Albania

Albania is moderately prepared in the field of education and culture. Some progress was made, with further strengthening the new National Agency for Employment and Skills, and the continued restructuring of the National Agency for Education, Vocational Training and Qualifications. The new 2023-2030 national strategy on employment and skills and the new 2022-2029 national youth strategy place an emphasis on improving the quality of Vocational Education and Training (VET) and increasing the skills of young people. Further efforts are required to strengthen the quality and inclusiveness of education, while appropriate resources should be allocated to ensure that the new policy reforms are implemented. The  implementing legislation of the Law on cultural heritage and museums is still to be finalised.
Some of last year’s recommendations were not fully addressed and remain valid. In the coming year, Albania should in particular:
→ ensure sufficient resources for the optimisation of the VET system in line with the needs
of the labour market;
→ improve the professional development and training of teachers and trainers, with a focus
on pedagogical skills related to the implementation of the competence-based inclusive
approach and digitalisation from pre-primary to university level, including VET
education;
→ adopt the implementing legislation for the Law on cultural heritage and museums. On education and training, the reconstruction of the educational facilities damaged by the 2019 earthquake remained a priority. During the reporting period, 17 education facilities were repaired. Currently, 79 educational institutions have been either reconstructed or repaired, while work is ongoing on 105 institutions. The Ministry of Education and Sports (MoES) has based its anti-corruption policy on transparency through digitalisation, by implementing its transparency programme, by monitoring and auditing through internal and external audit mechanisms, and by strengthening integrity with the adoption of integrity plans for the MoES and the Ministry of Culture in April 2022. Greater efforts are needed to efficiently manage the resources offered by donors and funding from the state budget. The MoES planned the progressive design and implementation of information and communication technology (ICT) programmes for the first time, starting from the first grade in 2022. 100 schools in Albania were equipped with smart labs, and 1 200 ICT teachers were trained. The authorities need to make further efforts to reduce the digital divide across all communities and among vulnerable people. Authorities need to strengthen efforts towards effective, coherent and inclusive digital transformation of the education and training systems in Albania, including the capacity of the systems to develop digital skills. The MoES reported that public spending on education represented 3.2% of GDP in 2022, while the forecast for 2023 and 2024 is 2.9% and 2.8% respectively (considerably lower than the EU average 5%). The MoES developed guidelines on career education in the pre-university education system, which includes activities and job descriptions for career guidance in schools. The Agency for Quality Assurance in Pre-University Education carried out the evaluation of 34 pre-university education institutions. The net enrolment rate (NER) in primary education in 2021-2022 was 88.3%, slightly down on the year before (90.5%). The NER for lower secondary education was 87.4% in 2021-2022 compared with 87.1% in the previous year. There has also been a decline in the NER ofstudents in upper secondary education, at 77.6% in 2021-2022 compared with 78% in the year before. The NER of children in pre-primary education in 2021-2022 was 78.8%, up from72.9% the year before. On inclusive education, the number of children with disabilities in public and privateeducational institutions (starting from preschool education) has increased to 4 748 students. In 2022-2023, the number of assistant teachers for students with disabilities in the public pre-university education system went up by about 17% compared with the previous year (1 300 assistant teachers in total). The need remains for more assistant teachers and a better quality of education, especially in remote non-urban areas. In 2023, Albania amended the Law on pre-university education including provisions on students with disabilities and on transforming schools into resource centres. In 2022, the MoES offered 141 scholarships in pre-university education to children at risk of dropping out. Since the school year 2022-2023, ICT oriented secondary education is offered in Albanian sign language. Gender gaps still exist in education as, according to INSTAT, the enrolment rate in compulsory education is 98.7% for boys and 92.7% for girls. Participation in upper secondary education is higher for boys than girls, at 98.7% and 89.9% respectively. whereas for higher education the participation rate is higher for girls (73.2%) than for boys (49.6%). In vocational education, approximately 82% of graduates are males. VET providers must follow the code of ethics in accordance with the national legislation, while ethics committees have been set up in all education providers. The participation of Roma and Egyptian children increased in pre-university (13 499 in 2022-2023 against 13 086 in 2021-2022) and decreased in early childhood education (2 150in 2022-2023 in both public and private sectors against 2 514 2021-2022). The measures planned to facilitate access to universities (such as the quota system and waiving university fees) are in general not being implemented. Greater efforts are needed to improve coordination between the local and central levels on preschool education. The 2022-2029 national strategy for youth was adopted in October 2022. It integrates the empowerment through self-defence approach as part of the extra-curricular programs of public schools. This approach aims to promote behavioural changes in communities, in relation to issues such as gender-based violence, by fostering skills that promote the emotional, psychological and physical safety of young women and men. The selection of Tirana as European Youth of Capital 2022 enhanced the local and national ecosystem for the development of youth policies. The 2023-2030 national strategy on employment and skills, adopted in 2023, prioritises the systematic engagement of the private sector in vocational education and training, and the development of green and digital skills through a lifelong learning system that allows for effective upskilling and reskilling activities. On vocational education and training (VET), the authorities consolidated the relevant institutional framework, by further reinforcing the National Agency for Employment and Skills, and by further restructuring the National Agency for VET and Qualifications and increasing its resources. Further efforts are needed to ensure adequate staffing in both Albania continued to participate in Erasmus+ and the European Solidarity Corps. Albania benefits from the international dimension of the 2021-2027 Erasmus+ programme. In 2022, approximately 900 higher education staff members and 1 280 students from Albania were selected to undertake a mobility period in EU Member States or associated third countries to the programme. The number of higher education capacity-building projects selected for funding increased from 12 in 2020 to 17 in 2022. For the first time, higher education institutions were eligible to participate in the call for proposals for the European universities initiative. Albania is participating in the European Education Area working groups 2021-2025.

