and heritage, which would incorporate the new tendencies of a modern society and the successful solutions of the developed education systems in Europe. In accordance with socio-economic changes and the tendency toward globalization and the lifting of boundaries, schools must prepare young people for life in a multicultural Europe and in a democratic society. Therefore the reformed education system will base its theoretical starting points on the Constitution of the Republic of Montenegro and the following international documents:

UN Universal Declaration of Human Rights UN Declaration of the Rights of the Child Convention against Discrimination in Education UN Convention of the Rights of the Child Resolution on the European Dimension of Education

1. 3. Underlying principles

1. 3. 1. Decentralization of the system

Decentralization means the greater democratization of relations. That implies a higher degree of participation by local communities, citizens, their associations and parents in all educational changes. With these changes they are given the chance to directly influence the work of schools and the teaching process. Decentralization means a new way of managing the educational system. It requires a decrease of regulations, the adoption of more general rules, and an educational process more flexible and open to rapid changes. That would lead to the process of deregulation and transfer of responsibilities from the centre (i.e. state) to the teachers, their knowledge and professional responsibility being used in the working of a decentralized system of education.


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1. 3. 2. Equal opportunities The state must guarantee equal rights to education to every individual, regardless of their sex, social and cultural background, religion, nationality, physical and psychological characteristics. At school everyone should have equal rights and duties. The aim is to provide everyone with the same opportunities. In order to achieve this goal it is necessary to:

increase possibilities for older children to enroll in preschool institutions

establish mechanisms for the successful completion of elementary school by underprivileged children

encourage a larger population of young people to attend secondary education

increase the flexibility of the higher education system and enable enrolment in higher education to as many students as possible

involve adults in various forms of education and training provide possibilities for the education of children with special needs

and speed up their integration in mainstream education.

1. 3. 3. Making choice according to individual abilities

Every student should be given the opportunity to fulfill his or her full potential. This should help young people to develop into responsible citizens, actively contributing to the democratization of their society. In order to enable students to progress according to their abilities and to fulfill their special interests, choice must be offered at all levels of the system, and within each segment of education, different content, methods and forms of work must be offered. Consequently, the development of a network of private educational institutions should be encouraged at all levels of the education system of the Republic of Montenegro.

1. 3. 4. Introduction of European standards The establishment and achievement of standards of knowledge, which are


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comparable with European standards, provide functional links with developed countries. This presupposes recognition of diplomas and a high degree of correlation within the existing network of universities abroad. An important element of the introduction of European standards in education is a combination of both internal and external evaluation of students’ achievements.

1. 3. 5. Application of a quality system In order to provide the needed quality of education it is necessary to aim at innovation of goals and programmes, a higher-quality education of teachers, and the application of effective educational technology (better premises, material and technical resources and the improved social status of schools etc). A change in the attitude towards work by those who are employed in education is an imperative in attaining quality. It is necessary to establish mechanisms for the evaluation and improvement of the quality of the teaching process and school management. A modern school must have all the characteristics of a modern educational-information centre having all the facilities required for the effective and inventive work of students and teachers. Therefore, it is necessary to define the method of the financing of education in order to support the sustainability of both the quality and the continuity of its development.

1. 3. 6. Development of human resources Education and training are the best investment in the maximum exploitation of human potential. It also has an important effect in enhancing competitiveness, new job openings and social stability. Changes in education in Montenegro are part of efforts aimed at increasing the level of qualifications in the country, and the mobility of students and workers. Part of the same process is the close cooperation of schools and businesses, developing educational software and the multimedia industry, adapting to new information technology etc. A greater emphasis will be put on education and the life-long training of adults, redundant workers and of the unemployed, and, especially those employed.


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Thus, we should bear in mind the fact that the basic aim of education is not merely acquiring qualifications, but the development of individuals, their successful integration in society by sharing common values, preserving cultural heritage, and acquiring self-confidence and relying on their own abilities.

1. 3. 7. Life-long education Nowadays, in an era of rapid technological innovations and other global challenges, life-long education has great importance. In that sense, it is necessary to encourage awareness of the need for a learning society in the Republic of Montenegro. Conditions should be created to make life-long learning a real possibility for all citizens. The linkage of formal and informal education connects and integrates educational content and organizational models, generating equal rights in the process of education as well. In order to create the conditions for such education we must achieve a higher quality of coordination at local, national, and international level, as well as greater flexibility in meeting the needs of the economy and established educational standards.

1. 3. 8. Flexibility The system must be flexible. This principle will come to the fore especially in the development of new curricula. They must be open, and prone to changes. Schools and teachers will have greater freedom in the development and implementation of curricula. The defined goals and the established standards must be attained, but the choice of method applied to achieve them is left to the teacher. Consequently, greater autonomy implies a greater responsibility for the teacher as implementer.

1. 3. 9. Possibilities of transfer (vertical and horizontal interconnectedness of the syste

This principle provides students with possibilities of transfer within a


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programme of a certain type of school. Moreover, a good correlation of all segments of the education system (from preschool education to tertiary) is necessary. This applies especially to the transfer from one level of education to the next (transfer from elementary to secondary school and from secondary school to two-year post-secondary education and higher education).

1. 3. 10. Compatibility of curricula with the level of education

Curricula should make a logical whole, they should not be just a set of unrelated content. Curricula content should provide the required quality of knowledge and attainment of the standards for the corresponding segment of the education system.

1. 3. 11. Interculturalisation The preparation of young people for living in a multicultural society and learning to respect values such as peace and tolerance of, religious, racial, and all other differences, implies the deideologization of education. Deregulation and decentralization of the education system will turn it into a more public institution and thereby contribute to its own depoliticization.

1. 3. 12. Gradual introduction of changes We are in favour of the gradual implementation of all changes and a parallel evaluation of their results. Before the implementation of the changes, material and professional conditions should be provided as well as financial support.


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2. ORGANIZATION AND FINANCING OF EDUCATION 2. 1. Administration and management 2. 1. 1. Central level The changes in the education system of the Republic of Montenegro require the creation of a relevant institutional infrastructure. In order to enable implementation of the changes and to ensure that the functions of the education system are in place, which can be compared with the education systems of European countries, and to develop the system further, an organizational transformation of the Ministry of Education is necessary, especially the School Inspectorate, which should become an advisory, developmental and managing service. Beside the central service, it is necessary to develop a deconcentrated and decentralized structure, which will develop simultaneously with the development of local self-government. For the provision of services within the area of education and science, the Ministry of Education and Science needs to establish a basic functional number of organizational units. Within the Ministry, sectors, services and departments will be formed, as shown in Chart 1. At the head of the Ministry there will be a minister, two deputy ministers and a secretary. The deputy ministers will be in charge of the sectors, while the services and departments will be administered by heads and supervisors. The Ministry of Education and Science will perform administrative and other functions related to: policy making in education, the development of the framework of the education system, the financing of education, implementation of state policy in education, in coordination with other institutions, the establishment and managment of public educational institutions, preparation of the legal regulations in the domain of education and science, implementation of laws, regulations and administrative orders, pupils and students’ services, international cooperation in the area of education , support and coordination of the activities of the educational institutions responsible for research, development, advice and other duties.


M I N I S T E R

Education sector

The Cabinet

Science and higher education sector

Administration Investment and

informatics sector

Department for Education

Department for preschool

Department for Science

epartment for

Department for investments

Department for

MINISTRY OF EDUCATION AND SCIENCE

Departmenprimary educ

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ry al n partment for pupils
and students' affairs

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ary
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Chart 1.


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As functional reasons require the separation of administrative and inspection control, it is necessary to establish The Inspectorate of the Republic of Montenegro for Education with a small number of employees. The Inspectorate should be established by the Government of the Republic of Montenegro, as an independent administrative body, affirming thus the partnership principle. The Inspectorate will be in charge of the control of the implementation of the laws, other regulations and administrative acts, the regulation organization and financing of educational institutions that will ensure that the rights of pupils and students and other participants in education are exercised. The Inspectorate should closely cooperate with the Ministry and other institutions. The work of the Inspectorate will be managed by the Chief Inspector, while the activities and tasks are performed by the schools inspectors. In order to provide institutional insurance of the implementation of the proposed changes, that is to ensure the research, developmental, and advisory functions in education, it is necessary to establish The Center for General Education of the Republic of Montenegro as a public institution, established by the Government of the Republic of Montenegro. Establishing the Centre ensures the necessary separation of the control and advisory function. By setting up institutions, such as the Centre for General Education, in the form of a sector, that is a department, we form cores for the professional training of human resources, which in time can serve as a basis for establishing other institutions. As the main actor in the improvement of education in the Republic of Montenegro, the Centre has its task the professional duties of monitoring and developing the education system. From this follow the basic duties related to: preparation of professional tasks on issues within the competency of the councils for education, preparation and development of educational goals, curricula, catalogues and standards of knowledge, norms and standards of teaching aids and equipment, methodology of textbook development, advisory activities in educational institutions, proposals of measures for the development of certain levels of education, development of teaching technologies, and evaluation of the possibilities for their application, development of methodology and instruments for external assessment of pupils’ attainments, organization of the professional development of teachers, as well as other duties pursuant to the law. The Centre will closely cooperate with the Ministry, councils for education, faculties, and other institutions. Having in mind the functional and territorial principles of organization and in order to perform its duties and tasks, the Center will form sectors and services as shown in Chart 2.


Sector for development, programmemi

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Sector for quality

provision in education

Sector for in-service

training of teachers

Sector for research

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in primary education



in general secondary education


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education

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CENTER OF THE REPUBLIC OF MONTENEGRO FOR GENERAL EDUCATION

ination

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service training of teachers in general

Depart. for in-service training

of teachers

research in general education

Depart. for research.

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ranch unit Nikšić

Branch unit Bijelo Polje

ranch unit Budva

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tion for with

children with special needs

Chart 2.

needs


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Due to specific requirements in the organization and implementation of secondary vocational education, and the necessity of participation by social partners in the structuring and financing of vocational education, it is necessary to establish the Center for secondary vocational education of the Republic of Montenegro, as an independent institution of social partnership. The Center should be established by: the Government of the Republic of Montenegro, the Ministry of Education and Science, the Ministry of Labour, the Ministry of Finance, the Employment Agency, the Chambers of Commerce, the Trade Unions, businesses, educational authorities and others. The Centre will perform duties and tasks related to the secondary vocational education of youth and adults, such as: the preparation of professionalizing issues within the competence of the Centre for secondary vocational education, that is the Centre for adult education, the monitoring, analyzing and developing of vocational education, the preparation of uniform standards of occupational training, comparable with the standards of European countries, preparation of standards of knowledge, preparation of curricula, carrying out of research in the area of vocational education, coordination of work with social partners and other institutions.

2. 1. 1. 1. Advisory bodies Through the depoliticization and deregulation of the system important parts of the powers and responsibilities of the Ministry of Education and Science will be transferred to professional and advisory bodies. Thus, the making of professional decisions of primary importance will be transferred to expert level. According to the Book of Changes decisions will be made by the following professional-advisory bodies: The Council for General Education of the Republic of Montenegro, the Council for Secondary Vocational Education of the Republic of Montenegro and the Council for Adult Education of the Republic of Montenegro. The Council for General Education of the Republic of Montenegro should be appointed by the Government of the Republic of Montenegro, proposed by of the Ministry of Education and Science and the University of Montenegro, from the ranks of eminent experts for corresponding levels and areas of education, scientists, university professors, trade union representatives, and representatives of national and ethnic groups. The Council for Adult Education of the Republic of Montenegro should be appointed by the Government, its members including experts chosen according to the principle of social partnership.


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The councils will make decisions on issues related to: educational goals, curricula contents, standards of qualifications, catalogues of knowledge, standards of knowledge, adoption of textbooks, and educational materials and other professional issues related to the operation of educational institutions. The Councils will also propose to the Minister of Education and Science decisions to be made on administrative, technical, and organizational issues, such as: standards of school space, educational aids and equipment. The Councils will give their opinions on general issues in the area of education, provide expert assistance in the preparation of legal regulations, monitor and evaluate the state and development of education in terms of needs, possibilities, quality and international comparability. The Councils’ decisions on expert issues are signed by the Minister, who cannot influence their professional content. The Minister makes and signs decisions on general, administrative, technical and organizational issues, following proposals by the councils for education. Administrative, technical, and professional tasks within the framework of the competence of the councils are performed by the services of the Ministry, of the Centre of the Republic of Montenegro for General Education and the Centre of the Republic of Montenegro for Secondary Vocational Education. In order to effectively perform its duties within its framework of competencies, the Council of the Republic of Montenegro for General Education will form, from the ranks of experts of a relevant profile, the following commissions: The Commission for Preschool education, The Commission for Primary Education, The Commission for General Secondary Education, The Commission for Education of Children with Special Needs, and The Commission for Education of National and Ethnic Groups.

2. 1. 2. Local level In order to enable local self-government to exercise its rights and duties to establish, manage, and ensure the development and monitoring of educational institutions, it is necessary to provide professional training, improve the organization and professionalize the work of the local self-government body responsible for education. The local self-government body will have the obligation of implementing state legislation, financing the maintenance of school buildings, provide social care for students (transport, school meals, health care etc) and co-finance investments and material expenses. The local self-government body also has the obligation of implementing curricula adopted by the councils for education, as well as standards prescribed by the law. The local self-government body, in cooperation with educational institutions, has the right to propose to the


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councils and the Ministry parts of curricula content of special interest to the local community.

2. 1. 3. Institutional level Educational institutions in public ownership are established by the state and the units of local self-government. It is necessary to delegate to the units of local self-government the rights of the state to found preschool institutions, primary art schools, institutions for primary education of adults, and partly to compulsory primary education institutions. The state will retain the right to found general secondary schools, secondary vocational schools, institutions for education of children with special needs, institutions for adult education for post-primary levels, as well as parts of the institutions for primary education. The exception to the latter is the possibility left to unions of municipalities or regions to found a secondary vocational school, according to their needs and material resources. A preschool institution, that is a school, will be managed by a managing board, that is the school board with 9–13 members. School boards will represent one aspect of the functioning of the public system of education of Montenegro. A preschool institution, that is the school, founded by a unit of local self-government will be governed by a managing board, that is the school board, whose members will be chosen from the ranks of teachers, parents, local community members, and the Ministry through the following model: 4+2+2+1 (four members will be chosen by the teachers’ assembly, by ballot, two members will be chosen by the parents’ council, two members by the unit of the local self- government, and one member by the Ministry). The managing board, that is the school board, will have duties and responsibilities concerning: the appointment and dismissal of the principal, approval of development programmes, the adoption of the annual programme of work, deciding on the appeals of students, parents and the staff, as well as other duties according to the law. A preschool institution, that is a school, will be run by the principal, in the role of pedagogical manager and administrator, that is an executive body. The principal will be appointed by an open competition and could also be dismissed by the managing board, that is the school board. In the procedure for the appointment of the principal, the managing board members, that are the school board members from the ranks of the teachers have a vital mandate. The managing board, that is the school


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board, appoints the principal, first obtaining the results of the secret vote of the teachers’ assembly on candidates, and also the opinion of the parents’ council and of the unit of the local self-government. When the principal is chosen by the school board, the Minister gives his consent to the appointment of the principal. If the Minister does not approve the choice of the principal, the school board will appoint an acting principal, for a period of one year at the most, from among the candidates who took part in the competition or from the ranks of the teachers. The principal plans, organizes, coordinates and runs the work of the preschool institution, that is the school, prepares development plans and drafts the annual work plan, defines the organizational chart, taking into consideration opinion previously obtained of the unit from the local self-government and the approval of the Ministry, and is responsible for the implementation of the curricula and performs other duties according to the law. The preschool institution, that is the school, founded by the state, will be managed by a managing board, that is the school board, composed of representatives of teachers, parents, the Ministry, and the local community, and sometimes including representatives of students and employers (only for secondary, that is secondary vocational schools), according to the following model: 4+2+2+2+2+1 (four members are chosen by secret ballot by the teachers’ assembly, two members by the parents’ council, two members by the Ministry, two representatives from employers, two representatives of the students’ community / grade III and IV/ and one member of the local community). The proposed structure of the managing board, that is the school board, the method of appointing its members and determining competencies, will provide a balance between political and central administration on the one hand and professional and local on the other, will form a transparent division of decision making and responsibilities, i.e. fulfilling and reconciling the interests of all students, implementers and users of education, thus contributing to the improvement of the quality of education. This proposed model of selection of the principal, through proposed competencies and responsibilities demonstrates the intention to make the principal responsible for his/her work as the direct implementers of the education process, which he/she organizes, directly responsible to the users of education. The owners manage educational institutions in joint ownership. The founders manage educational institutions in private ownership.


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2. 1. 3. 1 Advisory bodies In order to exercise public interests and rights as well as to ensure greater influence on education, following the principle of partnership in preschool institutions, that is schools, parents’ councils will be formed, as consultative bodies to preschool institutions. Parents will choose councils through procedures established by the statute of a preschool institution. Every preschool institution, will have a parents’ council, the number of members will depend on the number of students. Parents of students from different grades will be chosen for the council. Parents’ councils have the right to chose members of the managing board, that is the school board, as well as, the right to give an opinion on the choice of the school principal. The council can also give opinions on decisions and issues regarding the rights of students. A school will offer to the council a programme of pedagogical training for parents. The council will use the school premises for its work.

2. 2. Private schools and preschool institutions

In the Republic of Montenegro the law will enable the establishment

of private preschool institutions and schools at all levels. The introduction of private education in Montenegro should aim at

offering better opportunities, that is a greater choice of options to education, according to parents’ wishes, and depending on the affinities of their children.

The legal status of private schools and preschool institutions should be in accordance with the provisions of international declarations and conventions signed by the state, and above all, it should be in the interest of the Republic of Montenegro.

The state will provide financial support to preschool institutions and private schools implementing the curricula, which according to the relevant educational body meet the prescribed standards for public kindergartens and schools’ programmes. Private kindergartens and schools, whose programmes meet the standards for public schools, as established by the relevant body, will receive from the state 70% of the expenses (wages and material expenses) per student in a public school.

Donations are included in the overall revenues of the school and will be used for a specified purpose.


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Education acquired in private schools must have public recognition, that is, certificates issued by private schools must be publicly recognized.

