NQF Inventory - Montenegro

The government adopted the Vocational education development strategy in Montenegro (2015-20) in December 2014. Priorities for the next two-year period are:

(a) revision of existing and development of new educational programmes, based on learning outcomes;
(b) creating conditions for work-based learning in all sectors and enhancing its quality;
(c) ensuring that students develop vocational and key competences for life and work;
(d) improving initial and continuing teacher education;
(e) defining enrolment policy reflecting labour market needs and the demands of long-term and short-term developmental policies in Montenegro.

The foundation for introducing and developing the NQF was laid through the work carried out in setting up the NQF framework, which was adopted in law in 2010. The main reform objectives linked with the NQF are to introduce transparent learning outcomes; link education and training  subsectors; facilitate the validation of non-formal learning; and to make it easier to obtain qualifications and pursue lifelong learning.
The Montenegrin Qualifications Framework (MQF) is an instrument, which regulates the entire system of qualifications at all levels of education in Montenegro. The MQF contains a list and description of all the qualifications that can be acquired in Montenegro and is based on learning outcomes. Its role is to reform and modernize the system of qualifications. The MQF enables the classification, comparison, development and understanding of qualifications, their connectivity and a clear overview of the different ways of acquiring qualifications for the needs of both the labour market and society.

The aims of the establishment and development of the MQF are the following:

• to make the system of qualifications based on learning outcomes easier to understand at both the national and international level;
• to increase the coherence of the system of qualifications by linking different parts of education and training;
• to enable the valuation of non-formal and informal learning and link them with formal education;
• to make the process of gaining qualifications more transparent;
• to encourage lifelong learning;
• to connect the world of education and the world of work and to ensure the greater involvement of all partners.

Montenegro submitted its application for EU membership on 15 December 2008. On 17 December 2010, Montenegro was awarded candidate status by the European Council. Formal accession negotiations between Montenegro and the EU began on 29 June 2012. The first accession chapter, Chapter 25 on science and research, was provisionally closed on 18 December 2012, while Chapter 26 on education and culture was closed on 15 April 2013.

The Lisbon Convention on Recognition of higher education in the region of Europe, which was ratified in Montenegro in March 2004, was the basis for drafting the Law on the Recognition of Foreign Educational Credentials and Qualifications Equivalence, approved by the Parliament on 17/Nov/2011. The text of this Law is available in English version at: http://www.erasmusplus.ac.me/uploads/file/Law%20on%20Recognition%20(2)%20(1).pdf
 

The national qualifications framework includes 15 sectors, including humanities, sciences engineering, construction, law, IT and agriculture.

Sectors of qualifications have their qualification frameworks that include sub-sectors, fields and qualifications of all types and levels. The sector qualification framework reflects current affairs in each sector, indicating existing qualifications their relationship. The MQF consolidates the sector qualification frameworks and interconnects them in a general systemic context
 

NQF qualifications are placed in eight qualification levels, with sublevels at levels I, IV and VII. Sublevels at levels I, IV and VII reflect the need to facilitate the placement of non-outcomes-based qualifications attained in the education system prior to adopting the Law on MQF.

Levels and sublevels have their descriptors, each based on three categories: knowledge, skills and competences.  Each qualification included in the framework includes learning outcomes that are described through these three categories of descriptors and each higher level incorporates knowledge, skills and competences from the lower level.

MQF includes three types of qualifications: educational qualifications, vocational qualifications and additional qualifications.

In accordance with the Law on NQF, the qualifications framework includes:

1. Qualification levels and sub-levels;
2. Descriptors for each qualification level and sub-level;
3. Types of qualifications, where qualifications can be educational qualifications, vocational qualifications and additional (other) qualifications;
4. Credit value of qualification.

The NQF is based on:

• Defined learning outcomes (knowledge, skills and competence);
• Credit transfer;
• Progression from one qualification to another;
• Recognition and valuation of knowledge acquired in a non-formal and informal manner;
• Cooperation of all stakeholders and transparency of procedures;
• Quality assurance in the process of qualification development and attainment.