Regarding the culture sector, the 2019-2025 national strategy is being implemented. During the reporting period the national register of Albanian intangible cultural heritage was published. This was created pursuant to the Convention for the Safeguarding of the Intangible Cultural Heritage, and published for the first time in an online format. The relevant authorities adopted implementing legislation on the creation and administration of the database of stolen cultural assets, and rules on monitoring and evaluating entities that have cultural assets under administration. The authorities need to adopt the remaining implementing legislation of the Law on cultural heritage and museums to make the law fully operational.

Albania continued to participate in the EU 2021-2027 Creative Europe programme. Albania needs to accelerate the adoption of implementing legislation and to ensure the effective implementation of the Law on cultural heritage and museums, in line with the principles of the framework for actions for cultural heritage.agencies; to improve the quality assurance framework and to strengthen planning and monitoring at central level. In 2023, several VET providers were restructured. The optimisation plan for VET providers, endorsed in 2020, lacked the necessary resources to be implemented. Despite promotional activities and support to help students from rural areas participate in VET, attendance fell in the 2022-2023 school year, with 16 811 students enrolled in vocational schools (2 634 female and 14 177 male) compared with 18 279 students (2 714 female and 15 656 male) in 2021-2022. The authorities need to take action to address the skills mismatch and to intensify efforts to make VET more relevant to the needs of the labour market. In January 2023, the MoES approved a career orientation guide for students in the ninth grade to improve information, education and career counselling in scools. Enrolment of vulnerable groups in VET also decreased to 6 022 (1 743 female) from 9 392 (1 330 female) in 2021-2022.

Bosnia and Herzegovina

Bosnia and Herzegovina is at an early stage of preparation in the area of education and culture. There was no progress in the area. A fully functional system of accreditation of higher education institutions and in particular study programmes is still lacking. Bosnia and Herzegovina needs to align legislation at all levels of government with the framework laws on education, and ensure application of the common core curriculum based on learning outcomes. Social inclusion at all stages of education needs to be ensured. Youth strategies across the country should be developed and implemented. Having only been partly addressed, the recommendations of last year’s report remain relevant.

In the coming year, Bosnia and Herzegovina should in particular:

→ extend and update the action plan for the national qualification framework (NQF) and establish an inter-sectoral commission for NQF;

→ ensure a fully functional system of (re-)accreditation of higher education institutions and study programmes across the country;

→ ensure continued participation in international assessment studies16 and the implementation of findings to improve PISA results

In the area of education and training, Bosnia and Herzegovina failed to participate in 2021 PIRLS and 2022 PISA, and has not confirmed participation in 2025 PISA yet. Coordination of the processes linked with participation in international assessment studies needs to be significantly improved. No clear measures have been taken by Bosnia and Herzegovina to address the findings of 2018 PISA and 2019 TIMSS; in the absence of a countrywide approach, some cantons have started reforming their curriculum based on student learning outcomes to improve quality in line with 2018 PISA and 2019 TIMSS recommendations. Bosnia and Herzegovina has, however, decided to join the ICILS 2023, which can help the country to monitor its own national targets regarding students’ digital competences and also to provide information for monitoring progress toward the UN Sustainable Development Goals.

Bosnia and Herzegovina was invited to take part in the European Education Area working groups 2021-2025. These working groups fosters collaboration among European Union Member States, as well as with candidate countries, in order to build more resilient and inclusive national education and training systems and prepare their youth for the green and digital transition.

Activities on implementation of the recommendations for action policies with the roadmap for promotion of inclusive education in Bosnia and Herzegovina should be intensified. The education of children with special needs remains a challenge, particularly in terms of ensuring the necessary infrastructure, provisions, transportation and school assistants to support both children and teachers.

Although the legal framework regulating the collection and systematisation of data for Bosnia and Herzegovina is in place, there is no mechanism to systematically measure or monitor the quality of education inputs, outputs or outcomes. An administrative database has been in operation since October 2022 to manage data needed for reporting to international institutions. However, data does not feed back into the policy-making process. The education system lacks common standards for the different levels of education, as well as for teacher training and performance evaluation. Comprehensive teacher training focusing on developing students' key competencies should be provided and a systematic approach for application of the common core curriculum based on learning outcomes should be established.

Due to demographic changes, the number of students enrolled at almost all levels of education is gradually declining. In early childhood education and care (ECEC), the enrolment rate remains very low but with a positive trend (+16%), now standing at 32%. Only 42% of three-to-five year olds are enrolled in pre-school education, and 25% of three-to-six years old Roma children. Concerning access to primary and secondary education, close to 100% of children are attending primary and 85% attending secondary education. Primary school completion rate is 92% (93% for boys and 90% for girls). Among Roma children, 69% attend primary and 23% secondary education, with a higher enrolment percentage for boys (the attendance of girls is 67% in primary and 18% in secondary education).