Private education should enable both vertical and horizontal transfer to public education.

Private elementary schools will not be financed if they put at risk the existence of public elementary schools in a certain area.

Foreign citizens and states can establish private schools following the same procedures applied to local organizations and private individuals.

The state must have access to, and regulatory control over, the system of private education.

2. 3. Monitoring of the system of education

The reformed system of education will require a transformation in the

area of the existing system of supervision. The system of assessment of knowledge by means of standardized

tests and the external assessment of knowledge, the teachers’ need for and duty to receive continuing education and professional development, the new methodologies in the development and implementation of the curricula, the emphasis on the pedagogical aspects of the teaching process, the raising of the level of quality in education as a national imperative, implies; control of the attainment of the adopted standards of knowledge of students, control of the individual results of teachers, the evaluation of the quality of the teaching process, etc. The change of the education system (decentralization, deregulation, democratization) presupposes the definion of the national standards of students’ attainment, and thus the need for quality control at national level, according to clearly defined standards.

Pedagogical advisers will have an advisory and developmental function, while the function of inspection remains in the domain of the implementation of laws and other regulations. The implementation of the whole of legislation in the area of education will be controlled by a small number (5-10) of school inspectors for regulations, organized as an independent administrative body by the Government of the Republic of Montenegro, under the title of the Inspectorate of the Republic of Montenegro for Education.

Pedagogical advisors, as an advisory-developmental service will function within the centres for education.


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2. 4. Teaching staff Initial teacher education and their professional development should be harmonized with the changes in education of the Republic of Montenegro. In the area of initial teacher education it is necessary to:

prolong the initial studies for preschool teachers to six semesters, that is, three years.

educate medical staff preparing to work in day care centres (a secondary school occupation) in the pedagogical group of subjects, while teachers preparing to work in day care centres (working with older day care age groups) should receive more education in the area of childcare, health protection and preventive measures.

offer grants in order to stimulate the enrolment of male teachers at the faculty for the education of preschool teachers

establish closer cooperation between institutions providing education for teachers working in kindergartens, elementary and secondary schools.

define the curricula on the principle of the professionalization of the occupation. Subjects should be offered relevent to the nature of the profession.

orient programmes of teaching-scientific disciplines towards a dynamic instead of a static concept (additions and changes should be introduced aimed at raising the quality of the programmes and their modernization on the principle of a system of credits).

adapt the education of future primary school teachers in accordance with the requirement; that the teaching in cycle I is performed by class teachers (grades I, II and III), in cycle II by class teachers alongside subject teachers (grades IV, V, VI), while in cycle III the teaching should be performed by subject teachers (grades VII, VIII, IX).

educate teachers with broad professional profiles (able to teach two to three subjects) at the teacher training colleges.

orient the teaching process towards active learning, with students as “researchers”, encountering pedagogical phenomena in small research projects.

increase the number of hours of teaching practice to a minimum of 12 weeks for teachers and 10 weeks to preschool teachers, and organize it at a higher quality level (during this practice the student should be provided with mentoring by an expert, appointed by the school)

apply solutions, compatible with the solutions of the EU countries, to students of other faculties wishing to teach.


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open a postgraduate course at the Department for Graduate Teachers, in the long run.

opened a postgraduate course in methodology of the relevant subjects at the University of Montenegro.

organize training in classroom teamwork for future preschool and the other teachers, before the introduction of nine-year primary schools.

plan study visits for the students of teacher training colleges to similar colleges abroad and provide them with the possibility to attend classes, as well as to sit for exams, that is involve our teacher training colleges in the European professional network for education of teachers (TNTEE).

offer a course in general andragogy, as an option, to future subject teachers at the teacher-training faculty.

enable people involved in the process of adult education to acquire knowledge in andragogical didactics, on specialized courses and through professional development.

In the area of the professional development of the teaching staff, besides the afore-mentioned establishment of institutions dealing with it, it is necessary to:

redefine legal regulations in the area of professional development and promotion of teachers defining more precisely the possibilities for the promotion of teachers and also an adequate incentive. To that aim a list of criteria should be developed, which would enable preschool and other teachers to be promoted. Some elements that determine promotion of teachers should be: attending seminars, the implementing of new knowledge in practice, the publishing of professional papers, work with children with special needs, participation in scientific – professional gatherings, research projects, specialization, etc.

recognize professional development as an integral component of their workload; within the framework of the working hours prescribed by the law, professional development must be treated in the same way as the teaching itself.

Redefine the induction period for teachers and change the form and content of the teachers’ exam.

allocate regular financial means for the development of the teaching staff.

provide possibilities for the professional development of cooks, dieticians and nutritionists working in kindergartens.

The teaching norms should not be reduced, because the present ones rank us among the countries with the lowest number of classroom teaching hours for teachers.


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ot to leave classes without the previously obtained consent of the subject teacher,

2. 5. Rights and duties of students At the beginning of the school year students and parents must be informed of all their rights and duties by the school. In the process of education a student has certain rights as well as duties. A school must provide a student with the rights to:

receive a booklet clearly stating the rights and duties of students at the beginning of every school year,

regular teaching and other forms of educational activities, timely and correct information, consideration of his/her individual and developmental specifics, participate in the preparation of the booklet stating their rights and

duties, special preparation for various competitions, protection from all kinds of violence at school, education in the tradition of tolerance and respect for the

differences among people, the organization and work of a classroom community, express opinions and forward them to the school management, a representative who will participate in the work of the teachers

assembly and class council when deciding on issues of interest for students,

complain about the work of the teacher, an announced absence for a period of five working days

throughout the school year, participate in the creation of part of the curricula plan (choice of

topics for the seminar work, literature etc). Duties of students are:

to be hard-working, industrious, and conscientious in the acquiring of knowledge and general culture,

to respect and observe school regulations, advice, instructions and decisions of the teachers, the principal and the school bodies,

to be polite in their attitude towards teachers, to respect their classmates and nourish a feeling for friendly and

humane relationships, to protect school property, to take care of the hygiene and esthetics of school premises, to attend classes regularly, to justify nonattendance on time, not to disturb teachers’ work in the classroom, n


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to participate in class and other school activities, to observe school, that is house, rules.

2. 6. Role of parents in the organization of school

The cooperation between schools and parents is exercised at parents’ meetings where various forms of cooperation can be agreed. Every school has a parents’ council, which actively participates in the life and work of the school. The council is a consultative body, which examines the annual plan of the school, or of the kindergarten and the principal’s report on its work, discusses the principal’s reports on educational problems in school, parents’ complaints concerning the educational work of the school and forward them to the school board for discussion. The Parents’ council organizes the following activities:

it engages experts in accordance with the goals for cultural and public activities of the school or kindergarten,

it organizes and participates in the solidarity activities, such as the collection of materials and the activities for the arrangement of the environment,

it participates in the maintenance of the school environment and hygiene of the school,

it participates in the resolution of some social problems of children (providing textbooks, learning kits, etc.),

it organizes and carries out cooperation with the social community, it participates in the organization of summer and winter camps for

children, various forms of recreation, outdoor activities, etc. Parents’ council cannot participate in the discussion of issues concerning the implementation of the curricula plan, teachers’ expertise and professional collaborators in school or kindergarten. Parents’ council can establish a separate fund for the school. This body will use resources from the fund. The establishing of the council is obligatory at school level, but a council may be formed at municipal and/or national level. It is necessary to regulate by law, the participatory rights of parents in the managing board of a preschool institution.


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2. 7. Financing of education 2. 7. 1. Principles and resources of

financing Education, that is preschool, elementary, secondary (general and vocational) and adult education, including pupil’s residential facilities in Montenegro will be financed from:

the budget of the Republic and the budget of the local government,

the resources of the founder of the school, the resources of the state bodies and associations, the means received from users of the services provided through

practical teaching, that is, from the compensation received from employers, for the practical work done by the students,

parents’ participation in the expenses of children’s stay in kindergartens, and also payments received from adults for their education,

school fees in private schools, the means from the selling of schools products and intellectual and

other services, the income gained from their properties, donations, sponsorships and other sources, special taxes for education.

Political parties cannot finance the work of public kindergartens and other public schools. Kindergartens and schools operate financially as non-profit making organizations.

2. 7. 2. The Budget of the Republic The budget of the Republic provides funding for the wages, (taxes included), of those employed in education (where the founder is the state) and for other personal income according to the organization chart and the division of working posts in accordance with the law, normative provisions, standards and the collective agreement, as well as apprentice teachers’ wages with taxes and other personal apprentice teachers’ incomes.


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The Budget of the Republic provides part of the financial means for the material expenses of schools and kindergartens (where the founder is the state) in accordance with normative provisions and standards, and for investment in the maintenance and renewal of property and equipment. The Law stipulates that the participation of the local government in the financing of material expenses and investment in maintenance. The means for the investments in school institutions, where state is the founder, are provided from the Budget of the Republic. If the founder of a school institution is the local government, its financing from the budget the Republic is set out in an agreement between the local self-government and the Government of the Republic of Montenegro

2. 7. 3. Local Government The local self-government budget, in accordance with the normative provisions and standards, provides part of the funding for the material expenses of schools and kindergartens (where the founder is the state) as well as investments in their maintenance. The participation of local -government is prescribed by the law.

2. 7. 4. Private schools Private schools implementing state approved programmes are entitled to funding from the budget of the Republic, that is from the budget of the local government. The conditions for this are prescribed by the law.


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3. PRESCHOOL EDUCATION 3. 1. Educational principles in preschool institutions 1. The principle of democracy and pluralism:

- to enable every child to enroll in one of the programmes of preschool education. Parents are entitled to chose a programme for their child in accordance with the child’s interests and needs.

- to provide children with opportunities to choose independently and develop in accordance with their abilities.

2. The principle of cooperation with the community: - preschool institutions enrich and supplement their activity plans in

cooperation with institutions and individuals in their surroundings. 3. The principle of maintaining a balance between the different aspects of

physical and mental development of children: - Institutions of preschool education should provide opportunities for

various activities, which influence the physical and mental development of children.

3. 2. Goals The general goal of preschool education is to contribute to the development of preschool age children providing them with both the conditions and encouragement to develop their abilities and personal characteristics, to enrich their experience and build up knowledge of themselves and other people. In order to achieve this goal it is necessary to:

provide the conditions for the meaningful living, learning and development of all children,

develop the achievements and potential of a child, his/her abilities and skills and to ensure optimal harmony between them,

develop a child’s abilities to understand himself/herself and master self-control,

develop relationships with other people and develop his/her knowledge of other people,

discover the world and build up knowledge about it,


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develop their abilities in reaching agreements among themselves, and considering differences between individuals when working in groups,

encourage curiousity, an exploratory spirit, imagination and independent thinking,

develop independence in personal hygiene and taking care of their health.

3. 3. Programme of public preschool education - type and duration It is necessary to enable the development of different programmes to meet the goals of preschool education and thereby improve the quality of the educational work. The current programme framework is extremely didactic and uniform and does not provide children and parents with the opportunity of making choices. Educational programmes must take into account the developmental characteristics of a child of a certain age. Therefore it is necessary to develop separate and specialized programmes on the basis of the general conception of the core programme. Separate programmes must include compensational and developmental programmes. A special programme for the development of preschool education defines the forms and content of educational work with children in developmental groups, that is, for children having serious difficulties in psycho-physical development. Children with minor developmental difficulties will be included in regular integrated groups where, besides the mainstream programme, there will be individual programmes for these children. Specialized programmes should define the content of educational work in the areas of: music, ballet, art, dance, sport and recreation, puppetry, foreign languages (especially English) and other areas seeking to fulfil the special interests of children and their parents or guardians.


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A programme for Roma children will be created. Special care should be devoted to Roma children by developing compensational programmes, engaging experts and providing material assistance as required. Occasional programmes such as: outdoor kindergartens and events of a touristic nature should be developed. Bearing in mind the duration of a public kindergarten, it will offer whole-day, half-day and shorter programmes.

a whole-day programme of 6 to 10 hours a half-day programme of 4 to 6 hours a shorter programme of 3 to 4 hours specialized programmes lasting 3 to 4 hours.

The programmes on offer and the duration of children’s stay in preschool institutions must be in accordance with the envisaged individual and diverse needs of children and adults. In accordance with the proposal that compulsory elementary education should last nine years, it is important that the programme for the first grade should provide an adequate transition from preschool to elementary education. This especially conceived programme, will be implemented in preschool institutions and elementary schools by a preschool teacher and a class teacher.

3. 4. Foreign language Bearing in mind the positive experiences of the current implementation of foreign language curricula (English) and the feedback from parents, we believe that the option of learning a foreign language in preschool institutions is a worthwhile and realistic one. In preschool institutions in the Republic of Montenegro, we should aim at achieving the greatest possible extent of foreign language teaching.

3. 5. Formation of groups It is necessary to:

gradually decrease the number of children in groups, and, in order to provide the optimum conditions for high quality work, decrease the children - teacher ratio,


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enable the gradual inclusion of the highest possible number of children into preschool programmes (by the enlargement of capacities).

Table: 1.: Proposal for the optimal children-preschool teacher ratio

Age Number of children in a group and number of teachers 8 12 14 18 20 24 28 30 1-2 years of age 4:1 6:1 2-3 years of age 6:1 7:1 combined day-care group

4:1 6:1

3-4 years of age 9:1 10:1 4-5 years of age 9:1 10:1 12:1 14:1 5-7 years of age 12:1 14:1 15:1

The norm. which regulates the number of children in a group is fine. But, due to current conditions, an increase of children (of 20%) per educational group can be allowed in order to enable more children to be included in preschool education.

3. 6. Children with special needs 3. 6. 1. Gifted children Bearing in mind the fact that gifted children belong to the category of children with special needs, it should be stated that, currently, we do not offer special programmes for the teaching of these children. It is proposed to develop specialized programmes and implement individualized work with gifted children, involving additional experts from kindergartens and other institutions. In order to increase the efficiency of work with these children it is necessary to provide specialized training for teachers, through professional developement.

3. 6. 2. Children with developmental difficulties

It is necessary to:

enable children with developemental difficulties to develop according to their abilities, needs and interests,


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include children with minor developemental difficulties into regular kindergarten groups (two children with developmental difficulties per group),

Involve the available professional collaborators in kindergartens (psychologists, pedagogues, special education teachers and speech therapists) for the purpose of monitoring the children with developmental difficulties and providing assistance to parents and teachers. If a kindergarten does not have a professional collaborator it is then necessary to engage professionals from other specialized institutions,

form new developmental groups in kindergartens (conditions permitting) for children with severe developmental difficulties,

decrease the total number of children in a group, dependant on the estimate of the degree of the handicap of the child who is being integrated by a commission of experts.

It is necessary to organize, through permanent training, additional education of preschool teachers and parents to prepare them to work with children with special needs.

3. 7. Organization of daily activities The modern conception of education implies the democratisation of all relations in a social context. An open system of education, which has been developing in Montenegro for several years, on the basis of the “Step by Step” programme, is a good ground for diversity, freedom, creativity, and the greater openness of the educational process in preschool institutions and the forms of their activities. The basic principle of this programme is to view a child as a concrete dynamic being. Therefore a more complex and open approach to the whole organization of preschool education is suggested, which would take into account the specific characteristics of every child. Preschool education should be complementary to the education received in the family. The parent is an important link in the educational process. The work of kindergartens and the sequence, or the organization of daily activities, must take into account the needs and abilities of every parent.


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In the organization of daily activities it is necessary to plan time for the participation of parents. They can make proposals, act as observers, or be planners and implementers of certain educational activities. Learning in the centers of interest is organized by the teacher on the basis of the individual interests, needs and abilities of a child, offering materials and equipment in a structured learning environment, thus providing children with the logistics, but without drawing conclusions for them. The teacher does not define the quality of the experience that the child should acquire through any activity. The child is independent in choosing which new experience he/she will acquire and to what extent. An open system of education implies the application of active learning methods which cannot always be organized in kindegartens, so that a large part of these activities is undertaken in the local and/or the broader environment, on field trips, and through visits to institutions where a child can learn. All these activities must be part of the real context children live in, and should not be isolated and partial, because a child “learns what he or she lives through”.

3. 8. Monitoring, planning, and evaluation The planning of educational work is a continual process. It follows up on the practical work in groups and its evaluation is also continual. The planning of educational work, its monitoring and evaluation are not just important conditions for successful practice, but must be included in all forms of educational intervention, both direct and indirect, in the organization of the life of the institution and the work in group itself. The planning takes place at the level of the whole educational group, smaller groups of children and of the individual child. The method of planning is determined by the general conception of education, as well as the organization of the entire life of an institution, the duration of children’s stay there, the grouping of children, the structure of space and the participation of parents. Thematic planning, work on projects or in centers of interest are in accordance with the basic assumptions and the conception of education contained in these Programme guidelines. Educational work and, thus the planning itself can be organized following a disciplined approach to all


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educational areas, the more so if the children are offered a choice of activities from different areas or the choice of various materials and activities within the same area. The new method of teaching implies that the teacher is not only the implementer but also the creator of the programme as well. The fact that parents give essential data about their children when they are enrolled in a preschool institution, serves as a good basis for the evaluation of children’s progress, as well as, for focusing attention on their individual needs. Throughout the educational process a picture of every child is built up, which gives opportunities for the evaluation of the attainment of the programme`s goals and the child’s progress. To that end, teachers’ observations as well as those of expert collaborator’s are used, and different monitoring techniques are applied (check-lists, questionnaires, evaluation scales, interviews). The monitoring of the child’s progress and the evaluation of the programme include other indicators - drawings, discovery of talent, ie. for music, all in the interest of the overall development of the child. The teachers monitor their own work by means of self-evaluation. In planning, as well as in practical work in groups, more important than the choice of some of these approaches is to follow systematically the teaching cycle: monitoring, planning, direct and indirect teacher’s interventions, and monitoring and evaluating the effects of that intervention. By defining certain goals, we make efforts to achieve them. The continual examination of educational work and the effects obtained, are the essence of self-evaluation. Every form of external evaluation has meaning only if it assists self-evaluation and self-analysis. Evaluation is a method of encouraging professional development, and part of the learning and development of adults. If the aim is to encourage the meaningful learning of children, then supporting and stimulating the child’s awareness of his or her own knowledge is one of the essential tasks of teachers.