The referencing of NQF levels to the EQF established a demonstrable connection between NQF and EQF level descriptors in the following manner:

• (a) NQF level 1 (1.1 and 1.2) and EQF level 1;
• (b) NQF level 2 and EQF level 2;
• (c) NQF level 3 and EQF level 3;
• (d) NQF level 4 (4.1 and 4.2) and EQF level 4;
• (e) NQF level 5 and EQF level 5;
• (f)  NQF level 6 and EQF level 6;
• (g) NQF level 7 (7.1 and 7.2) and EQF level 7;
• (h)  NQF level 8 and EQF level 8.

Levels of knowledge, skills and competences progress, so that descriptors at level I, for example, represent the basic knowledge, skills and competences, while at level VII1, for example, they reflect more complex expectations in terms of depth and breadth of knowledge, skills and competences.

Knowledge is defined as a set of acquired and correlated information that is the result of learning. Skills represent the abilities to apply knowledge when solving tasks and problems and can be cognitive and manual (practical). Competence includes the ability to apply knowledge and skills that an individual demonstrates in a working or learning environment. They include autonomy and responsibility.

Definition of qualification

The National Qualifications Framework Act defines three types of qualifications (groups of types of qualifications): education qualifications, vocational qualifications and additional qualifications.

An education qualification is attained on completion of a State-approved education or study programme and the attainment of the necessary qualification volume (measured by units of learning outcomes). This qualification is obtained within the formal education system and validated with a diploma. The procedures for awarding education qualifications are set by the National Qualification Framework Act in conjunction with other education acts and rulebooks.

A vocational qualification is awarded after the assessment of formally and informally attained knowledge or upon completion of a special programme of education. It may also be attained after the successful completion of part (a module) of a formal education programme that corresponds to an occupational standard. A vocational qualification is validated with a certificate. The procedures for awarding vocational qualifications are set by the National Vocational Qualifications Act and the National Qualification Framework Act.

Additional qualifications are required for undertaking a specific task or set of tasks, upon attaining basic qualifications, and are mostly demanded by employers. These qualifications do not increase the basic qualification level, but instead supplement it by indicating additional individual competences needed for progressing in the labour market, such as a professional exam for a job in education. They are validated with a certificate, confirmation or a proof, in line with the particular regulation.

Development process of qualifications

The register of qualifications currently includes 160 VET qualifications (levels 3, 4 and 5). There are separate methodologies for the development of occupational standards and for the development of qualification standards.

Qualification development at levels I to V encompasses the development of an occupational, educational or additional standard and of a qualification standard. The qualification standard is based on an occupational, educational or other standard. An education programme, special programme of education or other programmes are based on a qualification standard, on completion of which a learner is awarded the relevant qualification (education level, vocational or additional qualification).
The VET Centre develops occupational and qualification standards for level V qualifications, in cooperation with social partners. These standards incorporate a basic description – the profile of a qualification that includes learning outcomes – and are presented in the qualification development initiative.

For qualifications from level VI onwards, higher education institutions develop a study programme using a description: a profile of qualification that includes basic learning outcomes, defines objectives and outcomes for specific subjects or modules, and assigns credit points programmes (subjects/modules).
 

The Concept of the Montenegrin Qualifications Framework (MQF) emphasises that the framework is a vehicle to understand and compare qualifications, to be used by learners, employers and the general public to show the links between different types and levels of qualifications, and the progression pathways available for lifelong learning.