There has been limited effort in supporting the digital transformation of education and training, with a lack of a country-wide coordinated approach to the topic, despite the lessons of the COVID-19 pandemic. The country should continue to strengthen efforts towards effective, coherent and inclusive digital transformation of the education and training systems, including the capacity of the systems to develop digital skills.

A country-wide policy document on vocational education and training (VET) has been in place since 2021, based on the Riga conclusions. However, no noticeable progress followed its adoption.

There is no progress in developing a national qualification framework for Bosnia and Herzegovina. The related action plan ended in 2020 and should be extended and revised, since it was never operational and no specific commission for the national qualification framework has been established. Bosnia and Herzegovina’s national qualification framework is not yet referenced to the European Qualification Framework, nor is there a mechanism for the validation of prior learning. Cooperation between the two accreditation agencies, one at state level and one in the Republika Srpska entity, has improved. Bosnia and Herzegovina should significantly intensify efforts to ensure a fully functional accreditation system of higher education institutions and in particular study programmes.

Bosnia and Herzegovina benefits from the international dimension of the 2021-2027 Erasmus+ programme. In 2022, around 770 higher education staff members and 1 070 students from Bosnia and Herzegovina were selected to undertake a mobility period in EU Member States or asscociated third countries to the programme, while Bosnian higher education institutions are expected to host around 560 staff members and 490 students from Europe. The number of higher education capacity-building projects selected for funding increased from 8 in 2020 to 12 in 2022. In 2023, for the first time, higher education institutions from Bosnia and Herzegovina were eligible to participate in the call for proposals for the European universities initiative, with one university winning a grant as part of a succesful alliance.

In the area of culture, Bosnia and Herzegovina is implementing measures under the UNESCO Convention on the protection and promotion of the diversity of cultural expression. The country has to ensure a permanent solution to the legal status and financing for the seven cultural institutions of significance for Bosnia and Herzegovina.

Implementation of the decisions of the Commission to Preserve National Monuments rests on the entities. The budget allocation for culture on all levels of government should be increased with longer-term, multi-annual funding decisions to provide stability for cultural creation and operation. Bosnia and Herzegovina has to establish formal partnership structures enabling transparent and organised participation in cultural policymaking.

Although there are youth strategies at some levels of government, Bosnia and Herzegovina should work on a country-wide youth strategy that would ensure equal treatment of young people.

Kosovo

Kosovo has some level of preparation in the field of education and culture. During the reporting period there has been some progress, notably with the Kosovo Accreditation Agency becoming an affiliated member of the European Association for Quality Assurance in Higher Education and the European Quality Assurance Register for Higher Education, and with the adoption of the Law on the Kosovo Accreditation Agency and the Law on early childhood education. However, the quality of education still needs improvement in terms of teachers’ qualifications and training and learning outcomes. The Assembly should adopt key legislation on higher education.

As last year’s recommendations were only partially implemented, Kosovo should in particular:

→ develop a roadmap for the implementation of key reforms of the education system, including the recommendations under the ETF Rapid Education Diagnosis;

→ finalise the implementation of the new curricular framework for basic education, complete the revision of the existing textbooks and provide sustainable training to teachers; systematically apply quality assurance mechanisms at all education levels;

→ enhance the VET governance and increase the quality of vocational education and training for professions in demand in view of the Youth Guarantee.

Kosovo’s public spending on education in 2022 stood at 4.1% of GDP (13.3% of the total budget). Although the amount as a percentage of GDP is comparable to EU countries, per capita spending is considerably lower. Thus, Kosovo should increase the funds for students per capita and for investment in quality education. The funding formula used to allocate pre-university budget to each municipality is under revision, as the current one is not sufficiently accurate. During 2022, almost two thirds of schools in rural areas (63%) operated in multiple shifts. In consequence, pupils receive an insufficient number of teaching hours.

In recent years, Kosovo has made considerable progress in increasing access to pre-primary and primary education. It should nevertheless do more to equitably increase coverage of pre-school and secondary education. In the 2021/2022 school year, 224 429 pupils attended primary and lower secondary education: a decline of 18% compared to the 273 649 pupils in 2014/2015. On average, (gross) enrolment rates in primary and secondary education are very similar to those in the region, and relatively high: 88.1% of children attend pre-primary education but for no more than 2 to 2.5 hours/ day in public institutions. In private institutions, the duration is 7 to 8 hours/ day. In 2020/2021, the inclusion rate in primary education was 101.2%. Participation of children in pre-school education and care remains low, at 6.7%, well below the average in the region and the OECD average (over 36%). Only 46.2% of pre-school children are girls, while the number of Roma, Ashkali and Egyptian children included in the early childhood education system is low. The new Law on pre-school education was adopted by the Assembly on 10 July 2023; the primary curriculum for Early Childhood Education is being developed. Higher education gross enrolment rate continues decreasing and is currently at 49.4%, almost 30% lower than five years ago, but low graduation rates remain of concern.

Kosovo adopted a new education strategy 2022-2026, which includes plans for digitalisation of schools, focusing on digital learning, platforms, content, teachers upskilling and support, connectivity, devices, and institutional support. For the successful implementation, the Ministry of Education, Science and Technology (MESTI) needs to ensure the necessary human and financial resources. The restructuring of the MESTI is still pending. The restructuring of the MESTI is still pending.