3. 9. Founding and financing In the area of the founding of preschool institutions no changes are proposed in relation to the current situation. More precise regulations on their administration will be determined by the founder.


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Besides the Ministry of Education and Science (which pays the salaries of those employed in preschool institutions, expenses caused by depreciation and part of material expenses), the local self-governments should be included in the system of the financing of public preschool institutions in the Republic of Montenegro, especially of material expenses, investment in maintaining, and building new infrastructure. The issues of the land taxes, utility charges and water consumption costs are regulated by the local self-government. In this phase of transition, it is necessary to preserve and expand the network and capacities of public kindergartens in order to enable inclusion of the greatest possible number of children. It is necessary to stimulate healthy competition aimed at receiving a variety of offers and possibilities of choice, while the state must set standards that form the criteria for the stimulation of the development of private investment. It is necessary to co-finance accredited programmes of private kindergartens from public finances with a participation of 70%. In order to provide the same conditions for all children, it is necessary to work out a scale of payments, on the basis of the material and social status of families, which should vary from complete relief to payment of the established maximum.

3. 10. Pedagogic documentation Every preschool institution has the obligation to keep records of the implementation of the educational process in pedagogical documentation, specially designed for this purpose. The keeping of records in preschool institutions is regulated by article 44 of the Act on preschool education. The following should be established as the legal obligation for preschool institutions:

The development of a yearly programme of educational work in that institution.

The development of a report on the work delivered in the previous school year.

The teacher’s record book is a document that has not been modified to meet the requirements of new educational technology and therefore it should be modified.


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In the context of changes it is necessary to adapt the form of the teachers’ record books and also nurses’ record books. The annals of the institution should be prescribed separately.


44


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4. PRIMARY EDUCATION 4. 1. Principles In addition to the principles on which the whole education system of the Republic of Montenegro should be laid out, we can also state the following principles, which are specially related to primary education:

The principle of compulsory primary education (but not of attendance)

Free-of-charge education Giving preference to the quality of education over the quantity of

knowledge The principle of the development of all aspects of personality The principle of enabling the successful completion of primary

school and continuing of education The principle of cooperation between pupils, teachers and parents The principle of integration and special care for pupils with special

needs The principle of teacher autonomy

4. 2. Goals

To provide general education for the overall population; To educate creative personalities of broad perspectives and to

arouse physical, mental, esthetic and moral development; To master the foundation of general education which can be

compared to the appropriate levels of education in Europe which will represent the basis for long-lasting learning and self-education;

To develop critical thinking, independence and interest in acquiring new knowledge;

To prepare students for independent judgment and participation in social life;

To acquire general and useful knowledge to prepare them to face the social and natural environment in an independent, efficient and creative way;

To enable pupils to develop their personalities in accordance with their development abilities and patterns;


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To educate pupils to respect national values, history and culture as well as the cultural and other characteristics of other peoples;

To educate for mutual tolerance, respect for diversity and cooperation with others, to respect human rights and basic freedoms and thus develop abilities for life in a democratic society;

To possess a knowledge of the basic laws of nature, the development of society and human health;

To develop democratic opinions, tolerance and cooperation (at school and outside);

To respect each child’s individuality, and To make and encourage a healthy way of living and a responsible

attitude towards the natural environment.

4. 3. Primary school duration

Primary (compulsory) education is extended to nine years. Compulsory education is extended downwards, which means that

children start primary school one year earlier. More exactly, the children who by the end of the calendar year turn six shall enroll at school. The Law should also envisage the possibility of postponing enrolment

of children for one year, provided there are justifiable reasons for that.

4. 4. Teaching cycle The future nine-year primary education will be divided into three cycles, each one lasting three years. Transitions among educational cycles are approximately related to the changes in the developmental phases of a child. Apart from that, for each cycle it is possible to determine global developmental and educational goals, set forth as standards of knowledge (corresponding to the standards of other developed European countries). Thus, individual differences in speed and type of child development would be respected. In the first cycle, one teacher would carry out the teaching of all subjects, while in I Grade (six-year olds), as a rule; beside the teacher, there should also be a part-time pedagogue, participating in the teaching process. In the second cycle, subject teachers would gradually be included in the teaching practice. Therefore, in IV Grade, foreign language teaching will be carried our by a subject teacher or by a teacher with additional qualifications, while the teaching of the other subjects will be carried out by a class teacher. In V Grade, subject teaching would include a foreign


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language, but it could also be extended to art, music and physical education. Finally, the teaching in VI Grade would be organized according to educational areas, i.e., groups of subjects. Teaching would be carried out by subject-teachers or class teachers. In the third cycle, teaching would be carried out by subject teachers.

4. 5. Enrolment in primary school In order to inform parents and to establish conditional enrolment, it is necessary to determine children’s abilities.

4. 6. Curriculum 1. The curriculum includes: a) subjects compulsory for all pupils -80% of

teaching hours; b) elective subjects - 20% of the total teaching hours (approved by the Ministry of Education and Science as proposal by The Expert Council)

2. The Expert council determines curricula content for 80% of total

teaching hours for each subject, local self-government determines 10-15% according to its needs, and the school plans 5-10% of the teaching hours of each subject syllabus. The Expert Council verifies the curricula determined by regions and schools.

The Primary school curriculum includes a compulsory and an extended curriculum, which is not compulsory for all pupils, but the school is responsible to offer it according to its capacities. The following subjects are compulsory: mother tongue, foreign languages, mathematics, music, art, physical education, geography, history, biology, chemistry, civic education and information technology. In the regions where the Serbian language is taught as non-mother tongue, the problem of an increased workload for children would be solved by decreasing the teaching hours of other subjects, which the representatives of the Albanians in Montenegro choose. In the first and second educational cycles, subjects can be connected and joined in subject areas (ie: natural sciences, arts and so forth), which are based on a knowledge of vocation, the development of children’s individuality at certain ages, methods and forms of teaching.


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Elective subjects are taught in the third educational cycle, that is, in VII, VIII and IX Grades. Pupils select subjects offered by the school, so that they cover 20% of the total teaching hours. Each school is responsible for offering a second foreign language as an elective subject. The Ministry of Education and Science will approve the list of elective subjects and their content. The extended curriculum, which can be offered by schools according to their capacities, includes:

Sojourn institutions are intended for pupils in the first and second educational cycles. Within sojourn, the pupils are provided with care and additional sports and cultural-arts activities - pupils do their homework and perform similar school obligations.

Free activities (cultural, arts, sports, research, technical) enable pupils to satisfy their interests, Optional subjects

4. 7. School calendar The school year should be extended to 36 weeks, at least, that is, 180 school days. The school year starts on 1st September. As a rule, there are three school breaks: Winter school break, from 24th December until 10th January, Spring starting from 10th to 17th April, and Summer school break starting from June and ending on 31st August. In special circumstances, a school may propose a different calendar. In such cases, The Ministry of Education and Science shall agree it at the beginning of each school year.

4. 8. Number of teaching periods in a week The first cycle - For I, II, III Grade, 20 classes (the number of classes increases from I to III Grade) The second cycle - For IV, V, VI Grade, 26 classes (the number of classes increases from IV to VI Grade) The third cycle - For VII, VIII, IX Grade, 30 classes (the number of classes increases from VII to IX Grade). The compulsory curriculum for pupils includes the teaching of compulsory and elective subjects, activity days (days of culture, field trips, sports days,) and homeroom meetings.


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4. 9. Organization of the teaching process based on teaching periods

We should leave the possibility open to a more flexible approach to class organization from I to IV Grade. This means, that a teacher may devote the amount of time necessary and appropriate at that particular moment to certain subjects, depending on the needs of a certain class. So, children in the first grade should stay at school for three hours and thirty minutes, and in the second, third and fourth they should stay four hours, during which time the teacher would implement the content of the compulsory subjects prescribed by the Curriculum, as well as other activities appropriate for that age, and directed towards the achievement of the goals of education. Foreign language teaching periods should last 45 minutes in the fourth grade. With regard to the organization of teaching of the educational areas (V and VI Grade), and in subject teaching, the teaching period would still last 45 minutes.

4. 10. Assessment of knowledge Pupils are assessed descriptively in I, II and III Grade. The achievements of pupils in certain subjects should be expressed with a numerical mark at the end of first cycle. In IV, V and VI Grade the assessment would be numerical in all subjects (On a scale of 1 to 5), but the marks would be explained in writing. From VII till IX Grade the assessment would be only numerical (on a scale of 1 to 5). Pupils and parents would receive reports on pupils’ progress twice during the school year, and at the end of the school year, they would receive a certificate (numerical marks and marks of general achievement). Numerical marking is gradually introduced so that pupils can understand what an individual numerical mark means. The assessment of knowledge based on externally prepared tasks would be organized at the end of educational cycles (at the end of III, VI and IX Grade).


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Pupils’ knowledge in mother tongue and mathematics would be assessed at the end of the first cycle (after III Grade). These assessments would be carried out in accordance with the standards of knowledge, while the tasks would be prepared externally, by a professional institution. The assessment itself would be implemented internally. The results would be used as feedback for schools, pupils and their parents and they should neither influence the marks nor the advancement of pupils. Pupils and parents should be informed of the results achieved in this assessment of knowledge as well as on average results of all pupils in the age group. At the end of the second cycle (IV, V and VI Grade), the assessment of knowledge in mother tongue, mathematics and foreign languages is done in the same way as at the end of the first cycle. The assessment is implemented internally, and its results are used as data on the level of knowledge acquired, thus enabling a comparison of the results of individual pupils as well as of the achievements of a school. These assessments must influence neither the marks nor the promotion of pupils from grade to the next. The assessment of pupils’ achievements in mother tongue, mathematics and an elective subject will be carried out by an external state assessment at the end of the third cycle (IX Grade). Assessments of knowledge would be prepared in such a way as to measure the standards of knowledge that pupils should achieve upon completion of primary school. The assessment of knowledge is external (external evaluation and assessment are to be provided). The assessment at the end of all three educational cycles should be partly standardized, which means that it is implemented on the same day, with the same tasks, and at the same time. This assessment of knowledge would be compulsory for all pupils and should be the main method of obtaining feedback for schools, pupils, parents, and the other relevant and interested pedagogical institutions. Beside the marks given by a teacher, the results of this assessment may be used as a criterion for enrolment in secondary schools with limited enrolment. The assessment marks for good conduct would be: exemplary, good and unsatisfactory.


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4. 11. Promotion to the next grade and make-up

We propose that non-promotion should be an exception in the first five grades (for example: in the case of extensive absence of a pupil from classes, that is, in the case of an extremely low core subjects content acquisition). The homeroom teacher makes a decision on the non-promotion of a pupil, then the council of teachers with a prior opinion from the school administration, pedagogic-psychological department and the pupil’s parents. In the last year of the second cycle, and in the third cycle, a pupil can be non-promoted because of four and more bad marks. With three bad marks, a pupil can pass a makeup exam in the presence of an external professional (from another school). When there are one or two bad marks a makeup exam can be organized according to the procedure regulated by the law.

4. 12. Differentiation in schools In the first cycle, there is an internal, didactic differentiation. In the second cycle, some forms of internal flexible differentiation are introduced (in mathematics and foreign languages, and possibly in mother tongue) as a combination of core subjects and teaching according to the levels, but only 25% of the teaching hours at the most. This implies group work at different levels, aimed at determining the basic knowledge of a weaker group, that is, to broaden the knowledge of the group to bring it to a higher level. Such a type of differentiation can be introduced in the II cycle. In the third cycle, it is compulsory to introduce these internal flexible differentiations for at least two subjects (mathematics and foreign languages), and mother tongue as well.

4. 13. Education of pupils with special needs

Beside the existing form of the education of pupils with special needs in special schools, it is necessary to prepare the conditions for including these pupils in the mainstream school environment. Therefore, it is necessary to:


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Establish more commissions (following the regional principle) and reformulate the concept and content of their work into the commissions for record keeping, guidance and monitoring. In addition, commissions have to extend their scope of work with regard to the cooperation with teachers and parents.

The Commissions have to design special standards which will regulate the number of pupils, type and degree of disability as well as a framework of integration in the mainstream school system, whether in the form of a special class or as a regular class with professional guidance and help. All these commission`s activities are discharged with the cooperation of teachers and parents.

Implement the curricula on pupil’s abilities. Introduce appropriate professional departments, besides the

existing ones, into mainstream schools (speech therapy, special-pedagogical, oligophrenic-pedagogic, somatopedic and tiflopedic).

Provide facilities to organize education for hospitalized children ( in Risan, Igalo, and Podgorica).

Organize home teaching for children with severe disabilities. Modify school premises to cater for pupils with special needs.

In order to implement and monitor all these activities and to approach European standards, we should establish expert teams at Government level which will coordinate the work of The Ministry of Education and Science, the Ministry of Labour and Social Affairs and the Ministry of Health in the area of education, social care and the protection of children with special needs.

4.14. Drop-outs According to the Act on Primary Compulsory Education, the provision for enabling pupils to take a separate makeup exam when, for various reasons, they cannot attend the school regularly should be kept. However, in the Act it should not stipulate precisely when this exam is to be taken, whether in June or August, because it is also possible that these reasons will still exist in these months and prevent a pupil from attending classes regularly. The Teachers’ assembly should decide on this issue, above all, keeping in mind the child’s interest to integrate into a regular class as soon as possible. The Act should also prescribe the right of parents to organize the education of their children by themselves. Such a type of education should be especially available for children with special needs. In reality, such a possibility would be rarely used. The danger that parents may thus cause damage to their children can be prevented by a specially formed-


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commission, which would previously determine whether such a solution is good for a child. Parents would submit to schools: programmes according to how they would educate a child, the place of teaching, and the names and qualifications of people teaching a child. If this possibility is taken up, a child would enroll in some compulsory primary school, and this school would organize the assessment of the child’s knowledge in certain subjects: in the first three grades in mathematics and mother tongue, and in the other grades in other subjects. In a case where the candidate fails his/her assessment of knowledge, his/her education would have to be continued at school. The Act should also prescribe compulsory primary education for adults, using special curricula. It is not necessary to define the precise number of teaching days. This number would be determined when the curriculum for primary adult education is adopted by a competent body and which would be in force for a shorter period than the Act itself. We should also leave the possibility open that one can gain compulsory primary education by taking grade exams.

4. 15. Class size Bearing in mind our situation (the number of pupils, schools and classrooms, especially in urban areas), as well as the need to provide effective teaching, we think that the maximum number of pupils in a class should be 30. In extreme circumstances upon the approval of the Ministry of Education and Science, the class may increase up to 32 pupils. Then we should bear in mind that one pupil is entitled to 1.2 square meters of classroom space. In the case of combined classes, the combinations should go in cycles so that the biggest combination would be a three-grade class, and the number of pupils would be regulated according to the existing Act.

4. 16. Foreign languages It is compulsory to learn a first foreign language starting from the fourth grade, that is, at the age of nine. Any school is able to organize and offer the optional learning of foreign languages, starting from the first grade.


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The second foreign language is introduced as a compulsory elective subject. Each school can offer a second foreign language or other languages that the pupils will opt for at the beginning of the third cycle and this foreign language will be compulsory for them in VII, VIII and IX grade of compulsory education. As a compulsory elective subject, the second foreign language is subject to a regular assessment of knowledge. Whether a pupil decides to choose or not to choose a second foreign language will not influence his/her possibility to enroll in secondary school. Any school is able to offer the learning of a second foreign language as an optional subject to pupils, starting from the sixth grade.


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5. HIGH SCHOOLS Introduction The proposed concept of High Schools starts from our tradition, needs, conditions, as well as international standards in the area of education. The concept protects the general-educational character of High Schools, and with the system of elective subjects, it enables students to learn in areas according to their own affinities and interests. Matura examination has been given a special significance too, which should be much more serious than the existing one and should also enable student to enroll at university without taking an additional entrance exam. State Matura with external elements will meet international standards in education and will also enable the entrance of our students to universities outside our country.

5.1. Principles Apart from the principles upon which the whole education system in Montenegro is laid out, we can emphasize those principles, which have special significance for High Schools:

1. Principle of the integrity of science To provide students with knowledge of natural sciences, mathematics, social sciences and humanistic sciences, pointing out their unity and the overall effects they have on society. 2. Principle of pluralism of cultures and knowledge Beside the knowledge of national culture and tradition, it is necessary to know about other cultures and civilizations. 3. Principle of choice and inspiring gifted children By choosing the subjects and Matura subjects, school and students participate in formulating curricula. 4. Principle of progression from one grade into another


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The new High School concept enables transfer within curricula. Under certain circumstances, students are allowed to go into a secondary vocational school. The condition to enroll in higher institutions is a passed Matura examination.

5. 2. Goals A High School is a general-educational secondary school whose goal is to prepare young people for university and higher education, as well as the cultural development of young people in the spirit of overall humanistic progress. Apart from the existing elements, the following categories should be listed among the goals:

Acquiring of general and special knowledge, skills, abilities and habits based on the achievements of science, technique, culture and art for the purpose of continuing the schooling,

Achieving an internationally competitive level of knowledge, Developing critical points of view and reasoning, Developing communication skills, Being responsible towards oneself, other people, and towards the

natural and social environment, Being prepared to live in a pluralistic and democratic society and Inspiring understanding, tolerance and solidarity among all people.

5. 3. Type of high school There are eight high Schools and twelve secondary schools implementing a High School programme in Montenegro today. Some 33% of the school population is educated in them. The number of High School students is probably rising. Instead of the existing High School courses (natural-science, social-language, a study of philology and mathematics), we propose a general High School, where one part of the curriculum would be dedicated to a general -educational core, and another part to elective subjects. Based on the approval of the Ministry of Education and Science, where there are possibilities and capacities at school, classical High School classes can be organized.


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In regions with a majority Albanian population, bilingual general High Schools will be set up. High Schools may organize teaching in a foreign language, with the prior consent of the Ministry of Education and Science.

5. 4. Duration of high school Schooling in High Schools lasts four years, from the age of 15 to 19.

5. 5. Enrolment in high schools Upon completion of primary school, all pupils have a statutory right to enroll in the first grade of High School when an open competition is announced. A corresponding statute will define the requirements for the enrollment of pupils.