Vocational education and training

Vocational education provision in Montenegro:
(a) lower vocational education (two years): completion leads to the award of a lower vocational education qualification;
(b) secondary vocational education (three or four years): completion leads to the award of a three- year or four-year secondary vocational education qualification;
(c) post-secondary vocational education (including two years of continued secondary vocational education): completion leads to the award of
a higher vocational education qualification;
(d) the master craftsman’s exam is also classified as vocational education.
After successful completion of two-year education, it is possible to continue studies for a third year, by taking additional programmes. A student who completes a two-year or three-year programme may continue his/her studies to a four-year programme after taking and passing additional courses. Candidates who pass the externally assessed vocational exam may enrol directly at  a post-secondary vocational school. Individuals who pass the master craftsman’s exam may also enrol at a post-secondary vocational school, after they take and pass additional exams (general education subjects).
An individual who graduates from a four-year vocational school, and wishes to obtain the general secondary (gymnasium) matura qualification is eligible to take the matura course. An individual who graduates from the general secondary school (gymnasium), and wishes to obtain a four-year vocational school diploma is eligible to take the relevant vocational course.

Higher education
Since 2004, all higher education institutions in Montenegro have been required to apply the European credit transfer and accumulation system (ECTS). Student workload per study year is 60 credits. Workload per subject is indicated through a numerical value corresponding to the overall workload per study year, i.e. the 60 credits.
The Law on the MQF introduced the Montenegrin credit transfer system (MCTS), which provides for learning outcomes achieved in one context to be taken into account in another. It is based on assessment, confirmation and recognition processes, and is aligned with the ECTS and with the European credit system for vocational education and training (ECVET).
One MCTS is awarded for 25 hours of work, which is fully compatible with the ECTS. Student workload per subject/course is determined by the number of hours of lectures, seminar papers needed to master a subject: achieve a set objective, including learning outcomes.

Learning outcomes are the central concept of the NQF structure. They are statements which indicate what an individual knows, understands and is able to do at the end of a learning process, regardless of the manner in which s/he learned. Qualifications are included in the NQF based on the complexity of accomplished learning outcomes, described through knowledge, skills and competences in eight levels of the qualifications framework.

Learning outcomes are defined as statements that indicate what an individual knows, understands and is able to do at the end of a learning process, regardless of the manner in which he/she learned. They are represented through knowledge, skills and competence. Learning outcomes are defined as statements on what a candidate is expected to be able to do after a learning process.

Knowledge is defined as a set of acquired and correlated information that is result of learning. Skills represent abilities to apply knowledge when solving tasks and problems and they can be cognitive and manual (practical). Competence includes abilities to apply knowledge and skills that an individual demonstrates in a working or learning environment. They include the domain of autonomy and responsibility.

Level and sub-level descriptors of MQF qualifications, defined by the Rulebook on descriptors for qualification levels and sub-levels. In accordance with article 10 of the NQF Law, descriptors for qualification levels and sublevels were discussed by the National Council for Education, Higher Education Council, and Qualification Council.
The Qualifications Council has adopted the Guidelines for sectoral commissions, the Guidelines for qualifications development (levels 1 to 5), the Methodology for assigning codes to qualifications, and the Methodology for placing qualifications in the National Qualifications Framework. The National Council for Education has adopted the Methodology for modularisation and credit valuation of education programmes in vocational education. With the adoption of these documents, conditions have been created to develop qualifications in compliance with the National Qualifications Framework Act, i.e. based on the learning outcomes approach.
 

The NQF is comprehensive (all levels) and inclusive, i.e. open for qualifications acquired through formal and non-formal/informal pathways of learning.

MQF includes three types of qualifications: education qualifications, vocational qualifications and additional qualifications.
 

The Montenegrin system of qualifications is determined by the Law on the Montenegrin qualifications framework (adopted in December 2010), the Rulebook on descriptors for qualification levels and sublevels [1], the Rulebook on procedures for developing qualifications from level I to level V [2], the Rulebook on procedures for developing qualifications from level VI to level VIII [3], as well as by a range of additional education regulations, including the National Vocational Qualifications Act.

The Law on the MQF sets out the legal basis for the establishment of a single framework covering all types and levels of qualifications. The law establishes the legal basis for new bodies to oversee the development and approval of qualifications, specifies the levels and sublevels, the types of qualification, the types of award and certification and describes the system of credit transfer.
 