The quality of education remains poor, as evidenced by the last two OECD Programme for International Student Assessment (PISA) evaluations, with Kosovo ranking respectively second and third from bottom. Kosovo participated in the 2019 Trends in International Mathematics and Science Study (TIMSS), in the 2021 Progress in International Reading Literacy Study (PIRLS) and PISA 2022. In TIMSS 2019, Kosovo was among the ten poorest performers. However, Kosovo has joined the ICILS 2023 (International Computer and Information Literacy Study) which can help monitor targets regarding students’ digital competences and also monitor progress toward the UN Sustainable Development Goals.

Kosovo is participating in the European Education Area working groups 2021-2025. These working groups fosters collaboration among European Union Member States, as well as with candidate countries, in order to build more resilient and inclusive national education and training systems and prepare their youth for the green and digital transition.

Reforms are still lagging behind due to the lack of suitable textbooks, teaching materials and sustainable professional development schemes for teachers. Another issue is the mismatch between education outcome and skill requirements. The law on the education inspectorate is not properly enforced due to the insufficient number of inspectors.

Higher education institutions (HEIs) should invest more in the implementation of their strategic documents and action plans. Academic integrity remains an issue. The Ministry adopted a decision on the compatibility of scientific works and publications of the academic staff with ethics in research, obliging programme holders to upload their research in indexed platforms ahead of accreditation of their programmes. It also has developed the new Kosovo Research Information System (KRIS) platform that requires the registration of all researchers. During the reporting period, MESTI developed a roadmap on the performance-based funding of the public HEIs. All public HEIs have fully aligned with the accreditation standards. Apart from the University of Pristina, all public universities depend financially on the state budget. Kosovo should adopt the new law on higher education that would strengthen the autonomy and academic integrity of higher education institutions, governance matters and improve quality assurance. The limited involvement of the students in the decision-making processes at the university level remains an issue. The newly adopted Kosovo education strategy 2022-2026 is expected to address the above-mentioned issues. In 2022, the Kosovo Accreditation Agency (KAA) became an affiliated member of the European Association for Quality Assurance in Higher Education and the European Quality Assurance Register for Higher Education. Kosovo adopted the Law on the Accreditation Agency which aims at increasing its operational independence and transparency of appointments of the KAA management.

Over half of upper secondary schools students enrol in vocational education and training (VET). The statistics for the 2022/2023 academic year show that out of 67 373 students enrolled in upper secondary education, 35 568 students are enrolled in vocational education schools, compared to 31 805 students enrolled in gymnasiums. VET profiles offered by vocational schools are not based on occupational standards and are often not well aligned with the labour market demands. Funding for vocational education has not increased over the last few years. Only 9.6% of the total education budget is allocated to VET.

Work-based learning, integrated in the current VET curriculum, is not systematically delivered. The currently used subject-based curricula are not geared towards developing vocational skills. Schools generally lack the conditions, teacher skills, equipment, materials and structured cooperation with businesses to develop learners’ practical skills. During the reporting period, Kosovo adopted the Youth Guarantee implementation plan, making the introduction of the necessary reforms in VET even more urgent. It includes both preventative measures to make education and VET more relevant and measures to expand offers for young people that are not in employment education or training (NEET).

Kosovo needs to increase the access of students with disabilities to education. It is estimated that 38 000 children with disabilities do not attend school. Key problems include the lack of suitable definitions of various forms of disability, barrier-free access to schools and adequate support, and the low number of suitably qualified teachers and assistants. Despite the positive development with the decision of the government to increase the number of assistants for children with special needs to 100 per year, at least until 2024, the quality of education for children with disabilities is low. The dropout rate remains higher among Roma and Ashkali children though statistics are unreliable. During the reporting period, trainings were organised on inclusive education, human and minority rights and on Kosovo respective policies and legal framework for 25 municipal officers (14 women and 11 men) from 22 municipalities.

With the cooperation of the Kosovo government, the European Training Foundation carried out an evidence-based rapid education diagnosis of the entire education system addressing three main thematic areas: inequality, financing and governance. The analysis aimed to identify key issues and actions to improve the quality and delivery of education services overall. The Foundation drew up a set of recommendations for the Kosovo authorities to consider. These recommendations include: (i) setting up adequate monitoring and evaluation mechanisms; (ii) improving cross-ministerial cooperation; (iii) boosting institutional capacity, particularly for financial management; and (iv) setting priorities in the Education Strategy.

Kosovo benefits from the international dimension of the 2021-2027 Erasmus+ programme. In 2022, around 480 higher education staff members and 650 students from Kosovo were selected to undertake a mobility period in EU Member States and associated third countries to the programme, while Kosovo’s higher education institutions are expected to host 375 staff members and 225 students from Europe.

On culture, Kosovo should maintain efforts to meet the standards of the 2005 UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions. There has been no progress on drafting the law on cultural heritage, reflecting its commitments under Annex V of the Ahtisaari Plan. The Implementation and Monitoring Council needs to resume meetings and identify joint solutions to be reached between Kosovo and the Serbian Orthodox Church.

