Country Page | Montenegro

General information about the higher education system in the country

Montenegro is a signatory country of Bologna process as of 2003 and the elements of the Bologna process are incorporated in Montenegrin Higher Education (HE) legislation. Implementation of HE is based on the principles of the Law on HE (the last one amended in June 2017). Strategic objectives for HE development are formulated in the Strategy for the Development of HE 2016-2020. New Law on HE as well as new strategic documents are under development.

According to the Law, HE in Montenegro may be provided by the universities and other higher education institutions accredited and licensed in accordance with the Law on Higher Education. Montenegro has one public and three private Higher Education Institutions (HEIs), one independent public faculty and four independent private faculties. The University of Montenegro (UoM) is the only public university established in 1974. Public as well as private HEIs are covered by the same Law on HE. The Ministry of Higher Education issues the license to an institution after the accreditation process. The body in charge of the quality assurance in HE and the regulation of the accreditation process is the Agency for Control and Quality assurance of Higher Education, established in 2017. Law on HE recognizes three types of external evaluation of HEIs:

• Accreditation of study programmes
• Reaccreditation of institutions
• Accreditation of Life Long Learning programmes which the Agency is obliged to implement based on European Standards and Guidelines through the help of selected experts.

Educational activities are carried out through academic and applied study programmes. The applied study programmes are more work-related and do not have the possibility to organize the doctoral level of studies. HEIs in Montenegro may be financed from different sources like founder’s funds, tuition fees, donations, property income, projects and contracts, technology transfer as well as other sources in accordance with the Law. Private HEIs can also receive limited financial support from the Ministry. Support is limited to those students who attend the study programmes that are of public interest and not carried out at the public HEIs. At the Montenegrin HEIs, study programmes are organized in 3 levels; undergraduate, postgraduate and doctoral level in the form of 3+2+3 model. Within the public HEIs, the first two cycles are tuition-free for those students who pass the exams regularly. For doctoral studies, tuition fee is mandatory and its level is proposed by the faculties and adopted by the Governing board of the University. The total number of students in Montenegro is approximately 26000 out of which 21000 (approx.) attending education at the UoM. Percentage of doctoral students among the students’ population is quite low and does not exceed 2%. Strategic goals of the HE in Montenegro are in the domain of improving the quality of education and the creation of competitive staff, harmonization with the labor market needs, creation of better performances of the scientific and research work going along with the increased scientific visibility of the universities as well as better ranking possibilities, internationalization (especially by attracting the incoming mobility of students and staff). 

Information on recent policy updates, major reforms and related news

Recent developments in Montenegro’s higher education sector reflect a prolonged period of regulatory and strategic instability, combined with ongoing reform efforts that continue into 2025. Since 2010, frequent changes to higher education legislation and study models have limited continuity and long-term system development. The current Law on Higher Education, adopted in 2019, has undergone multiple amendments, but has not fully addressed emerging needs related to quality assurance, teaching and learning methodologies, academic staff status, enrolment policy and internationalisation. Efforts to adopt a new, more comprehensive legal framework have faced repeated delays. A working group was initially established to draft a new Law on Higher Education, but the process was halted due to a lack of consensus between the Ministry and stakeholders, including higher education institutions, students and civil society. Although drafting was later resumed under a newly formed Ministry of Education, the process was again discontinued and remains incomplete. As a result, the need for updated and stable regulation, aligned with European Commission recommendations and current trends in higher education, remains a key challenge.

A similar situation characterises the strategic framework. While the Higher Education Development Strategy 2016–2020 formally remains in force, a new strategy for 2023–2027 has been prepared but not yet adopted. The proposed strategic priorities include better alignment of study programmes with labour market needs, improved recognition of qualifications, strengthening of the quality assurance system in line with EHEA and ERA standards, and enhanced internationalisation of higher education.

Within this context, ongoing reform efforts focus on improving system performance despite the absence of an updated overarching framework. A key area of attention is the strengthening of quality assurance and accreditation processes, with efforts to enhance evaluation mechanisms and ensure more consistent standards across institutions. Reforms also emphasise the modernisation of study programmes and teaching approaches, aiming to improve graduate employability and strengthen links with the labour market. Governance and system efficiency remain part of the reform agenda, with initiatives aimed at improving coordination and institutional performance. At the same time, internationalisation continues to play an important role, with Montenegrin higher education institutions actively participating in Erasmus+ and other international cooperation initiatives that support mobility, joint projects and knowledge exchange. Digitalisation is another ongoing priority, with efforts to expand the use of digital tools and learning environments to improve teaching and learning processes.

By 2025, developments are largely characterised by the gradual implementation of existing reform priorities within an incomplete regulatory and strategic framework, rather than the introduction of clearly defined new policy measures. The overall focus remains on improving quality, strengthening alignment with European standards and addressing structural challenges in governance and system coherence.

Information about relevant projects and initiatives