[1]  Rulebook on descriptors for qualification levels and sublevels. Official Gazette of Montenegro, 51/11.
[2]  Rulebook on procedures for developing qualifications from level I to level V. Official Gazette of Montenegro,
21/12.
[3]  Rulebook on procedures for developing qualifications from level VI to level VIII. Official Gazette of Montenegro, 21/12.

The Ministry of Education is responsible for planning, implementing and improving education policy. It calls on the professional expertise of three advisory bodies: the Qualifications Council, the National Council for Education and the Higher Education Council to support the implementation of reform.

The Qualifications Council is responsible for the development and inclusion of qualifications in the framework and the improvement of the qualifications system. It adopts basic qualification descriptions: learning outcomes, estimates of the labour market needs and international comparability, occupational standards and qualification standards. The Council also makes decisions on aligning existing qualifications for their inclusion in the qualification framework, defines criteria for nominating the members of sectoral commissions, adopts instructions and  guidelines for the work of sectoral commissions, coordinates their work and makes decisions on their proposals, adopts decisions on the establishment of sectoral commissions, decides on definitions for subsectors and fields within a qualification sector at the proposal of sectoral commissions, and promotes the qualification framework.

Members of the Council are: higher education institutions (public and private); Employment Agency of Montenegro; Ministry of Labour and Social Welfare; Chamber of Economy, representative of employers’ associations, representative of trade unions, Ministry of Education, the Centre for Vocational Education, the Bureau for Educational Services, Examination Centre.

The Qualifications Council has set up sectoral commissions for each of the 15 qualification sectors. The sectoral commissions perform a range of tasks, including analysing the labour market, identifying the need for, and proposing, new qualifications and providing the specifications for new qualifications.

The National Council for Education determines the compatibility of qualification standards and education programmes and makes proposals for the adoption of publicly valid education programmes to the Ministry. The Council is responsible for: the qualification attainment process; the organisation of formal education, programmes for adults, programmes for children with special educational needs, exams at the end of educational cycles, elective subjects, textbooks and teachers.

The Higher Education Council is responsible for quality assurance in higher education, notably the accreditation procedure of study programmes and the reaccreditation of higher education institutions.

Other key institutions are the Vocational Education and Training Centre, responsible for development, advisory support, and research in vocational education for young people and adults; and the Examination Centre, which conducts the external assessment of knowledge, skills and competences at the end of each primary education cycle, exams at the end of four-year secondary education, as well as assessments for the award of national vocational qualifications.
 

Montenegro allocates resources from the State budget to assure the operation of the qualifications unit at the Ministry of Education and in 2015 a budget was allocated to support the operation of the sectoral commissions. It has also used EU funding, for example to set up qualifications databases (2015). Several Tempus and IPA projects have supported activities and expertise related with NQF implementation and this cooperation continues.

The legal framework of the quality assurance model in formal education and its implementation is defined in the provisions of the General Act on Education and provisions of the Rulebook on the contents, forms and methods of quality assurance of education in institutions (Official Gazette of the Republic of Montenegro 18/04 and Official Gazette of MNE 8/12) and other Rulebooks indicated below.

The elements of the quality assurance framework encompass institutions as well as programmes / qualifications, in general and vocational education, and in higher education. Quality assurance obligations and procedures are applied at the stage of licensing of education and training institutions, and throughout the activity of the institutions (via external and internal assessment).

Licensing of education and training institutions
Quality assurance at the point of entry into the educational system is ensured through a procedure of licensing institutions implementing state-approved educational programmes, i.e. through the obligation to meet requirements for establishment of institutions in the field of education, in accordance with provisions of the Rulebook on more detailed requirements for establishment of institutions in the field of education  and the Rulebook on the procedure for licensing institutions in the field of education and on the method for keeping the register of licensed institutions.
These processes include public and private educational institutions and they are conducted by commissions, set up by the Ministry of Education for licensing purposes.