The Ministry of Culture, Youth and Sport (MCYS) has the responsibility to prepare and implement public policies, drafts legal acts, and adopts implementing legislation in the field of culture, youth, sports, copyright and related rights. MCYS is at an early stage to develop a culture strategy. MCYS needs to increase its efforts to improve the status of the artistic community, governance and budget issues of public cultural institutions. During reporting period, the Ministry allocated EUR 500 000 for construction of the Jewish Cultural Centre that will serve to organise exhibitions on the history of the Jewish community. MCYS can increase its commitment towards further development of technical capacities in the specific cultural heritage skills by ensuring further education of the students in this area and providing professional training.

Kosovo currently participates in the Creative Europe programme. More efforts are needed to increase the number of culture beneficiaries in Culture strand calls with European partners. Kosovo still has to increase efforts to align on the short term its legislation with EU Audiovisual Media Services Directive, in order to participate as well in MEDIA strand.

Montenegro

Montenegro has a good level of preparation in this area. Some progress was made during the reporting period although certain steps were taken towards achieving more inclusive education. However, increased efforts are needed to progress on other outstanding recommendations. Therefore, last year’s recommendations remain valid. In the coming year, Montenegro should in particular:
→ adopt a budgeted plan including an economic impact analysis for wide-ranging education reforms, also addressing inclusive education, and improve access to quality education at all education levels;
→ speed up the implementation of the new strategy on early and preschool education for 2021-2025 to improve preschool enrolment for all children;
→ finalise and adopt the 2022-2023 national vocational education and training (VET) implementation plan under the VET strategy for 2020-2024, and put in place the mechanism to evaluate practical learning at VET and higher education levels;

In the area of education and training, in the period July 2022 till end of 2022, Montenegro adopted amendments to the Law on primary education, to the general Law on education, to the Law on higher education, and to the Law on professional training for persons with acquired higher education. On 4 April 2023, Montenegro adopted the Law on the confirmation of the Agreement on the Recognition of Qualifications in the Field of Higher Education in the Western Balkans.

In 2022 spending on education was EUR 231.8 million (4% of GDP), a slight decrease from 2021 (4.3%). The pre-school enrolment rate stood at 52.99% (male: 53.47% and female: 52.46%) in 2021/2022. In 2022/2023 the enrolment rate was 49.04% (male: 49.74% and female 48.28%).

Montenegro participates in other international assessments, by conducting a Trends in International Mathematics and Science Study (TIMSS), a study on progress in international reading literacy (PIRLS) as well as piloting a Teaching and Learning International Survey (TALIS). Montenegro is not participating in the ICILS (International Computer and Information Literacy Study).

In July 2022, Montenegro adopted quality standards for the creation of digital content as part of its digital strategy. The objectives of the 2022-2027 Montenegro Education System Digitalisation Strategy is to align with the EU Digital Education Action Plan 2021-2027. Efforts towards effective, coherent and inclusive digital transformation of the Montenegrin education and training systems, including the capacity of the systems to develop digital skills remain high on the agenda. Montenegro has made use of EU self-reflection tools, such as SELFIE for schools.

Regarding green education, Montenegro’s education system implements the education for sustainable development by including, under all school subjects, the issues of climate change, green economy, environment protection, sustainable cities and settlements, biodiversity, and health education.

As part of the early and preschool education strategy for 2021-2025, the Ministry of Education continued efforts to increase the enrolment of children in public preschool institutions including through awareness-raising campaigns. For the 2022/2023 school year, nearly 25 000 children (out of which nearly 12 000 girls and nearly 13 000 boys) enrolled in public and private preschool institutions, which is 7% more than in 2021. However, regional disparities remain, with low -take-up in the north.

In terms of inclusive education, vulnerable children coming from the Roma and Egyptian communities now have greater possibilities for early childhood development and education. In June 2022, 26 educators received training for work with Roma and Egyptian families, which resulted in 267 children attending kindergarten. In accordance with the 2021-2025 action plan for the implementation of the strategy of social inclusion of Roma and Egyptians in Montenegro, scholarships (worth nearly EUR 54 500) were provided to high-school students and students of the Roma and Egyptian community in September-December 2022. The engagement of Roma and Egyptian mediators in education continued, as 25 mediators were hired in primary schools. This practice proved to be very useful for including children from the Roma and Egyptian communities in the education system, as well as for reducing school dropout rates.

A programme was also set up to include children from Ukraine in the educational system of Montenegro.

Furthermore, the Bureau for Textbooks and Teaching Aids prepared didactic material for 520 students, mostly for mastering teaching material, support for literacy, mathematics, managing emotions and behaviour. A consultation of school principals was held on topics including augmentative and alternative communication, the picture exchange communication system, social stories and Cboard, an application for children and adults with speech and language impairments, aiding communication with symbols and text-to-speech. A training session for about 150 representatives from 40 schools (IT coordinators, professional service staff, and active classroom and/or practical teachers) followed. The Cboard application is used in 13 preschool institutions, in 4 primary schools, and in resource centres. In total, 81 tablets were allocated and are used in work with about 120 students.

In the area of skills and VET, the Ministry of Education is committed to the Osnabrueck Declaration and reforms to address skills mismatches, including work-based learning and curricula reforms. Montenegro its yet to draft and adopt its report on the implementation of the 2020-2022 action plan related to the VET strategy and the new action plan for the period until the expiration of the strategy in 2024. Montenegro helped prepare the report on the Turin Process with a focus on system performance indicators and lifelong learning. The implementation of dual education continued with around 400 students placed with more than 200 employers. Regarding skills mismatches, the main issues remain overqualification or working in professions for which people lack appropriate education/skills. The study on career guidance done together with the European Training Foundation (ETF) in 2022 includes proposals for guiding students and adults to help address skills mismatches.