5. 6. Number of students per class As a rule, a class cannot have more that 30 students but with the approval of the Ministry of Education and Science, a class may have two more pupils, at the most.

5. 7. Curriculum The existing curriculum should be changed and aimed at achieving a European educational dimension, interdisciplinary teaching programme, a more even workload for students and respect for their abilities and interests.

We think that in I grade of High Schools, the general-educational core should include 90% of classes, while the rest should be devoted to elective subjects.

The number of teaching periods of elective subjects in further education should gradually increase, and by IV grade, it consists of 1/3 of the total teaching periods.

Students should be given the opportunity to learn certain subjects on two levels: standard and higher.

In the final year, special attention should be paid to preparation for the Matura examination.


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Each school is responsible for preparing the elective programmes, which have to be an essential part of the annual school plan.

5. 8. Subjects The teaching curriculum of general High Schools will comprise of, four-year subjects, compulsory subjects, elective subjects and compulsory programmes.

5. 9. Number of teaching periods in a week

A weekly curriculum prescribes 30-32 classes per week. A teaching period lasts 45 minutes.

5. 10. School calendar Students have the right to Winter and Summer holidays, as well as to shorter vacations after the first and third classification periods (Autumn and Spring).

5. 11. Assessment of knowledge It is proposed to:

Draft the Statute on assessment and to determine the minimum range of marks, as well as to influence the achievement of the level of standard of knowledge, through testing.

Develop evaluation standards for each subject, which will synchronize the evaluation criteria.

Keep the existing evaluation scale of 1 to 5, but also to develop more sophisticated methods of monitoring student achievements.

Any student who has one or more negative marks at the end of the year shall take a makeup exam in the same school.

Any student who has three negative marks at the end of the year may take a makeup exam. In such cases, at least one member of the commission should be from outside the school.

End-of-year exams for students who cannot take regular classes shall be taken externally.


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When students who cannot take regular classes take the end-of-year exam, positive marks from the subjects which he has taken at the end of the year are acknowledged, if he/she earned them during previous exams.

5. 12. The Matura exam After completing High School, pupils take the Matura exam, the purpose being to test the general level of knowledge that a candidate has achieved at school. During the examination, a candidate has to show that he/she has reached the required level of knowledge acquisition and application. During the Matura, examination students take compulsory elective

subjects. The number of subjects and the level (standard or higher) of the exam

will be regulated by the appropriate Statute. Besides this, we have to ensure that the programme and level of The Matura exams meet the requirements of European standards and enable students to enroll in university.

When organizing the Matura exams externally, examiners should be invited to attend.

For certain Matura subjects, examination catalogues should be made which determine the volume of the programme, the level of difficulty and the method of assessment. In schools where the situation permits, we should allow the organization

of international Matura examinations.


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6. VOCATIONAL EDUCATION 6. 1. Principles Apart from the general principles on which the educational system will be based, the following principles are important for vocational secondary schools:

Adjusting vocational education to social changes, the market economy, technical-technological progress and informational technologies;

Involving social partners in the process of vocational education; After completing compulsory education, to enable all students who

show a willingness, to have vocational education, according to their abilities and interests;

Offering possibilities of changing profession during vocational education;

Vocational education for young and adults is organised upon a common basis, that is standards;

A uniform legal framework for all students involved in the process of vocational education; Introducing the standards when defining the vocation, in order to

assess the qualification.

6. 2. Goals The current situation in the area of vocational education and the underlying stated principles define the following goals and tasks, towards which we should direct the process of change:

Sophisticating and adjusting the process of vocational education towards the needs of a modern, democratic and economically developed society and market economy.

Promoting both the personal and professional development of students, as well as providing the knowledge and abilities necessary for further studies, life and work, personal interests and a professional development of personality.

Acquiring knowledge and skills necessary to achieve this vocation; Ensure the gaining of qualifications which enable the young and

adults to participate equally in the labor market;


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Making the system of vocational education compatible with other European systems of education in vocational schools as well as enabling the transfer from one system into the other;

Education in the area of the general-educational segment should be compatible with the needs of the profession;

Everyone should have the right to improve in their the profession if they want to.

6. 3. Social partnership In the circumstance of transition towards a market economy, the state of Montenegro has delegated a part of its competencies over vocational education, which it has had up to now, to social partners. The Commercial Chamber (the representative of employers) and the Union (the representative of the employees) take over a part of the obligations and responsibilities in drafting and implementing new projects. The state is involved as a third partner, through the Ministry of Education and Science and the Ministry of Labour and Social Affairs. By decentralizing in the area of vocational education and involving social partners in it, a favorable situation for direct vocational education to equip students for the everyday more demanding labour market, which is international in character, is being created. A legal and institutional framework is a precondition for involving partners in this process, which needs to follow in the directions of: drafting curricula, equipping and modernizing schools, providing textbooks and literature, providing teaching aids and funds, development of the standards of the profession, the enrolment policy, development of state standards of knowledge, establishing services for monitoring and development, development of networks of schools, establishing standards in the evaluation system and issuing certificates.

6. 4. Standardization of occupation Gaining the qualifications through different methods is one of premises, which gives transparency to the system of vocational education. Such possibilities are envisaged within the vocational educational framework, and through opportunities offered by the vocational education of adults, the variety of methods for earning such qualifications are increased.


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The level of knowledge and skills within the framework of the same qualification must be the same, regardless of the ways in which it is acquired. Social partners are responsible for laying down the necessary needs and programmes envisaged for the qualifications. Needs are determined in the form of standards of certain occupations, which need to be in compliance with the standards of successful systems of vocational education.

6. 5. Standards of vocational education The quality of vocational education should be assured by introducing standards. These standards should be in compliance with the national standards of developed countries. Appropriate institutions, made up of social partners of vocational education, prepare and develop standards methodically, according to priorities. The competent state body for vocational education approves the standards. Based on the adopted standards of a certain occupation, which guarantee the compliance of knowledge and skills with the same occupation in developed countries, curricula are made, and they have to be achieved through the implementation of the same. The compatibility of the standards of our knowledge for certain occupations with international conventions is necessary, because of international recognition, that is, diploma equivalence.

6. 6. Vocational schools and their duration The following structure of vocational education is proposed:

Lower vocational education (to last two years) Middle vocational education (to last three or four years) Upper vocational education (to last two years, as a continuance of

middle vocational education) Technical High Schools may bring closer general and vocational-technical education to two-year post secondary education and higher education. This High School will not design qualifications. At the end of a four-year schooling, students will pass a Matura examination with a compulsory element, which is the same as for Matura in general High Schools, and the second, optional part, will consist of vocational subjects from technical areas, which will define the type of High School.


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For now we should not establish technical High Schools but only leave an opening for the legal possibility of opening new schools, when there is social need for them or when the economy or students show a real interest. Middle vocational schools, which last either three or four years and lower vocational schools which last two years prepare student for vocational duties of different levels of complexity. Four-year vocational schools are organized for different areas of work. At the end of a four-year schooling, students take a professional exam. If the student wants to continue their education at university, we propose that the university should prepare a compulsory additional exam from one of the vocational subjects, which will meet the standards of the Matura exam. Preparation for taking this exam will be done at school during the fourth grade. Thus, enrollment in the faculty of the same vocation is made possible. Three-year middle vocational schools provide education of average complex duties. After the completion of schooling, students are obliged to take a compulsory final exam. Taking the final exam, student earn the possibility to find employment in the vocation and /or to extend vocational education to four-years by:

An additional two-year education without extra qualifying exams or An additional one-year education with said exams.

The stated additional education is earned in a four-year vocational school and it is completed by attending a vocational school. The council for vocational education shall make decisions, whether certain exams will take place inside or outside the school. Transition from a three-year to a four-year school cannot be done during education. Two-year lower vocational schools prepare students for less complex occupations. This two-year education is completed by taking the practical exam. After completing education, students get the possibility to seek employment in the occupation or to extend their vocational knowledge in three-year vocational school. After completing a two-year school and taking additional and qualifying exams, designed by the school, student may enroll in the appropriate grade of a three-year vocational school.


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It is proposed to introduce shorter forms of improvement (one year at the most) for the needs of a job that will enable student to acquire the abilities to work, employers would determine the standards. For such and similar purposes, it is necessary to develop a system of certificates at national level. Schools for children and youths with impediments in development should remain under special legal regulations. Post-secondary education comprises:

Preparation for taking a craftsman’s or managerial examination, Two-year post secondary vocational education.

Preparation for a craftsman’s or managerial exam, which is of different duration for different occupations, leads to taking this exam. If agreed, preparation for this exam may be organized at school, Chamber of Commerce or private centers. The students can take this exam:

After completing three-year education, a passed final exam and three-years experience.

After completing four-year education, a passed vocational exam and two-years of working experience.

Craftsman’s or managerial examination (external), which has to meet the national standards, includes the following elements: vocational-theoretical content, practical work and economics of running a company. The Chamber of Commerce will determine standards for these examinations, and all the examinations will be taken before its commissions. Candidates who have passed vocational exam would not have to take the exam in the part related to theoretical knowledge. The Chamber of Commerce in coordination with the Ministry of Labor issues diplomas (certificates of qualification). For discharging educational activities, starting up and running private companies and managerial functions within public and private companies, candidates will also need to pass the exam of a pedagogic-androgenic programme. The Ministry of Education and Science, under whose commission this examination will be taken, will prescribe the standards in this field. After passing a craftsman’s exam, or managerial exam and differential exams, the candidate earns the right to enroll in suitable two-year post secondary vocational education. More detailed provisions on taking practical, final and vocational examination will be determined by curriculum and Statute. Two-year post-secondary vocational education would be vocational education, and not of university standard with high professional demands,


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and it would last from two to three years, and it would be a continuation of secondary vocational education. It will educate and prepares candidates at the highest vocational level for a specific job or occupation. Picture 6.7.1.shows a schematic review of the structure of middle vocational education.

6. 7. Enrolment in vocational schools Enrollment in vocational schools is through an open competition published by the Ministry of Education and Science with the agreement of the Chamber of Commerce as a social partner. The basic condition to enroll in vocational school is completed primary school education. If the number of students, who apply is less than asked for in the competition, everyone is enrolled who meets the basic and special requirements (psychophysical, special talent, etc). Three-year vocational schools in dual form, a contract with an employer is an advantage when it comes to enrollment. In cases of limited enrollment in three-year and four-year vocational schools, the open competition establishes additional criteria for selection based on general success in primary school and based on the results from external knowledge assessment in primary school. Except for the previous paragraph, students who fall behind with their curricula, after a nine-year primary school attendance and completed at least seventh grade of that school, may enroll to gain working skills for the duration of one year or enroll in a lower vocational school for two years.

6. 8. Curriculum With the aim of supporting the implementation of the changes, we propose to introduce a new concept of educational programmes, which includes:

Goals and tasks of education, Curricula, standards of knowledge and instructions for their

implementation, Concretize enrollment requirements Standards of Matura, vocational and final exam, The other characteristics, include, concretizing profiles and

occupational qualifications for teaching staff and research assistant and other issues significant for the organization and teaching (equipment specifications, premises, number of students…)


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For the same occupations, we should adjust curricula to different interests and individual abilities. This can be achieved by implementing elective programme cores, which provide education that is more general, or vocational knowledge that is more complete. Within curricula of the three-year and four-year vocational schools, we should envisage elective subjects, whose share in the total teaching period will depend on the characteristics of any occupation and the student’s interest. Relations between the weekly, that is, the yearly number of classes of both general-educational and vocational fields (including also practical teaching) will depend on the type of school, that is the profession chosen by students and it will be determined when drafting curricula. It will be necessary to involve the social partners when drafting the educational programmes and implementing curricula. Special attention should be paid to talented and hard-working students, stimulating their interest and improvement through elective subjects. We should also include free activities for students in the curricula of the vocational schools, once a week, at least. In order to proceed towards drafting curricula, we should become better acquainted with the nomenclature of professions.

6. 9. Subjects When drafting the new curricula we should take into consideration decreasing the number of subjects through consolidation, especially for three-year education, with an increased number of practical classes. The duration of a school class is 45 minutes, and with the employer, 60 minutes. The weekly teaching period is 32. When it comes to two-year, three-year and four-year vocational schools, we should allocate subjects into three groups, as follows: general educational subjects, vocational-theoretical subjects and practical teaching.


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6. 10. Practical teaching Practical education has to be represented in the curricula of educational profiles for all areas of work. The exception may be curricula where with practical exercises we can connect theoretical and practical knowledge (educational profiles of work areas: economy, law and administration, culture, art and media, art, etc.) The organization of practical knowledge is planned in school premises (school workshops, cabinets, laboratories, school economy, and students’ cooperative) and in structures outside the school (companys and institutions). Teaching in school premises or school form, should be done when we have more complex curricula or an unified programme for which the implementation of enlarged didactic-methodological instructions of teachers and the necessary teaching aids and funds are required. Teaching outside the school is planned for the implementation of less complex programmes where the didactic-methodological instructions of teachers are not necessary, when there is no economic justification for establishing certain school premises, when pedagogic and other reasons point that out, and when a dual form is introduced. With regard to the diversification of work and limited funds, schools should always seize such opportunities. By introducing such methods the rights, obligations and responsibilities of social partners, students, and instructors should be regulated, as well as the conditions for practical teaching, the equipment on the premises where the practical education of students is to be organized and other relevant matters. Practical teaching in this form will be organized with the employer and it will be regulated by an appropriate contract. A teacher shall do the practical teaching at school, and in premises outside the school by instructors. Professional (vocational) practice is an important part of the educational programme for certain professions and it is compulsory for all those who attend practical classes only at school.

6. 11. Assessment of student’s knowledge At school, knowledge and skills of certain subjects, of parts of the curriculum


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and during examinations is tested and assessed. Knowledge and skills are determined in knowledge catalogues and examination catalogues: oral answers and written work, exercises, seminars or project, graphical and practical work are assessed and evaluated. Besides, we have to take into consideration modern forms and methods of work as well as pedagogic, psychological and andragocyc actions. The success of students in subjects is marked on the scale from 1 (insufficient) to 5 (excellent). Student will complete a grade if they have achieved positive marks in all subjects. If he has one, two or three negative marks, a student will have to take a makeup exam. Makeup exams for three negative marks have to be taken before the outside commission. General success is noted by an average mark in all subjects in which a student has obtained a positive mark. The general success of a student is marked in such a way that besides the statements, excellent, very good etc., an average mark is also entered. We should pay special attention to excellent and gifted children and allow gifted students to complete two grades within one school year. The extramural exam is organized externally. Passed examinations are acknowledged, whether they are passed early or they are positive marks of subjects at the end of the school year.


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7. ADULT EDUCATION With the changes within adult education, we should establish a framework for a good and flexible system of modern education and training, but the system must provide adults with the opportunity to continue and develop their abilities based on work and life experience they already have. Such a development of skills is something that will build a future based upon creative knowledge and participation in society. With regard to the individuality of adult education, the large scale of this area, and different types of this education, a special law on adult education should be passed, which would regulate the profession, goals, enrollment conditions and education, promotion, examinations, standards, as well as a body which will represent them at republic level. We should leave certain characteristics of adult education to regulations by separate laws for (primary, vocational, High Schools, further and higher education), which are naturally, and as a consequence of organizational logic, connected to the stated educational segments.

7. 1. Principles Besides the general principles, the special principles on which changes in adult education will be based are:

1) Volunteering 2) Training working skills 3) The connection between formal and informal education system 4) Introducing social partners in management, the teaching

process and the financing of education, 5) Flexibility in choosing educational programmes 6) The development of a strategy and grading the establishment of

adult education system bases, 7) Assessment system development of informally acquired

knowledge and qualifications

7. 2. Goals

1) Define adult education with a special law as a part of a uniform system of education

2) Functional literacy and education of people over 35.


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3) Free primary adult education 4) Job training of people who did not finish education a profession

or for vocational rehabilitation. 5) Retraining and additional training 6) Training and additional training in companies and other

organizations 7) Increasing the level of formal education for people over 30

7. 3. Actors in the organization of adult education

7. 3. 1. Primary schools and high schools

Adjust programmes and content toward needs, experience and pre-knowledge of candidates;

Enable adults to gain education part-time, and knowledge assessment through partial examinations; Professional improvement of teachers for adult education

(application of active learning methods etc.)

7. 3. 2. Vocational schools

Adult education in vocational schools, following a qualification structure i.e., adjust professions and number of candidates to labor market needs.

Adjust standards of knowledge to conform with at least three EU countries;

Organize practical training for those who are unemployed and want to train and educate in school workshops, companies, and training centers;

Improve method of knowledge and skills assessment during education and design a new method of the final evaluation of education, Involve social partners in the design of the overall policy for

vocational education, in programme design and the implementation of training and education


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7. 3. 3. Vocational colleges and faculties

� We should outline two-year post-secondary vocational education as a continuation of secondary vocational school and in this way, we should reallocate it away from the framework of university education.

� Within the university, it is important to create the proper facilities and establish the need for life-long education.

� Enable completion of studies to those who have interrupted it and provide adults with a more flexible study regime

7. 3. 4. People’s and workers’ university Bearing in mind that people’s and workers’ universities are specialized institutions for adult education (at present, there are 3 such universities in Montenegro), it is essential to stimulate and create conditions for establishing these institutions in other cities, and in smaller areas to establish branches.

Organizers of adult education, especially teachers and associates in the teaching process, should have fundamental and broadly based pedagogical-psychological knowledge and, above all, androgenic abilities.

Primary and secondary adult education, training for certain professions, pre-qualifications, additional qualifications, as required by the labor market, should be financed out of public funds.

7. 3. 5. Training in businesses In future, education and training in businesses has to be directed

towards the pragmatic goals of a company in the market economy, such as: adjusting the company to market needs and changes, creating and liberating the innovative potential of the employed; adjusting to technological changes and changes of the system of values and business culture with the aim of meeting the needs of consumers and users of products and services.

Revitalize and provide factory centers for training with cadres, especially from large companies, as a very significant factor in adult education and the training of those employed.


