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Datum objave: 06.10.2011 16:42 | Autor: Jadranka Radunović

Ispis Štampaj stranicu

Key competences


With increasing expectations being made of the workforce in terms of flexibility, mobility and multitasking

at the workplace, the EU’s policy drive to promote key competences in education reflects a

growing interest by enterprises to engage and retain employees who possess a broad package of

generic competences which can be applied to all workplaces. The Montenegrin 2017 Human

Resource Development Discussion Paper particularly highlights the need for key competences in

the country’s bid to ensure that its workforce is able meet the demands of the evolving economy.

Between 2009 and 2011 the ETF will support the Montenegrin authorities in the development of

both policy and practice in key competence promotion, with a particular focus on secondary


In 2009, activities centred around initial teacher training at the facility of Faculty of Philosophy in

Niksic and a select group of general secondary and vocational schools with an analysis of existing

teacher training provision and education delivery in terms of curricula, teaching methods and overall

organization of the learning process compared against the requirements for teaching and learning of

key competences. The project concentrated on innovation in teaching and learning with specific

reference to two of the EU’s key competences: learning to learn and ICT competences. An

unintended outcome of the first year was that the University of Niksic intends to further reflect on the

possibility of creating a Master level programme for VET teachers in Montenegro in the coming


The initial teacher training activities have been followed up in 2010 with a similar profile of actions

but addressing in-service teacher training, again with a selected number of schools, engaging the

Bureau for Education and the VET Centre which are responsible for in-service teacher

development. This assignment project remained concentrated on the key competence “learning to

learn” through the innovation of in-service teacher competence development. The specific

substantive focus of the 2010 assignment was based on concrete training needs of teachers. 20

teachers from 9 pilot secondary schools (combined and VET ones) were trained as trainers with

their skills as future trainers of teachers recognised by both the VET Centre and the Bureau for

Educational Services. The key result of the 2010 support was the development of in-service teacher

training models for organisation of the learning process within secondary schools.

In 2011 the project will develop and test a new – school-based – model for teacher training for key

competence promotion through the establishment of Communities of practitioners (CoP) in each of

the pilot schools and also at national level – by means of networking of the school CoPs. The

teachers trained in 2010 as trainers will comprise the nucleus of the CoPs while involving and

attracting new members. The Communities will be established and made operational with

international expertise, while their facilitation and sustainability will be entrusted to local

stakeholders (MoES, VET Centre and BES, civil society actors). The core activity of the CoPs will

be to capitalise and take forward the skills and knowledge acquired in 2010 while sharing it with

colleagues and involving school management teams.

In 2011 the activities will build focus around school-based in-service teacher training.

The European Training Foundation (ETF) is a specialised agency of the European Union based in

Turin, Italy. The ETF provides advice and assistance to the European Commission and 30 partner

countries for the reform of human capital development policies under the European Union’s external

relations instruments. The ETF helps transition and developing countries to harness the potential of

their human capital through the reform of education, training and labour market systems in the

context of the EU’s external relations policy. More of ETF on

Project partner is NGO Forum MNE (Forum Mladi i Neformalna Edukacija), Forum MNE’s programmes are based on the principles and values of: non-discrimination, tolerance, life-long learning, promoting and taking personal responsibility, transparency, optimism, pro-activity, respecting and valuing youth and active participation of youth in decision making processes.  More of Forum MNE on