Furthermore, Montenegro is still to adopt its strategy on higher education for 2023-2027 and a new law on higher education.

Montenegro benefits from the international dimension of the 2021-2027 Erasmus+ programme. In 2022, around 320 higher education staff members and 460 students from Montenegro were selected to undertake a mobility period in EU Member States or associated third countries to the programme, while Montenegrin higher education institutions are expected to host around 275 staff members and 240 students from Europe. Montenegro was invited to take part in the European Education Area working groups 2021-2025.

In the area of culture, Montenegro is yet to adopt a national strategy for the development of culture for 2023-2027. Montenegro participates in the EU Creative Europe Programme. The Ministry of Culture continued to raise awareness of opportunities for Montenegrins under the 2021-2027 programme.

The Ministry of Sports and Youth formed a working group end of August 2022 to work on the amendments to the Youth Law, to further specify youth services and implementation procedures. However, Montenegro is yet to approve the amendments to the Law and adopt its new youth strategy, which should replace the strategy that expired in 2020. The new strategy should be accompanied by a time-bound action plan on its implementation. The fact that the new strategy is still to be adopted is also preventing the operationalisation of the youth centres. Furthermore, intersectoral cooperation between various ministries dealing with youth issues needs to improve.

Draft amendments to the Law on Sports and the Sports development Strategy 2023-2026 were not yet tabled.

North Macedonia

North Macedonia is moderately prepared in the area of education and culture. Limited progress was made in the reporting period with the adoption and introduction of guidelines and programmes to strengthen inclusiveness and promote green skills. The implementation of the 2018-2025 education strategy continued to be slow, as did the development of a proper monitoring system. The adoption of key legislation was further delayed.

The recommendations of last year’s report remain valid. In the coming year, North Macedonia should in particular:

→ finalise and adopt the Law on secondary education and the Law on vocational education and training and set up and operationalise the regional VET centres;

→ adopt the Law for adult education;

→ improve access to quality education for all, in particular children with disabilities and children from Roma communities; and increase pre-school enrolment and continue improving support for teachers’ training and professional development.

The 2018-2025 strategy for education is the main document governing the education sector, but its monitoring mechanisms are not well defined. Targets and indicators need to be improved to allow a proper evaluation of the implementation of the reforms. Authorities need to strengthen coordination among institutions in developing legislation, ensuring a conducive institutional environment able to deliver its implementation.

The new law on VET which is essential for the VET reform is yet to be adopted. Its adoption is also needed to enforce the role of the country's five regional VET (RVET) centres. A cooperation scheme is in place between business companies, vocational high schools, the Chambers of Commerce and the Ministry of Education to support students’ internships in private companies. Approximately 100 dual-education classes opened under this scheme, supported by public-private partnerships.

The Law for adult education has not yet been adopted. The Bureau for Development of Education continued its activities for the Concept for primary education by preparing curricula for primary grade 6, based on the national standards, including green skills provision. In November 2022, the Ministry of Education and Science adopted the 'Concept for secondary adult education' to help improve quality of life for citizens and enable social development.

Public spending on education and training decreased slightly to 3.71% of GDP in 2022 (3.98% in 2021), which is still far below the EU average of 5%. Although some progress was made on pre-school education, the overall level of enrolment remained lower than the regional and EU standards, especially for Roma children. Whereas the EU education and training target on early childhood education and care attendance is set at 96%, only 42% of 3-6 years-olds were enrolled in licenced early childhood education institutions in 2022. In addition to expanding capacity to extend pre-school education to more children, the quality of pre-school education was increased.

96.63% of children were enrolled in primary education (of which 51.46% were boys, 48.54% were girls) and 85.59% in secondary education (of which .49% were girls, 51% were boys) in the 2021/2022 school year. In higher education, the overall enrolment remains low. The number of university students enrolled in the first year of studies has been declining in the last 3 years.

Although North Macedonia has taken steps toward the digital transformation of its education and training system and digital skills are addressed throughout primary and secondary either cross-subject or through the subject of informatics, authorities need to continue to strengthen efforts towards effective, coherent and inclusive digital transformation of the education and training systems in North Macedonia, including the capacity of the systems to develop digital skills.

The country had engaged in international assessments of the education system (TALIS 2022, PISA 2022) during the reporting period. North Macedonia is not taking part in ICILS (International Computer and Information Literacy Study). The country continued to participate in the European Education Area (EEA) Working Groups 2021 - 2025.

The National Agency for Erasmus organised and supported more than 100 activities and events targeted at young people. The number of participants in funded youth exchange projects was 465 in 2022 (compared to 294 in 2020).

North Macedonia continued to participate in Erasmus+ and the European Solidarity Corps and participated also in the call for proposals for the European universities initiative, with one university winning a grant as part of a successful alliance. North Macedonia is participating in the European Education Area working groups 2021-2025.