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7. 3. 6. The Chamber of Commerce The Chamber of Commerce through vocational associations should pay more attention to seminars and specializations, especially in the area of management and marketing, where foreign experience should be used. Besides direct participation when offering a programme, it should take on a more important function in outlining, programme preparing, organizing and financing the examination, in-service training to acquire specialized knowledge and in implementing sustained education. As a social partner, the Chamber of Commerce should be strengthened so that it can become a place where employer’s interests are articulated. Thus, it is necessary to radically reorganize the Chamber of Commerce in the area of education, and particularly of adult education.

7. 3. 7. The Employment Agency In OECD countries, around 2.5% of gross domestic product is allocated for those activities, which are in the competence of The Employment Agency. The Employment Agency should be equipped organizationally, technically and financially according to the model of other developed countries; It should secure higher funds for additional qualifications, specializations and other forms of training; stimulate scientific-research activity in this area; Secure the participation of social partners in the development and implementation of training programmes. With the aim of intensifying scientific-research work in the area of the labour force, employment and education, the EU Agency for training has supported, financially and technically, the foundation of the National Observatory of Montenegro at the Employment Agency of the Republic of Montenegro, with the fundamental goal of providing technical, professional and other support to the Ministry of Education and Science, the Ministry of Labor and Social Affairs, the Employment Agency of the Republic of Montenegro etc., in the process of changes in vocational and adult education and the reform of the labour market. The National Observatory as well as the Center for Human Resources (also formed within the Employment Agency), should be strengthen in numbers and materially assisted to undertake research and development work in the area of employment and education.


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7. 3. 8. Private schools

Inspire the growth of private schools Define the legal status of these schools and make their rights and

obligations the same as schools in the public sector; Support the growth of schools financially and provide them with

certain exemptions and the possibilities of granting concessions; Stimulate the growth of schools for specific professions and for

sectors which have more difficulty in gaining employment, especially women;

Take care of the certification of their public identification papers.

7. 3. 9. Driving schools

Secure more quality training, examination and a more complete application of regulations through external control and monitoring of driving school activities.

Establish a certain number of training centers, with the use of modern technology in examination and training, for the whole Republic. Provide teachers and instructors in driving schools with androgenic

knowledge (by taking a special exam).

7. 3. 10. Special training centers Due to the lack of quality facilities for training in the existing educational institutions and companies, and also due to the fact that the system of private providers for the training of analogue practice as in most EU countries is not developed, we should form specialized training centers. They should fulfill a multiple role in education, which has not yet existed in our system so far. As a rule, social partners establish these centers and usually they are connected with the Ministry of Labour, that is the Employment Agency or even the Chamber of Commerce.

7. 4. Types and methods of adult education acquisition

Adult education varies: education and training of “people without


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profession”, training for a profession needing lower qualifications, additional qualification, knowledge innovation, pre-qualification, technological training, specialization, education of the gifted, special education, professional rehabilitation, education for transition etc. According to the method and location, adult education can be: formal (school), non-formal (different educational institutions and other organizational forms) and informal (family, association, mass media, leisure time, distance learning, self-education, internet).

7. 5. Curriculum

Outline programmes which will enable the education and training of adults who have the right to regular primary education, that is, people who have not finished primary compulsory school, people without any profession, people who did not complete secondary school, two-year post-secondary education or university, people without qualifications for a job, and who want to have pre-qualification, additional qualification or specialization, people who want to have a life-long education, elderly people who want to gain new knowledge and skills according to their interests and affinities, etc.

Adjust adult education, so that it will be implemented according to the curricula for the education of the young (primary, secondary, college or higher), and, to the needs and abilities of the adult in compliance with the separate laws. According to the needs expressed by the users of the curricula, the

curricula are adapted to the acquisition of skills for certain jobs (the different levels of education and qualification), which include standards of knowledge set at national level.

7. 6. Duration of educational programmes The duration of primary, secondary vocational (a two-year, three-year and four-year education) and High School education would be organized according the programmes for the young, adjusted to the needs and abilities of adults. The duration of courses, seminars and other forms of informal education will set according to established standards.


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7. 7. Practical teaching Practical teaching will be organized in:

School workshops Special centers for training Production facilities of employers Facilities of equipment deliverers Facilities of technological innovators, The work place People’s and workers’ universities and other organizers of practical

teaching

7. 8. Organization and management Bearing in mind the comprehensiveness of adult education, especially in the process of transition and the high rate of unemployment, adult education should have an equal status with all other segments of education. Therefore, we propose to establish the Council for adult education, on the principle of social partnership (competent ministries in the area of education, labor, employment, tourism, employers association, educators, unions, and etc.), which would:

Give consent to adjusting programmes for the young, to the public education of the adults,

Give consent to programmes for teacher training to vocational associates and instructors based on modern educational methods, as well as the special training of experts, for the analysis of the vocational training and education of adults and the labour market,

Give consent to the introduction of textbooks and tools for adult education,

Propose and direct the establishment of specialized training centers for the young and adults,

Propose development strategies for the development of certain programmes, methodology, preparation of standards of knowledge and the development of new educational programmes,

Propose to the competent educational authority, programmes for adults,

Confirm textbooks and teaching aids for programmes according to knowledge catalogues,

Establish knowledge catalogues and examination catalogues for adult programmes,


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Determine a uniform pedagogical-androgenic methodology for implementing the goals for adult education,

Establish measures for its adjustment and improvement in compliance with EU standards,

Discuss educational programmes, adjusted to adults, which are the base for valid public education,

Discuss other vocational issues of importance to the development and activities of the adult educational system.

In all important issues regarding adult education, the Council would cooperate with the Council for vocational education and the Council for general education. We should form a state examination center for the evaluation of acquired knowledge and skills ( formal and informal). The role of local government bodies should be strengthened in developing programmes and planning adult education on their territory and creating the necessary conditions for its implementation. They would have a significant role in establishing and administrating the institutions for adult education. Teachers, representatives of candidates-adults, representatives of local government and founders would constitute administrative bodies of the institutions for adult education.

7. 9. Financing of adult education Adult education would be financed from the Budget of the Republic and local government units, according to the adopted priorities of the programme of adult education (public means), and from other sources (employers, candidates, individuals, NGO, funds, international institutions, domestic and foreign foundations, endowments etc.). Investment maintenance, material costs, costs of the teaching process etc. in compliance with the annual plan would be financed out of public resources. Education financed from public resources, should be free for candidates. As for the programmes of adult education, which are co-financed from other sources or donations, participation would proportionally decrease.


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The state would finance completely primary and secondary education. For secondary, college and higher education and certain types of education for gaining qualification, the state, local government unit, and other interested employers and individuals would agree on the participation of finances.

7. 10. System of assessment

The assessment of adults (primary, secondary, two-year post secondary and higher) would be implemented according the prescribed assessment system for the young.

Education and training of adults would be carried out through courses (seminars etc), and it would be evaluated descriptively: “pass” or “fail”.

Additional qualification, pre-qualification, in-service education would be assessed in a descriptive way: "satisfactory” of “unsatisfactory”, “qualified for work” or “not qualified for work”. It would be useful to use the services of specialized institutions for the

periodical evaluation of acquired knowledge and skills as well as for the assessment of the overall system of adult education.

7. 11. Certifications and diplomas Organizers of public programmes for adult education will issue diplomas and certificates to be valid as public documentation papers. To enable the systematic acknowledgment of non-formally acquired knowledge and skills. Organizers of the programme for gaining qualifications, in compliance with prescribed regulations, catalogues of profession, (nomenclature) and the established standards of knowledge, with prior opinion from competent bodies (the Ministry of Labor, the Chamber of Commerce, the Council of Adult Education), would issue certain certificates and licenses.

7. 12. Teaching staff in adult education The competent ministry should, within appropriate institutions, establish groups of experts who would analyze, monitor and direct adult education.


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The organizers and other trainers in the process of adult education (leaders, instructors, lecturers) should have the necessary knowledge of andragogy, and to ensure this, intensive courses would be organized. In programmes at university, which train the teaching cadre, we should also include an elective subject: general andragogy. Newly qualified teachers, who have finished the university for teachers, should be provided with mentors and prepare for a special state exam. To develop a system of the continual improvement of teachers specialized in andragogy and in compliance with the standards and practices of the developed world, ( The EU above all).

7. 13. General education Beside workers’ and people’s universities, institutions such as: centers of culture, theaters, museums, galleries, libraries etc., should organize public educational opportunities.


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APPENDIXES Based on article 12, item 3 of the Decree of the Government of The Republic Of Montenegro (The Official Gazette Of The Republic Of Montenegro”, No: 15/94 and 4/97), The Government Of The Republic Of Montenegro at the session of January 4th, 2001 passed the following THE DECISION ON THE ESTABLISHMENT OF THE COUNCIL

FOR CHANGES IN EDUCATION OF THE REPUBLIC OF MONTENEGRO

Article 1.

The Council for Changes in Education of the Republic of Montengro (hereinafter: The Council) is established.

Article 2.

The duties of the Council are to: - Analyze the state of, and attaintment in, education, - Discuss the strategy (general and specific goals) of the

process of introducing changes in education, - Issue opinions on projects and programmes for the

inplemetation of changes in education, - Discuss and propose mesures for the implementation of

projects and programmes aiming at introducing changes in education,

- Discuss Draft Laws and other regulations and evaluate their compatability with modern policies of changes in education, and

- Examine and discuss the compatability of changes in education with the standards of the European Union

The following people are appointed as members of the Council: the Chairman: 1. Acad. PhD Dragan Vukčević,prof. Faculty of Law - Podgorica,

2. Acad. PhD Petar Vukoslavčević, professor, Faculty of Mechanical Enginenring - Podgorica,


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3. Acad. PhD Miodrag Perović, professor, Faculty of Science - Podgorica; 4. Acad. PhD Slobodan Backović,professor, Faculty of Science Podgorica 5. PhD Predrag Ivanović, professor, Faculty of Economics - Podgorica;

6. PhD Perko Vukotić, Professor, Faculty of Science - Podgorica; 7. PhD Ratko Djukanović;profesor Faculty of Phylology - Nikšić; 8. PhD Miladin Vuković, professor,Faculty of Phylology - Nikšić; 9. PhD Žarko Mirković,professor, Academy of Music - Cetinje;

10. PhD Sreten Škuletić,professsor, Faculty of Electrical Engineering - Podgorica;

11. PhD Dragan Radonjić,professor, Faculty of Law - Podgorica; 12. PhD Božidar Šekularac,professor, Deputy Minister of Science and - Podgorica;

13. PhD Dragan Koprivica, professor,Faculty of Phylology - Nikšić; 14. MA. Živko Andrijašević, Faculty of Phylology - Nikšić; 15. PhD Marko Camaj, professor, Faculty of Phylology- Nikšić;

16. PhD Ratko Radović, Assist. Professor Clinical Center of Montengro - Podgorica; 17. PhD Slavka Gvozdenović, Assist. Professor, Faculty of Phylology - Nikšić;

18. MA. Mirjana Kuljak, Faculty of Economics - Podgorica; 19. Radovan Damjanović, Deputy Minister of Education and Science - Podgorica;

20. Slobodan Daković, Director of Electrical PC - Nikšić; 21. Ivo Armenko, Director of HTP Budva Rivier, 22. Mihailo Banjević, Director of Aluminium Plant -KAP- Podgorica;

23. Djoko Rajković, Director of AD "Plantation" - Podgorica; 24. Miodrag Caušević, Vice-president of Chamber of Commerce of

Montengro Podgorica; 25. Branislav Bojanić, Director of Republic Emloyment Agency -

Podgorica; 26.Svetozar Bulatović, Chairman of Education, Culture and Sports

Union- Podgorica; 27. Pavle Čukić, Primary school teacher of pedagogy, OŠ "Radomir

Mitrović" - Berane; 28. Uroš Zeković, Teacher of English , Institute for Foreign Languages,

Podgorica 29.Tatjana Novović, Educational inspector for pre-school education,

Ministry of Education and Science 30. Zuvdija Hodžić, Writer- Podgorica; 31. Gojko Jelovac, Principal of Primary School "Vladimir Nazor" -

Podgorica;


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32. Faik Muhović, Principal of Primary School "Saljko Aljković" - Pljevlja;

33. Drago Čantrić, Principal of Gymnsaium "Panto Mališić" - Berane; 34. PhD Nail Draga, Principal of Primary School "Bedri Elezaga",

Vladimir - Ulcinj; 35. Borislav Kašćelan, Director of the Bureau for professional

rehabilitation of people with hearing and speech impediments - Kotor;

36. Dragan Perović, Principal of Secondary Electrical Enginering School - Nikšić.

-For Secretary: the Head of the Department for education in the Ministry of Education and Science

Article 4.

The Council may establish working bodies for discussing issues within its competency. The activities and tasks, composition and the method of activities are determined by the Provision on establishing bodies from item 1 of this article. The methods of the activities of the Council will be determined by a rule book.

Article 5.

Funds for the activities of the Council will be provided from the Budget of the Republic, within the funds of the Ministry of Education and Science. Members of the Council have the right to honorarium for their work in accordance with a special regulation.

Article 6.

The Council shall submitt a report on its activities to the Government every three months.

Article 7.

The Ministry of Education and Science will perform all professional and administrative activities for the needs of the Council.


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Article 8.

This decision shall come into force on the eighth day after it is published in «The Official Gazette of the Republic of Montenego.» Date: Podgorica, 4th January 2001.

Government of the Republic of Montenegro

PRESIDENT Filip Vujanović

Based on the Artricle 38s of the Decree on state governement organization and administration («Official Gazette of the Republic of Montengro», No: 8/93, 39/93, 19/95, 7/97 and 18/98), the Ministry of Education and Science brings

AN ORDER ON THE APPOINTMENT OF COMMISSIONS FOR CHANGES IN EDUCATION

THE COMMISSIONS FOR THE REFORM OF THE EDUCATIONAL SYSTEM IN THE REPUBLIC OF MONTENGRO

THE PRE-SCHOOL EDUCATION COMMISSION

Tanja Novović, Chairwoman of the Commission, Nataša Mićović, Secretary, Vjera Filipović, Pero Vuksanović, Milijana Milidrag, Milovan Savićević, Zorica Radović, Divna Popović, PhDVesna Vučinić, Fran Vuljaj i Milja Vujačić.


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THE PRIMARY EDUCATION COMMISSION

PhD Slobodan Backović, prof.Chairman of the Commission , Miodrag Vučeljić, Deputy Chairman, Goran Terzić, Secretary, Ljubinka Milošević, Ljubomir Kovačević, Miroslava Obradović Nermin Hajdarpašić, Dušanka Popović Nada Radonjić, Jasmina Vukašević, PhD Petar Djuravčaj, Saša Milić, Slobodan Savović, Dragana Stanišić, Miloš Vujičić, Andjela Jaćimović, Veselinka Golubović Zorica Minić.

THE HIGH SCHOOL COMMISSION

PhD.Dragan Radonjić,prof, Chairman of the Commission; Vidosava Kašćelan, Deputy Chairwoman Divna Paljević - Šturm, Secretary; Miroljub Ralević; Dragica Anđelić; Dragan Bogojević; PhD Marko CamajProf; Žana Kovijanić; Zorica Kotri; Srđa Popović; Slavica Vujović; Saša Nikolić; Nađa Durković; Jadranka Grbović


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THE COMMISSION FOR VOCATIONAL EDUCATION

PhD Perko Vukotić,prof, Chairman of the Commission; Maljota Nuculović, Deputy Chairman; Željko Raičević, Secretary; PhD Lidija Stefanović Kaljaj, prof.; Savo Pejović; MA Blaženka Petričević; Božidar Mimović; Đorđije Polović; Vesna Dragutinović; PhD Nikola Mijanović, prof; Branka Martinović; Miomir Radović; Mila Burić; Radomir Sušić; Mijajlo Đurić; Radovan Popović; Vukašin Zogović

THE COMMISSION FOR ADULT EDUCATION

PhD Ratko Đukanovič,prof, Chairman of the Commission; Vjera Kovačević, Deputy Chairman; MA Radoslav Milošević Atos, Secretary Božidar Šišević, Duško Rajković, Goran Šćepanovič, Milisav Ćipranić, Dimitrije Radulović, MA.Miloica Zindović, Nataša Gazivoda, Mitar Jovanović Dragan Nikolić, Rasenko Čadjenović Radmila Jaredić, Jovan Ivanović

The Commissions have been ordered to analyze the current situation in the various segments of education, to make a parallel analysis of the same within three countries of EU, at least, which have acheived significant


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progress in this area, and whose example would be the most compatible with our educational policy, to make a proposal of measures,to draft domuments (The «Book of Changes», Draft Law etc.), and then to submit them to the Minister and the President of the Commission for Changes in Education for adoption. The Minister, Dragan Kujovic


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AKNOWLEDGEMENT We owe huge thanks to foreign experts from Slovenia who participated in the work on the Book of Changes. They are:

1. Slavko Gaber, Ph. D 2. Mojca Kovač-Šebart, Ph. D 3. prof. Janko Muršak, Ph. D

The Guidelines for the Curriculum Revision

The Montenegrin Curriculum Council

THE GUIDELINES FOR THE CURRICULUM REVISION

- draft -

FOSI-Representative Office Montenegro UNICEF

OSEP SEE

Podgorica, October 2002

The Guidelines for the Curriculum Revision

CONTENTS I. INTRODUCTION ..........................................................................................4 II. SOCIAL CONTEXT......................................................................................5 III. EDUCATIONAL PROBLEMS IN MONTENEGRO ......................................8 IV. GOALS .....................................................................................................12 V. VALUES ....................................................................................................15 VI. PRINCIPLES ............................................................................................16 VII. KEY KNOWLEDGE AREAS....................................................................18 VIII. SKILLS ...................................................................................................27 IX. STRATEGY .............................................................................................29 X. EVALUATION...........................................................................................34

The Guidelines for the Curricula Revision

I. INTRODUCTION The preparation and adoption of the concept for the development of education in Montenegro has certain prerequisites for the establishment of the institutional network, which serve as the basis for the implementation. Thus in February 2002 the Government of the Republic of Montenegro founded the Curriculum Council of Montenegro, which among other things, should prepare and adopt the general content and methodology framework for the development of the new curricula for preschool, primary, secondary and adult education. The education system development strategy in Montenegro, as stated in the Book of Changes and new educational legislation, provides the framework for the development of the new and modification of the existing curricula. After several attempts to innovate and revise these pedagogic documents in the past 20 years, this is the first comprehensive, radical and thorough approach to the development of the curriculum from preschool to adult education. The new solutions, based on the concepts stated in the development strategy, represent for the Council the context in which the new goals, principles, content and processes of the educational paradigm will be set. The shift from the present culture of a transmissive educational model to a developmental and process oriented one has been clearly stated in the Book of Changes. Thus, we aim at generating changes not only in content, but above all, in the ways education is provided. Although this educational model focuses on the planning of the curriculum content, the same attention is devoted to the planning of aims and goals and educational outcomes, as well as to the planning of principles, on which the whole education is based. In terms of the planning strategy this means a shift from lesson oriented planning to a goals and process oriented one, which in practice means a change in focus from teaching only the content, to teaching focused on the goals and outcomes of education. In order to achieve a real decentralization of responsibilities for educational outcomes, i.e. in order to enhance creativity and increase responsibility of teachers, schools and local communities, the Council should develop the National Curriculum Framework, which leaves space for the creativity of the teachers, schools and local communnities when developing the new school curricula. This also means that we will aim at developing an open curriculum framework, which will not prescribe subject content in a detailed manner, but will enable teachers to make decisions concerning part of the curriculum content and to choose methods for its implementation, in accordance with established goals and standards.