External and internal assessment - indicators
This above-indicated Rulebook establishes that quality assessment of education in an institution has external and internal dimensions. The combination of findings from both processes helps the institutions with in-depth understanding of the state of the quality culture and mechanisms – essential for plans and decisions for improvement.
External evaluation can be a regular one and an extraordinary one. Quality assessment is carried out in line with relevant secondary legislation (the Rulebook on the contents, form and method for quality assessment of education in institutions) at least once in four years, and external evaluation process is conducted based on the Methodology for quality assessment of education that includes 7 key indicators with 49 sub-indicators. When compared to the EQAVET, there is a similarity with indicators 1 (a), 2 (a), 8 (a) and 10 (b).
External quality assessment is carried out by authorised advisors and educational supervisors of the BES (in general education institutions), or the BES and the VET Centre (if it is about vocational education). The report on quality assessment of an institution includes a description of factual situation with proposed measures the institution needs to implement to improve the quality. Based on recommendations from the report, the institution drafts a plan for education quality improvement, which is delivered to the BES or to the VET Centre and Ministry of Education. The report is public and is published on the institution's notice board, as well as on the web sites of the BES and the VET Centre.
Internal evaluation (self-evaluation) process is a legally defined obligation of schools, for some indicators every year and for some other indicators every second year. The same key areas and the same indicators are also used within self-evaluation, which is carried out by the educational institution's management.
A model for internal quality assurance has been in place since 2006, providing support to schools in their preparation for external evaluation that, based on a catalogue of 25 questionnaires sorted by key areas, facilitates assessment of current situation and based on which institutions are able to introduce improvements.
In line with the General Act on Education, internal evaluation has been mandatory since 2010. Since 2011, a model of VET development by way of internal evaluation in the IVET has been implemented in vocational schools, and this model comprises key indicators, quantitative and qualitative indicators relevant for the quality of schools' work, teaching, learning and for student achievements. IVET quantitative self-evaluation indicators are aligned with the EQAVET indicator 1 (a and b; IVET providers involved in QA self-assessment, accredited education providers – led by the Ministry), indicator 2 (a and b; continuous in-service training of teachers, resource management), indicator 3 (students by programmes and education providers), indicator 4 (student achievement by programmes, drop-out by years of schooling, programmes and new generations), indicator 6 (a and b; destination of students after they complete education, and employer satisfaction with the level of knowledge and skills of students), indicator 7 (Monstat and Employment Agency[13]), indicator 8 (a and c; support for students with disabilities), indicator 9 (survey of employers, the Employment Agency), indicator 10 (b; resource management).
Up to the level of higher education, the performance educational system is also measured through external assessment of student achievements at the end of each cycle or level of education, which is the responsibility of the Examination Centre of Montenegro.

Programmes
Quality assurance encompasses also the elaboration and adoption of educational programmes for different levels of education. The method for adopting educational programmes, based on which teaching process is conducted, is prescribed by the General Act on Education. The National Council for Education, established by the Government, is a body responsible for adoption of educational programmes and it operates independently from the Ministry of Education. The Ministry cannot modify an educational programme adopted by the National Council for Education. Educational programme development procedures are predefined and transparent and facilitate full involvement of stakeholders, including teachers associations. The BES and the VET Centre are responsible for conducting these procedures.
 

Teachers
Quality assurance of teaching is an important element of the approach. Teachers' level of education is prescribed by the General Act on Education, while required profile is set by an educational programme.

Schools work organisation
Schools define quality as a model of good organisation of work with clearly defined goals and as policy-making that will be accepted and supported by teachers, students, parents, partners and local community. Internal quality assurance processes indicate state of affairs at schools, factors influencing their work, development trends in schools and outcomes, i.e. formation of professionals for labour market needs, continuation of schooling, bringing education to a higher level and integrating it into the European educational system. Quality is the result of planning, implementation, evaluation – assessment and estimates, as well as of possible modifications, up to the level of achieving set standards.