With regard to inclusion, a modified programme for students with complex needs was launched in October 2022. The Bureau for the Development of Education prepared guidelines for developing and implementing a modified curriculum for primary students with complex needs. The Bureau also developed two training modules for inclusive school teams, and courses were conducted online. The number of Roma educational mediators increased further to reach 40, up from 35 in 2021, making their services available to 28 municipalities, up from 26 in 2021. In higher education, authorities granted 135 scholarships to Roma students. During the reporting period 450 scholarships were granted to children in primary education to support inclusiveness

On culture and the protection of cultural heritage, a new national strategy for 2023-2027 on the development of culture needs to be developed by the Ministry of Culture, ensuring also the appropriate budget allocations. The annual budget allocations for culture have decreased steadily in the last 3 years. Reforms following the recommendations of the functional analysis. of the Ministry of Culture and specialised bodies were further delayed. The Ministry of Culture and other relevant institutions need to strengthen their capacity to create and manage cultural policies based on sound public administration principles. In September 2023 Skopje was recommended to become the European Capital of Culture for 2028.

Further efforts are needed to reinforce institutional response and interinstitutional cooperation to protect cultural heritage and prevent illegal constructions. This includes the protection of cultural heritage sites of ‘particular importance’, such as lake Ohrid and the Skopje Old Bazaar. The country’s cultural heritage is not sufficiently safeguarded.

North Macedonia continued to fully participate in the Creative Europe programme's media and cross-sectoral strands. Authorities amended the national legislation in order to align it with the 2018 Audio Visual Media Directive, which is a prerequisite for country’s continuous participation in the programme. The number of beneficiaries of the Creative Europe programme remains satisfactory.

In the reporting period authorities developed the national youth strategy for 2023-2027, which is yet to be adopted.

In October 2022, North Macedonia signed the Council of Europe’s Convention on the Manipulation of Sports Competitions (Macolin Convention), which calls on public authorities to cooperate with sports organisations, betting operators and competition organisers to prevent, detect and penalise the manipulation of sports competitions.

With regard to transparency, the State Educational Inspectorate in cooperation with the Bureau for the Development of Education, is responsible for the implementation of the national curricula and supervises the implementation of the relevant legislation in all educational institutions.

Serbia

Serbia is at a good level of preparation in the area of education and culture. Some progress was made on implementing last year’s recommendations, by consolidating the national qualifications framework (NQF) system and taking some steps to ensure compliance of the quality assurance system in higher education with the recommendations of the European Association for Quality Assurance in Higher Education (ENQA), and by amending a number of laws in the field of education Last year’s recommendations remain largely valid.

In the coming year, Serbia should in particular:

→ increase participation in early childhood education and care, in particular of children from disadvantaged backgrounds;

→ continue with the operationalisation of the NQF system, with additional focus on the quality and scope of non-formal education, as well as higher education; and

→ ensure full compliance of the policy and institutional framework for quality assurance in higher education with the recommendations of the ENQA.

In the area of education and training, Serbia has yet to adopt a new action plan for 2024-2026 on the implementation of the 2030 education strategy. In September 2023, Serbia adopted amendments to three framework laws in the area of education: the Law on the national qualifications framework, the Law on secondary education, and the Law on higher education. Amendments to the Law on educational inspection were also adopted.

The level of spending on education in Serbia was 3.3 % of GDP in 2021, below the EU average of 5 %. The student population has continued to decrease due to negative demographic trends and emigration. Enrolment and completion rates in pre-university education remained high, whereas enrolment in secondary education lagged behind that of primary education. The coverage of children with preschool education slightly increased in 2021 to 65.5 %, down from 63.7 % in 2020. The enrolment rate in mandatory preschool education remained stable at 97.3 % in 2022 as compared to 97.8% in 2021. Further efforts are needed to achieve equitable preschool education for the most disadvantaged children, by strengthening governance and expanding the scope and quality of infrastructure and services. In 2022, the rate of early school leavers decreased to 5 %, down from 6.3 % in 2021, while lifelong learning participation in 2022 dropped further to 3 %, down from 4.8 % in 2021.

The digital transformation of the education system continued, including in developing infrastructure and teacher digital competencies. In higher education, ICT programmes exist in 51 institutions that in total result in 1 000 graduates from these programmes annually. The pre-university level curricula includes to mandatory subject to develop digital skills and competencies, including computer science. However, while the development of the education management information system has progressed, it requires further consolidation, including capacity-building of staff to use data for policymaking and monitoring purposes. Serbia has yet to incorporate green and environmental topics into its curricula. Work to reform the general secondary education curriculum continued with the completion of the fourth year of elective programmes, including for classes with a stronger focus on specific fields. No significant change took place as regards the low take-up of vocational education and training (VET). Serbia should continue modernising and streamlining qualifications standards to improve VET relevance and further develop the national work-based learning model for VET. The share of recent graduates from VET benefitting from exposure to work-based learning during their vocational education and training was 17.1 % in 2022. The number of secondary VET graduates who entered higher education dropped slightly in 2022 to 73.8 % (85.5 % boys, 64.9 % girls) , down from 75 % in 2021. The employment rate of VET graduates (aged 20-34) remained low at 66.6 %in 2022 (58.4 % girls, 72.9 % boys).Regional training centres for training, reskilling and upskilling in the context of lifelong learning have started to be set up. However they are yet to become operational and capacities need to be strengthened. In November 2022, Serbia established an Office for Dual Education and a National Qualifications Framework tasked with coordinating and monitoring policies. Serbia remains committed to the Osnabruck Declaration on VET as an enabler of recovery and just transitions to digital and green economies.