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The guidelines for curriculum revision1 represent the metodological framework for the future work of the Council and its commissions. In addition to the goals of the revision the guidelines include the principles they will be founded on, as well as the strategy for the development of these documents. Besides the Council, the commisions for educational segments, areas and subjects, as well as the study groups whose members will be experts, advisers, practitioners, school inspectors, parents' representatives and others familiar with the specifics of certain subject areas, and the teaching process itself, will work on the development of the Guidelines and the curriculum itself. II. THE SOCIAL CONTEXT Montenegro is in a process of transition. For the past ten years it has tried to establish a new profile on the social and economic level. In terms of social and economic changes Montenegro has opted for the Western European model of democracy and a market economy. The reforms in this direction are making slow progress, with much overt and covert resistance, followed by social tensions. The political status of Montenegro has still not been resolved. According to the Agreement on redefining relations between Serbia and Montenegro, these countries should remain units of one state for the next three years. After that period, Montenegro can choose to become an independent state or can opt for a stronger union with Serbia. According to official data GDP per capita in Montenegro for the year 2000 was $ 1.100 , which put Montenegro in the group of underdeveloped and poor European countries, together with Bosnia and Hercegovina, Serbia, FYROM, Albania and Bulgaria. In addition, the years of major social difficulties – living in a war zone, economic sanctions, isolation and NATO air raids, have seriously undermined the system of individual moral and social values, and this problem will have to be dealt with through civil education in the years to come. The perspectives for Montenegro’s long-term development will undoubtedly, be based on its natural resources, as well as on a better exploitation of its human resources. In the attempts to speed up socio-economic development, the provision of expert and professional resources has been identified as the most important factor. This is an issue of the highest national importance. The average age of Montenegrin citizens has increased in the past decade, a trend which is expected to continue in spite of a positive birth rate. According to the 1991 census, the population of Montenegro was 615.035, while in 2001 it was 662.195, displaced persons excluded. This means that the annual growth rate of the population was 0,6%. According to the projections of the population for the next 20 years, a slow decrease of the birth rate is expected, reaching 0,2% or 716.511 citizens in 2020. 1 In the development of these Guidelines a methodological approach presented in the paper “Ishodišta kurikularne prenove” Ljubljana, Slovenija and in “The New Zealand Curriculum Framework” was used.

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In 1991 the percentage of the population under 18 years of age was 33,5%, decreasing to 28,2% in 2001, expectations for 2020 being 24% of the population. The increase of the population older than 60 years of age is shown by the figure of only 8,2% in 1991, rising to 16,1% in 2001, with estimated 24% for 2020. This means that the percentage of the population under 18 has decreased, while the population above 60 has increased. The influx of displaced persons from ex-Yugoslav republics and from Kosovo in Montenegro has grown to 44.210, which makes 7,08% of the Montenegrin population at the end of 2001. Of the population under 18 in this group, around 50% are employable, while only 13% are people above 60. The number of displaced persons does not significantly change the population age structure, but the total number only. The total number of young people included in mainstream education in the school year 2001/2002 was 116.864 or 16,5% of the population. Of this number 105.948 students were in pre-university education or 15%, and around 11.000 students or 1,5% of the population were in university education in Montenegro. Due to the structure of the present elementary and secondary school network in Montenegro, the distribution of pupils per school is uneven, and varies from only a few students in most village schools to an exceedingly high number of students in urban schools, obliging them to work in two or even three shifts. There are 572 elementary schools - 167 main schools and 305 branch schools, and 45 secondary schools. If the number of students is compared with the number of schools, the result is only 130 students per elementary, and 692 students per secondary school. If the number of students is compared with the number of teachers, the figures arrived at are more favorable than in most EU countries. Thus, the teacher-student ratio is 17 in elementary, and 16 in secondary education. However, the ratio of those employed in school administration-student is far more unfavorable in Montenegro than in EU countries. Such a school network is ineffective, and therefore it will be necessary to undertake its rationalization. According to the latest official data on the educational structure of the population in Montenegro (1991 consensus), around 81% of the population older than 15 were included in elementary and secondary education, and 8,8% in higher education, which is encouraging. However the educational structure of the labor force in Montenegro is significantly behind the avaerage for OECD countries. In Montenegro, 35% of the population finished secondary education, while in the OECD-countries the percentage is 76,3. According to data available for FRY in the age group up to 34, secondary education completion is at the same level as in the OECD countries, while in all other age groups the situation is much more unfavorable. According to the latest census 6,6% of the population had two-year college and university education. On average, around 800 students graduate from the University of Montenegro every year.

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In Montenegro, at the end of 2001, 30% of the population or 193,424 people made up the available labor force, There are 113,464 officially registered employed workers, while there are 79,969 unemployed, which means that the unemployment rate is 41,4%. Three quarters of the employed work in industry, while the rest work in the services. The highest number of unemployed have completed secondary vocational education (around 47.000 or 58,8%), then follow 39% with elementary and 2% with higher education. Within the secondary vocational education category, the occupations with the highest number of unemployed are mechanical engineers, economists, high school graduates, traders, car mechanics and so on. However, this data do not represent a solid basis for planning of the new educational system because the real state of affairs is different due to the unofficial (black) economy and covert unemployment. The black economy has not been included either by range or structure of occupations, nor by covert unemployment i.e. workers who have been on compulsory leave or guaranteed wages for years. A solid survey of the labor market is necessary in order to establish the real needs. Montenegro, as part of South Eastern Europe and the Mediterranean, is inevitably connected to the European Union. Association with and accession to the EU has become one of the developmental and basic priorities of Montenegro. Harmonization and adaptation of the economy to the strict criteria of the EU is a long and demanding process, as confirmed by the experiences of other countries. The basic EU principles presuppose freedom of movement of people, goods, capital and the provision of services. In order to obtain the freedom of movement on the EU labor market, the quality of education of people in the member states should be the same, while people in the countries outside the EU, especially in small countries such as Montenegro, should probably attain even better education in order to be competitive in the labor markets of other countries. Moreover, competitive products and services cannot be offered on the goods and capital markets unless a properly educated and trained labor force is employed. Closer links with European countries will entail much harmonizing in the education area, both of the system itself, and the curriculum, which should enable connections with schools abroad and a greater teacher and student exchange. The process of globalization leads to the interconnectedness of a variety of cultures influencing one another, which leads to critical analysis of one’s own culture and values system, but it also endangers the cultures and national identities of small nations. Therefore, the curriculum of the education system of Montenegro must cherish and preserve with extra care and sensitivity its own national identity, language, history, culture and traditional values , and at the same time, be open to different cultures and values.

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III. EDUCATIONAL PROBLEMS IN MONTENEGRO Up to now, education has made a significant contribution to the social and economic development of Montenegro. The success achieved was often the result of the enthusiasm and effort of teachers and schools, giving their maximum despite daily difficulties and obstacles. Moreover, changes in industry, technology, science, culture, and the social and political scene, require a better quality education and professionalization of the teaching staff. Therefore, we will point out some problems within the system, or its characteristics which influence negatively education in Montenegro, and which can be solved only by the development of the new curriculum, or to those problems that may jeopardize their effective implementation. THE STUDENT

• A weakened integrative role of the school Students spend almost one third of the day at school, and it is at school that they and their peers should be able to meet their social needs. If the organisation of school activities (the learning and teaching process) is not capable of integrating students socially, then he or she will seek and find space for and forms of integration outside the school, which are often incompatible with the overall aims of education. The fact that school activities include only the implementation of the core curriculum content has had many negative consequences: the school is seen as an unattractive environment, children take up challenges outside the school, they are deprived of possibilities to make choices and decisions, to participate in group activities, to be creative, and so on.

• The school insufficiently enhances students' motivation for learning and permanent intellectual development

Initially, young people demonstrate a strong motivation for learning which the school not only does not enhance sufficiently, but instead leads to their demotivation. This is confirmed by the large number of students, who after completing elementary or secondary school do not continue their education. The anachronistic organization and implementation of the education process, the lack of programmes for pedagogic stimulation of students, the teacher's autoritarianism in communication with students, demotivate them for learning, make them apathetic and anxious, and then traumas cannot be discounted. A special problem is the provision of equal opportuniities and conditions for the education of children with special needs, brought into focus by proposals for their integration into mainstrean education.

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THE LOCAL COMMUNITY

• Inadequate cooperation by the school and the local community In the current organization of the education system the links between the school and the local community are mostly reduced to informal communication. The local community, the users of the education system, and social partners, do not exercise the necessary influence on the educational policy of the school, its developmental and operational programmes, administration and management, and educational content, nor do they take part in problem solving. At the same time, the school's participation in the public and cultural life of the community is sporadic and inadequate.

• Lack of pedagogic education of parents and social partners, as participants in the educational process

Generally, the cooperation between parents and the school is reduced to communication concerning student’s progress in learning. The most usual form of such cooperation is the parents’ meeting, which in practice is often attended by few parents. On the other hand, the lack of pedagogic culture of a certain number of parents and of appropriate forms of pedagogic education, create obstacles to a full and more creative cooperation with the school. The social partners in the area of vocational education and adult education have little influence on the curricula adopted.

THE SCHOOL AND THE TEACHERS

• Inadequate initial teacher training and lack of motivation for in-

service professional development At the moment teacher training courses at most higher education institutions are not in line with current understanding of the teaching and learning process. Generally, the initial teacher training provides subject teachers with scientifically based knowledge of the subject they are supposed to teach in school and almost no knowledge of or experience in child psychology, or didactic principles and teaching and learning methods. Thus, their teaching is more oriented towards curriculum implementation than towards the learner and his or her learning. An urgent problem, besides inadequate initial training, is the lack of an appropriate system for professional teacher development. At the central level there are no institutions dealing with improvements of education provision, nor are there institutions providing support to schools in the organization of the professional development of their teaching staff. In addition, there are no legal regulations concerning teacher promotion based on verified professional references and standards.

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• Insufficient professional autonomy and responsibility of the

school and the teacher Inadequate initial teacher training inevitably reduces teachers' professional autonomy, and their true responsibility for overall educational outcomes. Due to centralized planning in education, teachers have become to a great extent mere curriculum implementors, which deminishes their professional autonomy and motivation for teaching, curbing their creativity, and thus their responsibility for the outcomes of the teaching and learning process, which inevitably decreases the quality of education.

• Lack of management training for school principals In the education system of Montenegro there is no institutionalized form of training for school principals in the area of modern educational management. The school principles are appointed on the basis of open competitions, which do not require knowledge of educational management. Therefore, the school principal is not prepared to manage educational policy, carry out the planning and organizing of the education process, management and successful communication with teachers, students, parents and social partners. THE CURRICULUM

• Lack of methodological diversity in the education process The lack of diversity in teaching and learning methodology is the main characteristic of the education process at present. Almost the same methodological approach, mostly based on lecturing, is used regardless of the age of the student, the subject content or the educational goals. In order to make a shift from a very traditional concept of teaching, which in reality aims at developing only one domain of thinking, generally the reproductive one, in the design of the curriculum, as well as in its implementation, it is necessary to take into consideration the diversity of educational aims and goals and the diversity of learning and teaching methods. The lack of methodological diversity, especially of methods based on active learner's participation and experience, prevents the realization of the aims of modern education and deprives learners of the opportunities for an active involvement in the educational process.

• Overloaded and inflexible curricula, inadequate interconnectedness of knowledge and development of multidisciplinary and interdisciplinary knowledge

The present curriculum focuses on the subject content, which learners should be taught, and not on the expected outcomes of the interaction between the students and the syllabus content. As a consequence the curriculum is far too

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extensive and inflexibile, both in terms of providing different options and meeting different students' needs. In the design of the curriculum a key role is played by experts in different scientific disciplines. The syllabi are developed for each subject area separately. As a consequence there are no links between the subject syllabi, which has marginalized all the boundary areas of knowledge, and all the knowledge that is outside the scope of a certain subject or that is intersubject. Individual subject content is also strictly divided into portions to be studied in each grade, which makes students feel as if they are beginning to study a subject from the start of each year. This situation results directly in fragmented and uncoordinated knowledge. Such knowledge, uncoordinated with previously acquired knowledge and learning experience cannot be used appropriately for further learning or applied to real life.

• Low quality of learning outcomes and inadequate preparation for personal, social and working activities.

The existing curriculum favours knowledge acquisition at the expence of other equally important roles of the school. In addition to knowledge acquisition and development of the skills for independent learning, the school should contribute to the development of all aspects of a student's personality, especially those which prepare him or her for active and complete participation in the social and professional activities of the community. Similarly, assessment is not used to diagnose weaknesess in the student's knowledge in order to overcome them, but mainly to identify the quantity of the memorised facts. Thus, assessment and evaluation of educational outcomes favour reproductive and declarative knowledge acquisition, encouraging students to memorise the subject content and learn by rote, instead of transforming it and develop in accordance with their cognitive and experiential caperbilities.

• The lack of an appropriate monitoring system of curriculum implementation

The existing education system does not have a comprehensive and professional system of organized institutional evaluation of the curriculum itself or evaluation of the curriculum outcomes through students' attainments. The lack of exact feedback on the outcomes of the teaching and learning process prevents quick curriculum revision or steps for the improvement of the overall results of the education process. This situation can be accounted for by the lack of awareness that evaluation is an integral part of the education process, which enables analysis of its effectiveness and evolution.

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• The lack of material and technical conditions for the fulfillment of the curriculum requirements

In the past, new curricula were often introduced without provision of adequate conditions for their successful implementation, such as: teacher training, adequate school space and equipment, new teaching positions, trainers and so on. Therefore, although following the same curriculum students acquire knowledge of different quality, which is not in line with the principle of equal opportunities. IV. GOALS The goals stated in this document should be understood as concrete changes aimed at through curriculum revision, which should contribute to the elimination of problems in education. Their attainment must be verifiable and measurable. At different levels of education the corresponding curriculum commissions will add or leave out some of these goals or vary ways of their implementation, depending on their importance for that particular segment of education. THE STUDENTS 1. Develop motivation for learning and permanent intellectual development by:

- Providing opportunities for students to fulfill their social and affective

needs and tastes; - Focusing on acquisition of applicable knowledge; - Using interactive forms of learning and teaching; - Providing conditions for the faster promotion of the gifted and talented

students; - Providing a “second chance” for drop-outs; - Providing conditions for “distance learning”.

2. Decrease students’ learning load and and increase interconnectedness of the disciplinary knowledge by:

- An appropriate organization of the teaching and learning process; - Using different teaching and learning approaches and methods; - Adapting the teaching process to the age, psychological, social and

other characteristics of the learner; - Differentiating between the core content and optional, elective or local

content; - Introducing a goal-oriented and process-based curriculum; - Correlated subject teaching; - Focusing on interdisciplinary knowledge and multisubject areas.

3. Enhance a balanced physical and psychological (cognitive, affective and social) development of learners by:

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- stimulating development of his or her personality as a whole, not just its cognitive aspects;

- involving students in the studying of different curriculum content; - engaging them in different educational areas; - involving them in social activities; - offering them cultural and art content; - taking care of individual needs.

4. Enhance students’ ability for active participation in their working,

social and private environment by preparing them for: - Critical thinking about phenomena and happenings in their work,

social and private environment; - Objective perceiving and accepting of phenomena; - Accepting responsibility for their actions; - Life-long learning.

THE SCHOOL AND TEACHERS 1. Increase professional autonomy and responsibility of the school and teachers by:

- Providing opportunities for the school and the teacher to design part of the curriculum content themselves, taking into account their students’ characteristics;

- Providing teachers with opportunities to choose methods and forms of teaching, as well as additional teaching resources;

- Continuous enhancing of professional competence and autonomy of the teacher through initial and in-service pedagogic and psycholgical education;

- Stimulating diversified forms of pedagogic communication between the teacher and the student;

- Establishing a system of monitoring and evaluation of the teaching and learning outcomes, which would reflect the teacher’s responsibility, and at the same time enable quality provision.

2. Enhance the integrative role of the school by:

- Planned introduction of social and free activities; - Providing conditions for the inclusion of children with special needs; - Establishing the organizational and cultural identity of a school; - Organizing sports, cultural and entertainment activities; - Pedagogic communication, which would enable every student to

experience the feeling of being successful; - Providing students with assistance in tackling problems on a daily

basis.

3. Establish functional cooperation between the school and the local community by involving:

- The local community bodies in the design of part of the curriculum;

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- Social partners and parents’ associations in the design of the curriculum and the monitoring of its implementation, and by providing them with opportunities to initiate curriculum changes;

4. Provide the material and technical conditions necessary for the implementation of the curriculum by:

- Establishing standards for school equipment and teaching materials, and abiding to the established standards;

- Equipping the schools with ICT technology in accordance with ICT standards;

THE CURRICULUM

1. Shift the focus of the education process on the goals and outcomes of education by:

- Broadening the list of educational goals (not just cognitive ones); - Defining realistic educational goals in general and for each subject

area respectively; - Defining the goals in terms of realistic and verifiable outcomes; - Adopting educational outcomes defined in the OECD countries;

2. Increase the quality, applicability and retention of knowledge by:

- Focusing the teaching on the basic, essential knowledge of a subject; - Providing cohesion of different knowlege areas; - Taking into account students' previous educational and real life

knowledge and experiences; - Taking into consideration students' opinions and attitudes regarding

the subject content being taught; - Using diversified teaching methods and class forms of work in practice; - Employing various, especially higher forms of learning and thinking; - Interactive learning methods; - Using problem-solving approaches; - Emphasizing the practical applicability of the content being learnt.