School leaving exams
The graduation exam (Matura) is taken externally, upon completion of the fourth year of general secondary school (gymnasium), in two compulsory subjects (the Montenegrin language or mother tongue and literature and mathematics or the first foreign language) and two elective subjects, with defined graduation standard. In a vocational exam, students who want to continue their education in higher education institutions take external exam in the Montenegrin language or mother tongue and literature and mathematics or the first foreign language, depending on the vocational school's profile. Vocational part of the exam, typical for an qualification profile, is organised by school, but exam material is prepared externally.
Monitoring and evaluation mechanisms at the level of higher education
System monitoring and evaluation at the higher education level is also carried out by means of external and internal quality assessment mechanisms, i.e. through procedures implemented in various stages, starting from initial accreditation, through monitoring of teaching process to reaccreditation of higher education institutions in Montenegro.
These mechanisms are applied through a number of explicit procedures of validation or assessment regarding study programmes, teaching and conditions for work at institutions, defined in cooperation with international agencies for quality of the European Higher Education Area, as quality assessment is defined according to the provisions of Article 8 of the Higher Education Act.

Overall improvement of higher education area is the competence of the Higher Education Council, which is appointed by the Government of Montenegro and, in accordance with provisions of Article 13 of the Higher Education Act; it is particularly responsible for achieving quality in higher education. Among other things, the Higher Education Council is authorized to undertake periodical checks of licensed institutions and is responsible for issuing certificates on initial accreditation, accreditation or reaccreditation (Article 12 of the Higher Education Act).

Monitoring and evaluation start with initial accreditation of study programmes, which represents a guarantee to interested individuals that the study programme provides quality education and fulfils applicable standards, or criteria, to ensure national quality system is applied in higher education. The Higher Education Council adopts the standards or criteria for initial accreditation of study programmes.

The initial accreditation process starts from the day of submitting the application to the Higher Education Council and lasts for not longer than six months from the day of application is received. Upon receiving the application, the Higher Education Council forms an accreditation commission, which is comprised of 3-5 members from a list of experts set for a specific field by the Ministry of Education and whose task is to pay a visit to the educational institution, check data from the application, prepare a report with a proposal for initial accreditation and submit it to the Higher Education Council for adoption. The commission in its report may offer suggestions for improvement of study programme quality assurance. This is the procedure for determining validity of study programmes, or institutions, and their conformity with relevant quality standards and labour market, as well as for issuing a certificate that ensures the institution's right to award a degree of education and a professional title. Initial accreditation is awarded for the period of maximum three years.

Upon being granted the initial accreditation certificate by the Higher Education Council, the licensing process starts, given that every institution established for or already providing teaching in Montenegro must have a license to work, issued by the Ministry of Education. This license identifies: type of institution, accredited study programmes, maximum number of students that can be enrolled on certain study programmes, as well as degrees and diplomas that can be awarded.

The license is issued on the basis of standards and norms pertaining to:

• Adequacy of premises and equipment, including classrooms, laboratories, library and computer equipment;
• Number and qualifications of academic staff;
• Premises for student extracurricular activities;
• Financial means.

A licensed institution can make changes in the study programmes up to 30 (ECTS) credits, without accreditation. The Ministry determines standards and norms, as well as procedures for issuing, changing and divesting a license, taking into account the opinion of the Council.

In addition to these mechanisms, there are also external and internal quality assessment procedures. External quality assessment for each study programme, in line with provisions of Article 31 of the Higher Education Act, is carried out by an expert body formed by the Higher Education Council. External evaluation procedure is carried out in line with provisions of the Rulebook on reaccreditation of study programmes and higher education institutions, adopted by the Higher Education Council.

Self-evaluation and quality assessment of its own study programmes and conditions for work, in accordance with the provisions of Article 30 of the Higher Education Act, are performed continuously by each institution in line with its statute, monitoring, control and reporting on implementation of the educational process, including the monitoring of results in all courses, work of teaching staff, teaching conditions (i.e. library, laboratory, IT).