Concrete operational steps are still pending to strengthen the policy and institutional framework for quality assurance in higher education, in line with the recommendations of the European Association for Quality Assurance in Higher Education (ENQA) on better governance and quality assurance principles. The Serbian national accreditation body has yet to apply for renewed membership of ENQA, following its suspension in early 2020. The attainment of tertiary level qualifications for persons aged 25-34 (ISCED levels 5-8) slightly decreased to33.4% in 2022, down from 33.9 % in 2021, remaining significantly below the 2030 EU target of 45%. The sector, higher education in particular, remains vulnerable to corruption.

The institutional set-up under the NQF should be further strengthened. There is a slow increase in the number of developed qualification standards in secondary VET. Higher education is yet to see the development of qualification standards and the way it will link with quality assurance procedures in higher education. In order to have a meaningful impact on students’ skills development, and in order to address the continued broad skills mismatch on the labour market, this must be followed by the development of modernised curricula, teacher training and delivery in classrooms. The lack of opportunities for reskilling and upskilling in Serbia is a key obstacle to higher youth and adult employment and activity rates. The introduction of the validation system of non-formal and informal learning is progressing slowly and is yet to be scaled up systematically. Efforts to create a more favourable environment for standardising and expanding career guidance and counselling services should be intensified.

Progress was made in increasing the participation of disadvantaged students at all levels of education. The implementation of measures to reduce drop-out rates and segregation needs to be strengthened, especially at local level. The set-up of assistive technology resource centres needs to become functional to provide relevant additional support services for inclusive education. It is necessary to remove obstacles to the engagement of teaching assistants for children with disabilities as a new service in the education system. As required by Serbia’s Law on gender equality, efforts should be intensified to develop teaching materials and empower teachers to build student competencies related to gender equality, health, reproductive health, mental health, sex education, and prevention of, and response to, all forms of gender-based violence, including sexual abuse. Serbia needs to make further efforts, including through legislative amendments, to strengthen local mechanisms for prevention of, and protection against, violence and discrimination. In the education system, there is also a need to address the many underlying factors contributing to the criminal behaviour of children, including mental health issues, traumatic experiences, or the availability of specific services for vulnerable children, including the availability of services for mental health issues.

Serbia continued to participate in several international assessments, by conducting a Trends in International Mathematics and Science Study (TIMSS) and an International Computer and Information Literacy Study (ICILS) in 2023, as well as piloting a Teaching and Learning International Survey (TALIS). The introduction of final examinations in secondary education has been postponed for the 2025-2026 school year. The institutional, financial and logistical preparations for its introduction should be accelerated and the reform should be timely communicated to stakeholders.

In 2022, Serbia continued its participation in the Erasmus+ programme as an associated country for the period 2021-2027. Overall, Serbian institutions are participating in almost 800 projects (decentralised actions) with 430 Serbian organisations involved. In addition, Serbia participated in various initiatives such as the Erasmus Days and the European Youth Week. Serbia is successfully implementing the new cycle of the Erasmus+ programme, including the new DiscoverEU component, and the first call for proposals for mobility projects in the field of sport. Serbia is participating in the European Education Area working groups 2021-2025.

In the area of culture, Serbia's cultural policy is implemented under the ‘Strategic priorities for the development of culture of the Republic of Serbia from 2021 to 2025’.

Serbia has yet to adopt a Strategy of Cultural Development of the Republic of Serbia, pursuant to Article 19 of the Law on culture and in accordance with the guidelines of the Secretariat for Public Policies.

Serbia is implementing measures under the UNESCO Convention on the protection and promotion of the diversity of cultural expressions and is also member of the Convention's Intergovernmental Committee. In April 2023, the watermills of Bistrica in Petrovac na Mlavi were listed as one of the top seven most endangered cultural heritage sites in Europe for 2023.

Serbia actively participates in the Creative Europe programme. Serbia's Creative Europe Desk successfully implements activities, in line with the 2022-2024 action plan, through providing information and advisory assistance to the institutions and organisations that plan to apply for funds across Serbia. In June 2023, the Ministry of Culture notified the European Commission of the immediate replacement of the Head of the Creative Europe Desk for Serbia.

In December 2022, Novi Sad completed its activities under the European Capital of Culture (ECOC) programme, which included the restoration of five landmark cultural heritage sites. As a follow-up exercise, the Serbian Ministry of Culture launched the 'National Capital of Culture', which will last for 4 years. It aims at decentralising the cultural offer and instigating local cultural development, and mainstreaming culture in local strategic development programmes. The project has identified the city of Čačak as the national capital of culture in 2023.

In February 2023, Serbia adopted a youth strategy to 2030 and in July an action plan on its implementation until 2025. Serbia has yet to adopt the delayed action plan for the implementation of the youth guarantee mechanism. The national youth council was revived and involves youth representatives that advocate for the rights of the young generation in Serbia. However, despite increased efforts, youth policy and support mechanisms remain unevenly developed at local level. The revision and/or preparation of local youth action plans in line with the provisions of the planning system law should be accelerated. The trend of emigrating young and skilled people continued. Unemployment and inactivity rates among young people remain high.

Serbia actively participates in the Erasmus+ for sport programme