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1. Minorities
Montenegro can be regarded as a multi-ethnic
society. Agreement existed among the participants that this
fact needs to be reflected in the educational system and that
efforts that have been undertaken to keep the educational
system open for minorities have to be continued and possibly
reinforced. During the discussion issues such as the question
of enhancing education in minority languages, nostrification
of diplomas, equal representation in designing educational
policies including writing of text books, participation of
minority representatives in supervisory institutions, and
enhancing capabilities to master majority and minority languages,
were raised.
The strategic issue behind the debates
concerned the contrasting approaches to general minority issues:
advancement through integration and affirmative action versus
advancement through segregated institutions and proportional
representation.
For instance, the question as to whether and how Albanian
history should be taught was discussed. However, there was
no agreement with regard to some concrete recommendations
that were made by participants, such as increasing the number
of school inspectors of ethnic Albanian origin, including
subjects in the curricula that are of particular importance
for shaping national identities of the minorities (history,
geography, literature etc.), moving the Teachers Training
College for Albanian-speaking teachers from Niksic to a city
where Albanians are in the majority, expanding teaching in
minority languages. There was, on the other hand, agreement
that more efforts have to be made to develop common approaches
with regard to curricula, language teaching in minority areas
and awareness raising. Evidently, whereas cultivation of minority
identities is a legitimate objective, majority representatives
expressed concerns that an exclusivist approach and institutional
segregation might be detrimental to the consolidation of the
Montenegrin state and the integration of society - as it has
happened in other countries in the region. Conversely, minority
representatives perceived a strong centralising tendency in
Montenegrin educational policies.
2. Reform of higher education
and vocational training
Higher education and vocational training
play a vital role in the development of a functioning (civil)
society through the promotion of equal opportunities, life-long
learning, and encouragement of participation in political
and social life. They are also an essential prerequisite for
promoting economic transition and economic growth. However,
the economic capacity of Montenegro to develop a high quality
educational system is limited. As a strategic dilemma, economic
progress is a prerequisite for the development of a modern
system of higher education, while at the same time no educational
reform will be feasible without the resources and demand generated
by a transformed economy. Consequently, the government and
international organisations have a key role to play in preventing
brain drain and in reforming the educational system. Higher
education in particular finds itself dependent on the economic
situation. Positively, it can also drive the economic development
and supply the Montenegrin economy with the required human
resources. There is a need for strategic decisions that point
out the relevant economic fields and chances of the labour
market and lead to an improved adjustment of the system of
higher education and vocational training. The need for strategic
choices and prioritisation is also linked to the fact that
the resources in the small state of Montenegro do not permit
a comprehensive range of disciplines and faculties for education
and research.
The system of higher education in Montenegro has suffered
from the academic isolation of the recent past, the under-developed
infrastructure and institutional conservatism at the universities,
the complicated political involvement and the poor economic
situation. First steps to reform the educational system have
been undertaken. The efforts for the modernisation of the
universities in line with European standards have to be continued
and the independence and autonomy of the university to be
ensured. Among the main objectives are the development of
new forms of educational management, methods of quality assurance,
mutual recognition of diplomas and curriculum development.
A typical factor hampering educational reform is the decentralised,
fragmented structure of the only university with limited co-operation
between the various departments.
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| Recommendations:
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undertake an in-depth needs
assessment with regard to the requirements and opportunities
of the labour market and the economic system of Montenegro
from which recommendations for further reform priorities
should be derived, |
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improve quality standards,
capacities and equipment of higher education in order
to meet the increasing demands of the younger generation, |
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increase synergies through
enhanced co-operation of different departments within
the university of Montenegro, |
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introduce a system of evaluation
and assessment at the university in order to raise quality
standards, |
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focus higher education on subjects
that are relevant to economic growth and development,
e.g., establish a management school or a department for
tourism at the university, |
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adapt standards and implement
reforms in order to meet the requirements of the European
space for higher education, |
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consider a differentiated system
of higher education (institutions for applied studies
in addition to university). |
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