3. Prepare students for an effective and high quality communication in their mother tongue by:

- Improving the quality of the mother tongue teaching and learning; - Devoting special attention to the mother tongue use in the teaching of

other subjects. 4. Improve functional literacy by:

- Developing a course for the teaching of functional literacy; - Separating adult education from the mainstream education of the

young; - Providing the appropriate level of general education in the curriculum

for vocational and professional education; - Devoting special attention to the less able students;

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- Educating and training adults. 5. Introduce integrative teaching methods by:

- Offering a diversified curriculum (options, different approaches); - Introducing differentiation and individualization; - Varying ways and forms of testing and assessing knowledge; - Providing teacher autonomy; - Applying the “learning to learn” strategy; - Introducing ICT in the teaching process; - Students' active participation in the education process.

6. Establish internationally comparable standards of knowledge by:

- Comparative analysis of the curriculum and its implementation; - Cooperation with schools in other countries; - Internationally comparable teacher training and development; - Knowledge assessment in accordance with international standards.

7. Establish a system for the monitoring of the curriculum implementation by:

- Defining evaluation as part of the teaching process and of the curriculum, which enables its successful implementation and development;

- Establishing a system of institutional curriculum evaluation; - Introducing different forms of curriculum evaluation; - Introducing evaluation of the standards achieved at the end of the

educational cycles, and at the end of secondary education.

8. Develop the European dimension of education by: - Incorporating content which would raise awareness of belonging to

the European community of peoples; - Preparing students to live and work in the European Union of

peoples.

V. THE VALUES The new curriculum, with its goals, content and methods of implementation, should develop and strengthen the basic values of the Montenegrin and European tradition and to a modern, civil and democratic society, which Montenegro is aiming for. At the same time, the curriculum should enable students to form and develop their individual values and beliefs, as well as to respect individual and group attitudes different from their own. The curriculum should, to that end:

• Provide respect for the learner as an individual, who is the center of the education system, and enable his or her development as a free person, responsible towards himself or herself and others, as well as towards the society and the environment.

• Provide a balanced development of cognitive, psychological, physical and affective abilities of students, encourage freedom of research and

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creativity, prepare them for critical thinking, and develop their cultural, aesthetic and intellectual values and abilities.

• Develop skills for cooperation and team work, mutual respect, tolerance and respect for diversity, with a culture of dialogue, as well as for the peaceful solution of conflicts.

• Reaffirm the traditional values of self-respect, honesty, fairness, reliability and, at the same time, develop the values of a modern civil and democratic society.

• Enable the acquiring of the knowledge and respect of one's own culture, but also of the cultures of other peoples, which is a prerequisite for the development of intercultural links, international and interethnic respect and the building of a society without discrimination regardless of sex, religion, race, social status, abilities, etc.

VI. THE PRINCIPLES The principles must be in accordance with the stated goals and values, because they represent the basis, which must be taken into account when designing the curriculum in order to attain these goals and values. The principles have been derived from socio-economic rules, knowledge of personality development, and of pedagogic experience. 1. The principle of using scientifically and professionally founded knowledge and information The knowledge which students, as well as other users of the curriculum, acquire throughout their education must be scientifically verified, in accordance with current scientific findings. This principle has special importance for the humanities in order to avoid ideology and idealization. 2. The principle of openness and flexibility of the curriculum The curriculum should be open, and without major changes, enable assimilation of the new knowledge and experience into a certain subject area, and it should be flexible enough to be appropriate for use in different local settings. Therefore, the syllabus should represent primarily the basic, essential knowledge and the structure of the scientific field it covers in order to fulfill these requirements. Thus, the curriculum will provide guidelines for the teachers and students and their parents, setting clear goals and requirements concerning the educational level and the individual subject areas. 3. The principle of horizontal and vertical coherence of the subject content In order to enable learning to be a fully meaningful activity and to provide the required quality of education acquired at school, the curriculum as a whole should enable acquisition of coherent knowledge. The curriculum should be progressively correlated (vertical connection) and coherent (horizontal connection), both within one subject and at the level of the whole curriculum

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and the teaching process. The coherence and complementary nature of different subjects should be established for each age level separately. 4. The principle of the respect of cultural and historical heritage The curriculum must take into account the cultural and historical heritage of all citizens of Montenegro. The new generations should have opportunities to learn about their own national, cultural, religious, linguistic and state identity. It is the basis for comparison with others and creating a clearer picture about themselves and the community they live in. 5. The principle of applicability of knowledge (the formative role of the school) Alongside enabling students to acquire knowledge and skills necessary for independent learning, the school should develop certain competencies, which students need for their full professional and social engagement in their community. 6. The principle of quality provision The quality of education must be provided through the selection of subject content, the implementation of the content in the teaching and learning process, and its evaluation. It is necessary to develop national educational standards, and meet students’ needs at the same time. Thus, the new curriculum should define the appropriate standards of knowledge, skills, attitudes and values, in accordance with the practice in the developed systems of the EU countries and elsewhere. 7. The principle of equal rights and opportunities Democracy of education presupposes access to all levels of education for all members of society, under equal conditions regardless of age, sex, socio-economic status, ethnic background, beliefs or attitudes. This principle includes the students’ freedom of choice of the subject content, which would enable them to fulfill their potential. 8. The principle of democracy and pluralism The curriculum must be conceived so as to develop partnership between the school and other organizations and interested communities. In the first phases of education this will be important in the cooperation between the school and the family, and later for the cooperation of educational institutions with businesses and local communities. In the area of professional education this cooperation will be achieved through a dual system of education. The decentralization of the curriculum, as an aspect of democratization, is reflected in the greater freedom for the implementers of the curriculum to choose the methods and ways of professional interpretation of the core content, and especially the part of the curriculum developed by the local

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community and the school. The decentralization mobilizes the local and regional resources, and provides space for the involvement of the civil society organizations and bodies. The decentralization stimulates ownership pluralism in education, as well. 9. The principle of introducing diversity of the forms of pedagogic communication The new curriculum should define the core, elective, optional and interdisciplinary subjects. The teaching of these subjects should be carried out in accordance with the standards for knowledge acquisition, taking into account the intellectual abilities of students of a particular age. Eventual individual differences in cognitive potential and motivation for learning should be catered for by curriculum differentiation, and diversification, and the individualization of the teaching and learning process. 10. The principle of continuity in the development of the curriculum and their gradual implementation

It is important to secure continuity in the development of the new and the revision of the old curriculum. Gradual implementation of the new curriculum may differ from one subject to the other and need not be at the same pace and intensity, which demonstrates responsibility in the introduction of the changes. This should be taken into account when designing and implementing school documentation. VII. THE KEY KNOWLEDGE AREAS The key areas of knowledge, which students are expected to acquire in the education process, should provide them with a sound basis for life and work. We have grouped them in seven areas: languages, mathematics, natural sciences, technology, social sciences, physical and health culture, and art. Education, which would not include all of these areas of knowledge would be incomplete. The curriculum should ensure that each of these areas is studied in continuity, starting with pre-school education and continuing through the first nine years of schooling, while at the subsequent levels of education they should be studied in accordance with the specific requirements of the different study profiles. Learning can be organized in different ways; depending on the type of the school, disciplines can be integrated, divided, and so on.... Alongside acquisition of knowledge, the curriculum should be conceived so as to provide the development of all the essential skills. In the curriculum, the key areas of knowledge should not be understood as completely separate disciplines, but instead, they should be seen as correlated parts of a whole.

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Languages (mother tongue and foreign languages) The language is the mirror of the human spirit. Language defines human beings at three levels: the biological (speech is an unique characteristic of human beings, which differenciates them from all other beings), the sociological (a human uses the language of the community he or she belongs to) and the individual (every speaker of a language has a different linguistic capability). Among the numerous functions a language has, the following have special importance: • communicative: a language is the most perfect means of communication; • cognitive: a language has an important role in the processes of thinking

and designing of the world; • accumulative – a language contains all the knowledge, experience and the

heritage of civilization of a people using a certain language. Language is a medium of artistic expression. The language used in an extraordinary creative imagination produces literary works, which together with other arts, represent the cultural identity of a people. Almost every domain of human work and activity are based on the use of a language. Therefore, the education system should devote special attention to the mother tongue and foreign language learning. Mother tongue Bearing in mind the extraordinary importance of language, our education system must continually (from the beginning of schooling to its end) and systematically develop the linguistic culture, which is rather low nowadays as the analysis show. The education system should enable every student to develop awareness of all the linguistic aspects of the mother tongue system and to master its norm – orthography and orthoepy, grammar, vocabulary and style. A good linguistic education provides students with mastery of all the important skills, especially the skills of communication (spoken and written), as well as of the skills of finding and processing information. Studying literary texts, in addition to acquiring knowledge of the history and theory of literature, develops aesthetic and logical thinking about different topics, as well as the capability of literary expression. In addition to work on literary texts, it is necessary to work on all types of texts students are likely to use or write about in their daily life and work (letters: private and business, greeting cards, applications, complaints etc.), and thus prepare students for independent spoken and written communication. The culture of linguistic expression (written and spoken) presupposes knowledge of the functional styles, which certain discourses belong to.

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Foreign languages As Montenegro is aiming at political, economic and cultural cooperation with European and other countries and regions, it is necessary to prepare students, through the education system, for spoken and written communication in English and other foreign languages. The knowledge of foreign languages is one of the conditions for social development in different fields, for acquiring and improving the knowledge required to follow the rapid development of modern technologies and for effective communication with the world around us. The knowledge of foreign languages adds to the feeling of self-confidence and satisfaction because it enables communication with people from different cultures and societies. Moreover, through the learning of foreign languages students acquire knowledge of civilizations and cultures of other peoples and thereby raise the level of their general culture. Considering the processes of integration in the world, circulation of people and ideas, the Internet, and other means of communication, the knowledge of foreign languages represents one of the key priorities of the education system in every society. Foreign language teaching has its specific characteristics in comparison to mother tongue teaching. Foreign language teaching enables students to master the four language skills: listening, speaking, reading and writing. Language teaching methodology has great importance because it is necessary to choose methods, which enable students to master both the form and discourse functions of a foreign language so as to develop communicative competence in that language, with a high level of fluency and accuracy and to be able to use the language in all kind of situations. Mathematics Everyone needs mathematics, and everyone should have a real opportunity to acquire mathematical education in accordance with their abilities. A certain mathematical knowledge is necessary to deal with various real life tasks on a daily basis, while a sound mathematical education is necessary for many professions. Patricipation in social life presupposes an understanding of quantitative and graphic information, different type of collective decision making, the effects of tax laws and so on. The knowledge of mathematics is often a precondition for the continuation of education and deficiencies in mathematical education restrict the opportunities to choose a future profession. Studying mathematics enables a student to acquire basic mathematical concepts and structures, develop different forms of thinking and reflective processes and to master certain skills. In terms of skills learning and practicing of formal formulae manipulations, in the teaching of mathematics priority should be given to the learning of content and principles which develop ways of thinking which assist the construction of long-lasting and applicable

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knowledge. Students first express their intellectual affinities and abilities in mathematics, because even in school mathematics high level argumentation can be demonstrated. At later stages, this facilitates the development of capabilities for a higher level argumentation in other areas and formalization of problems, which is important for many professions. Studying mathematics develops capabilities for calculation, estimation and logical reasoning. The solving of mathematical problems develops a sense of selection, breaking down of complex problems into more simple ones, conceiving, formulating and verifying hypotheses; generalization; argumentation, demonstrating and finding regularity in geometrical forms and numbers, designing models, accurate data interpretation, recognizing links among different ideas, inventiveness and independence in seeking a way or ways to the solution of a problem, algorithms different to the established ones, procedure planning and critical evaluation of ideas. Studying mathematics and the solving of mathematical problems are creative activities which at the same time stimulate a systematic approach to work.

Studying mathematics should be a challenge for students and at the same time it should induce the feeling of success and self-confidence. Therefore it is important that students should understand the practical value of their mathematical knowledge in a context that is truly significant for them. Every student should have the chance to solve mathematical problems in the way that encourages him or her to be systematic, creative, persistent and self-confident. He or she should acquire as much useful mathematical knowledge as possible, but no one should be asked to accomplish more than he or she actually can, so that the experience of studying mathematics would not become a series of failures.

Mathematics is not separated from all other fields of knowledge, on the contrary, it is deeply connected with almost all subject areas. Mathematical models represent the basis for all subjects which require calculating, evaluation, quantitative research, measurement, graphic representations. The universal nature of the language of mathematics and the general nature and effectiveness of mathematical models, which can clearly be seen, even in school mathematics, contribute to the understanding of links among different knowledge areas. Studying mathematics should be organized so that students can perceive its importance for better understanding of other subjects and their real environment. When studying mathematics at school, a student, generally, learns about ideas and accomplishments, which are more than two thousand years old. The lasting value and importance to civilisation of certain mathematical achievements should be emphasized, and (if possible bearing in mind the age of the students) the circumstances, which lead to them explained, because it can increase an interest for mathematics and history. At the same time, it is necessary to introduce modern mathematical ideas in the teaching process, so that students can understand them, and see that mathematics is not a science of the past. Mathematical concepts important for the development and better understanding of computer sciences especially,

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should be included in the Mathematics syllabus. When adding new content to the syllabus, some old content must be excluded.

In the education process mathematics is not just a general education subject, but a discipline, which increases the general level of culture, influences formation of ethic and esthetic criteria and the development of the students’ personality as a whole. The natural sciences The World is full of enigmas and questions (the natural world, the environment, matter, energy, industrial processes, and so on.) Behind all these everyday issues is hidden the powerful world of science. Science helps us understand different phenomena and their patterns through scientific research and to test experimentally part of the proposed solutions or to better understand them in theory and develop them in detail. Good knowledge of natural patterns provides opportunities to use and modify them, in order to achieve the maximum positive effects, which would serve for the benefit of the mankind. Nowadays, no industrial system can survive unless it applies and follows the results of modern science and technology. Those countries, which can finance and apply innovations are among the most developed, while all others, which have to copy them and apply scientific achievements at a lower level, have a lower standard of living. Scientific disciplines should enable students to understand nature and its phenomena in a picturesque, logical, creative and appropriate way, from the earliest age. Thus the skills of selection, sorting, joining and the logical arrangment of information can be developed. Focusing on the development of these skills should diminish students' dislike of these disciplines. Natural sciences should be the means and tools, which provide the basis for students' active participation in research of the living world, and its material, physical and technological components. They develop students' abilities for systematic research of the phenomena, observing problems, asking questions, suggesting solutions and testing them by measuring and observing. It is very important in the education proces to provide conditions for students to understand nature, its patterns and processes. The understanding of these processes can be achieved through disciplined observation, careful analysis, which enhance existing knowledge and experience. Thus students learn about the ways in which people use scientific knowledge and methods in order to preserve and improve a certain area, endeavouring to preserve and change the environment in a proper way. Nowadays, resources are limited and scarce and it is important to understand this problem fully and to develop awareness of the need to protect and use thoughtfully local, national and global resources. Developing this type of knowledge and skills in adolescence provides a solid basis for educating responsible and capable people, who

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would be able to respond to all future problems and challenges adequately and make better decisions concerning the local and global environment.

Technology Technology is a creative application of knowledge, skills and resources in the solving of practical problems. Technology is an integral part of daily life. All students should develop the knowledge of technology and skills relevant for the world they live in. They should apply technological knowledge and skills in order to project, use and evaluate products (products in the generic meaning: hardware, software, process materials and services) and systems for fulfilling their needs and expectations and the needs of their environment (the latter requirement for the protection of the environment having special importance since Montenegro has been proclaimed an ecological state). The study of technology enables students to understand the functioning of a world full of rapid changes (where information and communication technologies play a special role). Students should learn how technologies are being developed and applied, as well as how technologies influence culture. An issue that cannot be avoided is the influence of technology on the environment (especially in terms of the protection of the environment) and the technology-working place relationship (especially in terms of protection and security at work). Students should understand the importance of the application of technology in the context of society,-the environment-economy. Therefore it is necessary to point out the advantages and disadvantages of the different types of technological solutions. Technological education should develop students' ability to solve problems, and communicate, develop critical thinking, analyse, synthetise, evaluate. Students should familiarize themselves with all the new trends and technologies (nowadays, priority should be given to information and communication technologies). The knowledge acquired in this area should be applicable in all other areas and at different levels of education. Technology includes and correlates with all other subject areas. Social sciences Social sciences are focused on the study of current changes in modern society endeavouring to establish the causes and logic of their dynamism. The philosophical hypothesis for the research in social changes is based on

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the view of the world, which does not accept the thesis that the world is ruled by deterministism, nor that we are helpless. According to this view of the world there is room for human inventiveness and imagination, i.e. that a human being is capable of determining his or her fate, organizing and rationalizing the social changes themselves. In addition, the notion that progress depends only on the natural sciences has been overcome. This evolution integrates explanations of the historical structuring of the universe and human experience. The studying of the social sciences does not have only a theoretical but a practical goal as well. The task of the social sciences is crystal clear: ideas of freedom, creativity, justice, ecology, humaneness in general, should be explored in their relation to social reality. This connection has been sublimated in the cathegory of »ontological safety« which means preservation of ethno-cultural identity and stability of the material and social environment. The social sciences curriculum must develop objective understanding of social changes in Montenegrin society at all levels of education, and the awareness of the developmental perspectives both in terms of the preservation of ethnocultural identity as well as the material and social stability of all the actors in its various structures. The social sciences curriculum should enable all the participants in the education process (students, teachers, parents) to develop their civil awareness in terms of the understanding of private and public interest and general well-being in terms of a willingness to accept others as equal members of the community, not just formally, but in reality, and to understand and respect their culture, language, customs, religion and in that way prepare them for cooperation with others. Focus on Montenegrin society, the notions and categories, which express its essential and existential component is a basic presupposition to avoid the situation in which such curriculum orientation remains at an abstract level and thus remains alien to all participants in the education process, above all to students. The notions and categories must be founded on the basis of modern social sciences with a full theoretical structure: from philosophical hypotheses, theoretical knowledge, empirical research to applied knowledge. Thus students should acquire knowledge on the basis of which they can develop an understanding of Montenegrin history as a whole, its economic processes, present and future activities and social processes in general, which bring new quality to the development of one's own personality and of society as a whole. This should be the basis for making their own conclusions on: social justice, the well-being of others, the acceptance of cultural differences, personal rights and duties, independent initiative, the acceptance of the local and wider environment. The openness of the social science curriculum should include a whole range of transnational phenomena (economic, cultural, political) which in modern societies have special meaning and importance for every individual and every state. The processes of the Balkan, Mediterranean, European and wider international integration are of special importance for Montenegro.

