1. IDENTIFICATION OF THE SKILL NEEDS OF ENTERPRISES AND THE LABOUR MARKET AND CONTRIBUTION TO SKILL DEVELOPMENT MADE BY EDUCATION, INCLUDING FORMAL, NON - FORMAL AND INFORMAL LEARNING IN MONTENEGRO

2. INTRODUCTION  Modern education system consists of a network of school and non-school organizations connected by partnership relations.  Montenegro has involved all its partners dealing with the development of human resources in the reform from the very beginning.  Education institution and social partners in MN performing Skill Needs identification with purpose of adjusting labour market needs and education.

3. HUMAN RESOURCES IN MONTENEGRO  According to the Census from 2011, the population of Montenegro was about 620 000. However, like many other European countries, Montenegro has an aging population.

4. THE RESULT OF THE EDUCATION SYSTEM

5. CENSUS OF POPULATION, HOUSEHOLDS AND DWELLINGS IN MONTENEGRO 2011

7. EMPLOYMENT The data from the Employment Office indicate that the number of the unemployed in Montenegro on 31 December 2015 was 39.991 persons. The unemployment rate is 17,24%.  women 20.749 or 51,88%  With university diploma 10.751 -26,88%

8. EDUCATION REFORM  By the application of the reform activities, Montenegro has managed to improve the balance between the education system and labor market needs, but it is still far from the European average (EU28), so that it is still necessary to undertake measures to move closer to EU standards.

9.  The reform of secondary education has brought changes in the grammar and vocational education. Thus, all secondary schools in Montenegro have applied the new updated curricula. The external type of matura exam was introduced. The organization of vocational education in Montenegro is implemented as:  Lower vocational education (two years duration),  Secondary vocational education (lasting three or four years)  Higher vocational education (lasting two years, as a continuation of a secondary vocational education EDUCATION REFORM

10. HIGHER EDUCATION STRUCTURE

12. IDENTIFICATION OF THE SKILL NEEDS OF ENTERPRISES AND THE LABOUR MARKET  Identification of the Skill Needs of Enterprises are carry out by: 1. Education institution 2. Govermental bodies (HRMA, Directorate SME, VET centre etc.) 3. Social partners (bussines asociations, employment agency etc.)

13. IDENTIFICATION OF THE SKILL NEEDS OF ENTERPRISES AND THE LABOUR MARKET - EDUCATION INSTITUTION  Collecting data and researches from stakeholders with a purpose of adjusting to labour market  Collecting data and researches from stakeholders with a purpose of updating curriculums and study programs  Collecting data and researches from stakeholders for introducing enrolement policy  Sectoral commisions analysis for NQF

14. IDENTIFICATION OF THE SKILL NEEDS OF ENTERPRISES AND THE LABOUR MARKET - GOVERMENTAL BODIES (HRMA, DIRECTORATE SME, VET CENTRE ETC.)  HRMA – survey on TNA of state and local authorities employees  Directorate of SME – collective data and researchs from various partners  VET centre - collective data and researchs from social partners

15. IDENTIFICATION OF THE SKILL NEEDS OF ENTERPRISES AND THE LABOUR MARKET - SOCIAL PARTNERS (BUSINESS ASSOCIATIONS, EMPLOYMENT AGENCY...)  Various research and TNA through regular activities and participation in international projects  Survey, evaluation lists, questionnaires

16. RESULTS 1. Updating curricula and trainings programs 2. Updating study programs and introducing learning outcomes 3. Introducing programs for adult education

17. 1. CURRICULUM AND LABOUR MARKET Qualification standard Ocupation standard Curriculum and training programs Evaluation Updating Labour market needs

18. 2. UPDATING STUDY PROGRAMS AND INTRODUCING LEARNING OUTCOMES 1. Reacreditation process 2. DECVORE project – introducing learning outcomes 3. Survey on employers perception on learning outcomes

19. 3. INTRODUCING PROGRAMS FOR ADULT EDUCATION  Licence of Ministry of Education for adults education has got 90 providers of adults education.  U Montenegro, up till the end 2013. adopted 92 training programs for vocational qualifications and 71 programmes for key competences.

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