In the lead up to independence, Montenegro faced the challenge of developing the institutions of the education sector. The Government had to establish relevant agencies to enhance and oversee education-related activities, create a decentralized and flexible education system, restructure financing for education, and introduce quality assurance mechanisms. The agencies dealing with these tasks were established under the Education Reform Project which is supported by the World Bank and several other donors. Along with the Ministry of Education and Science (MoES) and the agencies, the donors evaluate progress and perform sound strategic planning within the framework of biannual Steering Committee meetings.

The project supported teacher training reform and the development of a quality assurance methodology to observe its impact in the classroom. It also provided the foundation for implementing one of the most difficult changes in education financing by not only reforming the budgeting process but moving the budget away from being just a ‘salary budget’ to allocate a significant share of resources to non-salary expenditures like teacher training and teaching and learning aids. New textbooks for primary and general secondary schools were developed, relying on local as well as international expertise.

The project supports capacity building at the newly established agencies (Assessment Center and Bureau for Education Services). The Bureau became a main driver in the establishment of a system of continuous professional development for teachers. In May 2008, the Assessment Center conducted the national assessment of students learning in grades 3, 6 and 9 of primary schools. The results of these assessments will serve as baseline indicators. The national assessments will be conducted in 4 year cycles. The Assessment Center is currently preparing the introduction of the State Matura as a standardized secondary school leaving exam which will also facilitate access to higher education (and thus help fight corruption at the entry level to tertiary education).Within three years only, Montenegro has also managed to join key international assessments which will provide the basis for benchmarking its performance against EU and OECD countries and serve as a motor for further system enhancement. project implementation is nearly completed (will be closed in December 2009).

"The improvement in teaching is visible at several levels. One can immediately spot the difference in class-room setting. Sitting around the table gives pupils the possibility to work in smaller or bigger groups and to communicate diagonally. Thus they get to know each other better, to learn from each other. They are more relaxed; it helps them socialize and be more active in asking questions. Text books are designed in a way to enable them to learn at their own pace. We as teachers are there to help those who are going forward slower, to lead pupils through new curricula. Instead of being numerical a new grading system is set against specific goals to be achieved. Team work of pre-school and school teachers brings new quality and helps first-graders to adopt quicker from the very beginning." — Nikoleta Durovic, teacher of the Stampar Makarije Elementary School

"In order to prepare for education system compatible with the 21st century Montenegro developed a basic concept of the reforms in education in 2000. The World Bank was one of the very important partners in this process. The Bank recognized our needs for change and supported the concept developed by the Ministry. Our mutual efforts and the financial support from the World Bank led to significant improvements of education in Montenegro. Among other things, the Bank helped us train school managers and managers in many educational institutions, such as Examination Center, Biro for Educational Services and Department for Textbooks Publishing. We expect this will enable them to use budget recourses more efficiently in the future. Understanding and trust we have developed as partners brought excellent results." — Sreten Skuletic, the Education Minister in the Government of Montenegro

• Teacher training has been reformed and quality assurance procedures established. 70 percent of teachers are using newly acquired skills in the classroom.
• While previously only 17 percent of textbooks were available at the start of the school year, now all textbooks are available on time.
• The newly-established Examination Center and the Bureau of Educational Services have capacity and mechanisms for system monitoring and planning.
• Montenegro has joined key international learning assessments (Programme for International Student Assessment - PISA) and also performs national assessments.
• The restructured budget is exemplary, showing an increase in non-salary expenditures on teacher training and learning aids from 5 percent to 17 percent between 2005 and 2007; arrears in the education budget were reduced from 10 percent to 1.3 percent during that period.

• Stakeholder involvement in evaluation and planning, through governance bodies like the multi-donor Steering Committee for this project, is vital for successful and sustainable projects.
• Project design should address specific needs of countries and beneficiaries. Under the project, this was done by grouping schools into ‘reform cohorts’ which allowed the project to address issues prevailing in specific types of schools.
• Beginning early in the project, all reform participants should have a common understanding regarding the use of data and the purpose of monitoring and evaluation. This was achieved through a joint workshop of key stakeholders who took over responsibility for their indicators throughout the project.

• Ministry of Education and Science

• Education Reform Project