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Considering the coherence of knowledge within the social sciences, great care should be taken that a logical coherence, vertical and horizontal cohesion is achieved, both within one discipline and at the level of the entire social sciences curriculum, thus avoiding overlapping. Each subject should offer core, optional and elective courses and classes, where peer teaching of two or even three teachers of different subjects would be very welcome. This should help affirm the highest level of coordination possible in the work of teachers, having special importance in the teaching of the social science group of subjects. The Physical and Health Culture The good health of individuals and of the whole community represent a basic condition for cultural and economic prosperity and the development of society as a whole. Investment in physical education and sport is a good investment in the health of young people, affecting their physical, social, emotional, intellectual and spiritual development. Physical education is a pedagogical process of developing and moulding a whole personality by application of appropriate activities. It is a designed and systematic process of influencing a person by organized body exercises aiming at accomplishing certain educational, health and hygienic tasks. This process consists of activities for the physical development, improvment of health, development of psychological characteristics and the forming of moral characteristics of a person. It involves physiological adaption, refining of motions and movements, and working on the creative use of physical exercises in order to achieve the best possible development of an individual's capabilities, both physical and intellectual, moral, social, working and aesthetic. Physical education is an adaptive process which uses planned and systematic solutions to bring about intensive changes in a person, starting from the current state and progressing to the desired one. It is a process which enables an individual or a group to acquire certain knowledge, skills and habits, develop affinities, abilities, play games and entertain, and provides possibilities for personal and collective affirmation. This activity enables young people to learn, to be creative and to develop self-confidence and self-assurance concerning their abilities, which helps them to perform their daily duties with more enthusiasm and energy. The quality of the physical education process and school sport should enable the integral development of students, the fulfilling of the need of young people to move (exercise) and to develop habits which would prepare them for a healthy and high quality way of life and discourage them from drug abuse and criminal activities. Physical education, sport and recreation should enable young people to take part in different individual and team activities, and to fulfill their physical, biological, psychological, social, cultural and other needs

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and interests. The manner, range and quality of the fulfilling of these needs influence to a great extent their physical and mental health, their abilities and skills, as well as their beliefs and psycho-physical equillibrium, or the quality of the life of an individual and the immediate and wider community. Remembering the great importance of physical exercise, it is necessary to include all children and young people in a systematic and continuous manner into a system of organized exercising, through mainstream teaching of physical education and through extracurricula sport activities. Therefore, there is great public interest in creating conditions, continuously and in an organized manner, for the physical activities of children and young people. Physical education and school sports should have a strong impact on the socialization of the young people, the formation of their attitudes and values, and it should enhance their attitude towards the environment and society in general. This educational domain should help the young to assert themselves as social beings, gain self-respect and fulfil their talents. The Arts The wealth of the universal language of art and the messages it carries, make art an optimal medium for expressing the values of individuals and the society they live and work in, and therefore the best means of communication among individuals, groups, and wider communities. As a specific combination of knowledge and skills, it provides unlimited creative possibilities, just as its impact goes beyond the time and place of its creation, making it a strategically important segment of the devlopment of a society. Thorough knowledge of the most valuable achievements of the human mind as well as of those elements that define the cultural identity of a nation and a community is one of the priority goals of every education system. Thus a better understanding of human nature, history and the overall development of mankind, as well as of the specific cultures of different peoples, states and regions can be achieved. This function of art in a society such as ours, especially at its present level of development, is of extraordinary importance both for the harmonization of relations among different national and religious groups, and for their steady integration into wider cultural and social trends. Our cultural heritage, on the one hand relatively rich (literature, sacral architecture... modern painting...) and on the other hand poor (music, plastic art and newer forms of artistic expression such as film, video recordings...), should be treated and presented in an historical and contemporary context, so that its ultimate results should represent the spiritual wealth and cultural values of all those who live in Montenegro. The process of mastering an artistic profession, through a special combination of knowledge and skills, must carefully develop both components, recognizing the fine distinction between specific creative and reproductive arts, and the specific requirements of individual arts respectively, the more so because the mastering of certain art skills starts from the earliest age. The curriculum,

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developed separately for each art area, and different educational levels, must include, besides the core-professional content, the interdisciplinary studying of art, in order to avoid narrowness in approach. The positioning of art in the educational and wider social context, presuposses keeping abreast with and predicting the short term development of its manifesting forms, so that students could, upon acquiring qualifications for a certain art profession, or simply, after having familiarized themselves with contemporary art trends, be able to sucessfully participate in cultural activities of the wider region. VIII. SKILLS The education process should develop students' intellectual and psycho-physical abilities and skills of particular relevance for their work and everyday life. These skills can be divided into eight categories: communication skills, numerical skills, information skills, skills of research and problem solving, skills of developing personal abilities, skills of cooperation, learning and working skills, psycho-physical skills and abilities. Every one of them is important for the full development of students' potential and their full participation in social life. During schooling everyone should have opportunities to develop all the relevant skills in accordance with their abilities. These skills cannot be developed separately, but simultaneously with the acquiring of relevant knowledge, and the curriculum design and implementation should enable students to understand that these various type of knowledge are useful and relevant for everyday life. Some of the skills should be developed through joint activities and others through independent work. 1. Communication skills

- communicating effectively by listening, speaking, reading and writing, as well as by other appropriate forms of communicating;

- exchange of information, directions, ideas and feelings in different cultural, linguistic and social contexts;

- critical analysis of the media, clear and logical expressing of thoughts;

- use of the new information and communication technologies. 2. Numerical skills

- accurate calculating; - sound estimating; - skilful use of measurement instruments and calculating machines; - understanding of information presented in a mathematical manner

(graphs, tables, percentages,); 3. Use of information skills

- identification, locating, gathering, research and processing of information from a wide range of sources;

- organization, analysis, synthesis, evaluation and use of information;

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- clear, logical, concise and accurate presenting of information; - identification, description and interpretation of different attitudes and

opinions; - competent use of information technologies.

4. Research and problem solving skills

- critical, creative and logical thinking; - exercising imagination, initiative and flexibility; - identification, description and defining of problems; - analysing problems, with variations of different possibilities; - determining links among different information; - researching, generating and developing ideas; - trying out original ideas; - planning and taking action; - testing ideas and solutions, making decisions based on experience

and facts; - evaluating solutions.

5. Learning skills and skills necessary for the achievement of personal goals

- setting and achieving realistic personal goals; - effective time management; - taking initiative, being persistent, courageous and enterprising; - adapting to new ideas, technology and solutions; - developing constructive approaches towards challenges and

changes; - achieving self-discipline and responsibility for one's own actions; - developing self-confidence and personal integrity; - developing practical life skills.

6. Co-operative skills

- developing good relations with others and cooperating in order to achieve a common goal;

- taking responsibility (as a team member) for joint decisions and actions;

- identifying discriminatory behaviour and practice; - recognizing individual differences and respect for the rights of other

people; - understanding others, with tolerance, correctness and respect for

their integrity; - developing a sense of responsibility for the well-being of others; - effective and responsible participation in the activities of a

democratic society; - developing capabilities for negotiation and achieving consensus.

7. Learning and working skills

- preparation for effective work, individually and in a group; - developing working habits; - developing personal style and experience in learning and work; - increasing responsibility for one's own learning and work;

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- developing interest and skills for life-long learning; - making decisions concerning one's job on the basis of genuine

information and personal abilities. 8. Psycho-physical abilities and skills

- care of personal fitness and health through organized and regular exercising, good hygiene and a healthy diet;

- developing manipulative skills; - preparing to provide first aid assistance; - developing special skills needed for sport and recreation; - developing skills for relaxation.

IX. THE STRATEGY Actors in the development of the new curriculum

The Curriculum Council of Montenegro The Council has been established by the Government of the Republic of Montenegro, with the mandate to prepare and adopt the general content and methodological framework for the development of the new curriculum and to establish the whole structure necessary for work on the new curriculum. The Council is an expert body, with 29 prominent experts from all levels of the education system.

Commissions for different levels of the education system The Council will establish 5 commissions: The commission for preschool education, the Commission for elementary education, the Commission for High Schools, the Commission for vocational education, and the Commission for Adult education. Each commission has from 10 to 16 members, experts for the corresponding level of the education system and experts for different subject areas.

Commission for the pedagogic, andragogic and psychologic design of the curriculum

The commission is a working body of the Council, which considers and studies issues concerning the pedagogic, andragogic and psychologic aspects of the design of the new currriculum and gives suggestions and makes proposals to the Council.

Coordinators for the key subject areas The Council appoints from its membership 7 coordinators for key subject areas: mother tongue and foreign languages, mathematics, natural sciences, social sciences, technology, art, health and physical culture. The coordinators are, as a rule, representatives from the University of Montenegro, with the highest academic titles.

Subject commissions Subject commissions are appointed by the Council at the proposal of the Segment commissions and coordinators. A subject commission is made up of experts for a certain subject from all levels of the education system.

Commissions for the curriculum areas Commissions for occupational profiles in vocational education are appointed by the Council at the proposal by the Commission for vocational education.

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The commission is made up of experts for the specific occupational profile and representatives of the employers and the Trade Union.

Study and control groups For the evaluation of the quality of the draft framework documents and the curriculum, the Council will form study and control groups made up of eminent pedagogues, psychologists, school inspectors and subject teachers from the corresponding levels of the education system and from the University. Parents’ representatives will be included. The institutional infrastructure for the expert and logistic support to the development of the new curriculum The Book for Changes envisages the establishing of the following bodies and institutions at the national level, whose functioning will be of central importance for the work on the new curriculum and a successful and timely accomplishing of the planned activities:

- The Council for General Education - The Council for Vocational Education - The Council for Adult Education - The Center for General Education - The Center for Vocational Education

The councils should be constituted after the adoption of the new educational legislation, and the centers should be established in 2003. However, bearing in mind the extremely important educational functions (research, developmental and advisory), which these centers are given in the Book for Changes, the creation of their operational cores is necessary even before they are formally established. The preparation of the new curriculum demands active participation and support by the University of Montenegro, social partners, and in the sector of vocational and adult education especially – the Employment Agency, the Chambers of Commerce, and the Trade Union. The Montenegrin Council for Curriculum will initiate, through the Ministry of Education and Science and the Ministry of Labor and Social Welfare, the establishing of special services for the educating of social partners, where they do not exist. External Support

- The participation of external experts in all phases of the work on the development of the new curriculum.

- The pilot projects in Montenegro, financed by international foundations. The basic activities and their dynamics

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The changes in education should be carried out as soon as possible, because of the need for urgent social changes and the need to ensure the public of Montenegro that they are necessary and that there is a firm intention to carry them out, effectively and successfully.

1. Setting up of the whole organizational structure for the revision of the curriculum – by the end of December 2002.

2. Adopting the content and methodological framework for the revision of the curriculum – by the end of January 2003.

3. Enhancing the knowledge of the participants in the development of the new curriculum – from November 2002 to November 2003.

4. Adopting the draft curriculum – by the end of March 2003. 5. The beginning of work on the preparation of the draft curriculum -

March 2003. 6. Evaluation of the draft curriculum guidelines – June 2003. 7. Revision of the draft curriculum and adoption of the new curriculum –

by the end of July 2003. 8. Adoption of the draft curriculum – end of October 2003. 9. Preparation of the draft criteria for professional material and technical

status of schools, necessary for the evaluation in practice of the new curriculum - September 2003.

10. Beginning of the monitoring of the implementation of the new curriculum at schools and it`s fine tuning - 1 September 2004.

The Principles of Work The revision of the curriculum in the education system of Montenegro should be based on: - the interests and expectations of students and other participants in the system of education, in the context of ongoing social changes, - traditional values of education in Montenegro, harmonized with future needs, - the main trends in the current practice of curriculum changes. The new curriculum cannot be developed in a short period of time. It is a process, nonlinear and cyclic, which progresses from the present state towards the projected one in a flexible manner, taking into account the change of social needs and context, improving constantly the curriculum concept and making adjustments in its implementation. The new curriculum can be developed by using:

- existing local knowledge and experience, - the experience of others, especially from the region, - pilot projects, which have been carried out in Montenegro, with the

financial assistance of European institutions.

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The council and the commissions are obliged to take into account the following documents:

- the Guidelines for the revision of the curriculum, - the Guidelines for the revision of the curriculum at different segments of

the education system, - the Instructions for the development of the curriculum.

- Every suggested solution should be a result of the analysis of the existing situation in Montenegro and comparison with European countries with high quality education systems. The comparison should include the following elements: the curriculum, standards of knowledge, teaching technology, textbooks, teachers’ books, didactic resources, ways of assessment and testing of knowledge, implementors of the curriculum. At the proposal by the commission for a given level of education, the Council will determine at least three states for comparative analysis. The commissions for different segments of education choose themselves which countries to compare with in relation to certain elements of special interest for their level of the education system. In this respect, the subject commissions should propose those European countries, whose students have demonstrated high quality knowledge in international comparative studies. - The Coordinator, an appointed member of the Council, coordinates the work of the subject commissions in his or her area of expertise. - Every suggested solution arrived at by the subject commissions, before it is presented to the segment commission, must be tested in study groups and agreed among the subject commissions for a certain educational area, and must be discussed by the relevant faculties and scientific institutions. - For the suggested solutions around which it is not possible to reach a consensus, if necessary, additional opinions from external experts should be asked for. - The segment commisions and subject and occupational area commisions should organize discussions on certain proposals in broader professional circles, inform the media and prepare the relevant materials. - The segment commissions and occupational area commisions must inform the corresponding faculties on their work on a regular basis. - The Council for curriculum and the commisions for different segments of education must include parents in public discussions on the draft documents (through the Parents’ Council, relevant civil societies, the media) and inform them about the solutions adopted. - The Commisions for different segments of education make a decision whether the draft curriculum is in accordance with the “Guidelines for the development of the new curriculum at different level of education” and “The Instructions for the preparation of the curriculum”, adjust the draft of the curriculum for their level of education and send the proposal to the Council.

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The Council states its opinion on the draft curriculum in relation to the “Guidelines for curriculum revision” and sends the adopted proposal to the corresponding expert council, in charge of the adoption of the new curriculum for the given segment of education. Professional training of the key actors in the development of the new curriculum In order to enable development of the existing human resources for the revision of the curriculum in Montenegro, the Council will prepare a program of professional training of all those involved in curriculum development in the last quarter of the current year for the next year, based on the initial proposals from the segment commissions, and occupational and subject commissions. Part of the program will be carried out by the Council itself and the segment commissions, and part of it by the centers for general and vocational education. These programs will be implemented through seminars and workshops organized locally and abroad. The coordination of the activities of the Council for curriculum with those of other actors in the reform of the education system in Montenegro The revision of the curriculum is only one of the segments of the process of the adopted concept of changes in the education system of Montenegro. These segments are very interdependent both conceptually and in implementation, and therefore, it is necessary to coordinate the work of the Council for curriculum with the work of other key actors of changes in education. The Council must bear full professional responsibility for the quality of the new curriculum. However, the success of the new curriculum implementation does not depend exclusively on its quality, but to an even greater extent, on the existing conditions at schools. Inadequate and overdue pedagogical and professional teacher training and motivation for the carrying out of the new curriculum, as well as poor material and equipment at schools can have extremely negative consequences for the success of the reform. Therefore, although this is completely beyond the Council’s mandate, the Council urges the relevant authorities to:

- organize pedagogic and professional training for teachers aiming at preparing them for the implementation of the innovative teaching and learning methods and strategies in the classroom,

- build an institutional infrastructure to support the reform, in accordance with the solutions stated in the Book for Changes, - adopt a planned approach for the improvement of the material and

technical conditions in schools.

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X. EVALUATION The Council and the commissions’ documents quality control

The Evaluation should include all the documents, from the Guidelines for the revision of the curriculum to the curriculum itself. Two ways of evaluation will be used:

- Self-evaluation, by the participants in the development of the documents for curriculum revision,

- External evaluation, by professional councils and experts who are not involved in the preparation and the development of these documents.

In the self-evaluation process, the Council and its commissions will define by themselves the organization and a diagram of the evaluation process divided into phases in which it should be carried out. In addition, the evaluation will be carried out hierarchically, according to levels of responsibility. Before the adoption of the documents, the Council for general education, the Council for vocational education and the Council for adult education will carry out an evaluation themselves, as well as the control and study groups, whose members have not been included in the development of the documents. The groups will be made up of experts in pedagogy and psychology, experts from the University of Montenegro and the schools, representatives of social partners and parents and experts from abroad, who have not been engaged as consultants in the education reform project. The members of these groups can be changed depending on the phase of the project or the problem discussed. Monitoring of the quality of the curriculum implementation Prior to the implementation of the new curriculum in Montenegro, it is necessary to have established an institution which will be in charge of the evaluation of the education system, with staff specialized in the area of evaluation. Thus, it is necessary to start the preparation of a wider group of people who would be dealing with this issue, first of all those who show willingness and have the necessary professional background to work in the area of quality control in the education system. The monitoring of the quality of the new curriculum at the beginning of its implementation at schools will be carried out by:

- Testing students’ knowledge and abilities before the implementation of the new curriculum and afterwards,

- A survey of the teachers and students’ opinions on the new curriculum, - Surveying of parents and other stakeholders in the education process.

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