Self-evaluation is based on questionnaires and various checks, involves management and faculty councils, as well as students. Feedback from students in taken into account to improve curricula and teaching.
Given the importance of involving students in the overall self-evaluation process, article 93 of the Higher Education Act defines student right to express their opinion on the quality of teaching and work of academic staff of an institution.

An institution or a study programme is subject to reaccreditation within the period of maximum five years. Reaccreditation of an institution and a study programme is based on internal and external quality check. The results of internal and external quality check are presented in the Self-evaluation Report and the Report on external quality check, but the Reaccreditation Commission starts from the Self-evaluation Report, which institutions elaborate based on standards:

1. Policy and procedures for assuring quality of work of the institution and study programmes,
2. Business activities and development priorities;
3. Organisation and management;
4. Study degrees and qualifications;
5. Study programme structure;
6. Assessment of students;
7. Inspection and valuation of teaching and exams;
8. Students;
9. Academic, professional and non-academic personnel;
10. Scientific and research, artistic and professional work;
11. Publishing activities;
12. Premises, and material and technical resources;
13. Institution's information system;
14. Informing public about its work;
15. Cooperation and mobility;
16. Financing.

The Reaccreditation Commission visits the institution, and panel discussions with institution's representatives allow deeper analysis of the quality of the institution and study programmes. Within two months after the visit the Commission’s report is submitted to the Council, which takes the re-accreditation decision – for a determined period of time. The law includes provisions for the cases of denied re-accreditation of institutions / programmes.

The legal framework of the quality assurance model in formal education and its implementation is defined in the provisions of the General Act on Education and provisions of the Rulebook on the contents, forms and methods of quality assurance of education in institutions (Official Gazette of the Republic of Montenegro 18/04 and Official Gazette of MNE 8/12).

Higher Education
The Law on Higher Education and relevant rulebooks form the legal basis for application of quality assurance rules and procedures in higher education.
The three Councils play a key role in quality assurance of education:

• Qualifications Council
• National Council for Education
• Higher Education Council

In line with the Higher Education Act, the Higher Education Council plays a key role in improving the quality of higher education, through accreditation of study programmes and external quality assurance by means of reaccreditation, in accordance with adopted official documents.

The Vocational Education and Training Centre and the Examination Centre fulfil essential functions in assuring quality of qualifications and in external assessment of learners. The latter is responsible for external assessment of knowledge, skills and competence at completion of primary and four-year secondary education, as well as assessments for attainment of national vocational qualifications.
Montenegro’s body in charge of quality assurance in higher education is neither member nor affiliate of ENQA. According to the newly adopted Higher Education Act (2014), for the process of reaccreditation foreign agencies from EQAR register are appointed.

The EQF referencing report provides clarifications on the possible issues of compatibility with European Standards and Guidelines for Quality Assurance in higher education, notably the status of the Council for Higher Education. Montenegro does not have an independent Quality assurance agency, therefore the Ministry has taken some steps with the aim to foster the capacity of the Council for higher Education, through precise regulations in line with the European Standards and Guidelines for quality assurance in higher education. A precise analysis of the actual situation with the recommendations for the future performance of the Council as the independent and professional Quality assurance body was made in 2013[15], and the wide spectrum of activities has been taken to foster the capacity and quality assurance performance of the Council.
 

As of December 2018 the Database of qualifications contains 160 qualifications (certificates and diplomas) at levels 3, 4 and 5, with a complete description of codes, learning outcomes, credit structures, progression to related qualifications, and assessment methods [1].

[1] Complete details are available at: www.cko.edu.me

Montenegro monitors and reports on progress and issues to be solved as regards NQF implementation through the reporting procedures linked with the Riga objectives.

The NQF is an important driver of the learning outcomes approach for all sub-sectors of education and training, and for demand-oriented qualifications development. Learners are using the qualifications in the framework and some candidates have obtained certificates via validation of non-formal learning.