TAM Report / Montenegro - Flexibilisation of learning

GENERAL INFORMATION

TAM title: Flexibilisation of Learning and Micro-Credentials in Higher Education: Role of Universities, Policy Makers and the Business Sector

Type of Event: Seminar

Modality: Presential

Location: University of Montenegro – Rectorate / Faculty of Economics, Podgorica

Country: Montenegro

Dates: 27–28 May 2025

Participants: A total of 15 participants attended both days of the seminar, representing the University of Montenegro, the Ministry of Higher Education, the accreditation agency, the Chamber of Commerce, the Erasmus+ Office, and the EU Delegation.

THEMES COVERED

• Flexible learning pathways in higher education
• Micro-credentials: definitions, purposes, and policy context
• Alignment of micro-credentials with ECTS and the European Qualifications Framework
• Governance, accreditation, and quality assurance of micro-credentials
• Stakeholder roles (universities, policy makers, accreditation agencies, employers)
• Recognition of prior learning and personalised learning paths

KEY OUTCOMES

During the workshop, participants:

• Examined European approaches to designing, accrediting, and quality-assuring micro-credentials.
• Clarified the roles of universities, policy makers, accreditation bodies, and employers in implementing micro-credentials.
• Identified key uncertainties and challenges related to implementation and alignment with national legislation.

OVERVIEW

The two-day presential seminar focused on the flexibilisation of learning and the introduction of micro-credentials within the Montenegrin higher education system. The programme combined expert-led presentations with roundtable discussions involving representatives of universities, the Ministry of Higher Education, the accreditation agency, the Chamber of Commerce, the Erasmus+ Office, and employers. Core concepts addressed included flexible learning models, the distinction between flexible and blended learning, the pedagogical foundations of micro-credentials, and their strategic positioning within higher education institutions.

The seminar placed strong emphasis on implementation issues. Sessions explored the building blocks of high-quality micro-credential programmes, governance structures, stakeholder involvement, accreditation processes, and quality assurance. Interactive roundtable discussions enabled participants to clarify their respective roles and responsibilities in developing a national ecosystem for micro-credentials. The second day also addressed personalised educational paths and recognition of prior learning, highlighting both opportunities and cultural and procedural challenges within the Montenegrin context.

THE FOLLOW UP ACTIVITY

Title of the activity: Flexibilization of Learning and Micro-credentials in Higher Education: Role of Universities, Policy Makers, Business Sector – a Follow-up Activity

Dates: 18 December 2025

Audience: The follow-up activity gathered 11 participants, including members of the HERE team, representatives of higher education institutions, and representatives of the Agency for Control and Quality Assurance of Higher Education in Montenegro.

Description: The follow-up activity took the form of an online meeting with stakeholders, organised by the HERE team in Montenegro to build on the outcomes of the TAM on Flexibilization of Learning and Micro-credentials. The meeting aimed to discuss lessons learned during the original seminar and to conduct a joint analysis of key issues related to micro-credentials and micro-qualifications in higher education.

Following introductory remarks by the Head of the National Erasmus+ Office in Montenegro, HERE team members presented the main conclusions of the TAM and facilitated discussion on next steps. The exchange focused on clarifying terminology, addressing regulatory ambiguities in the new Law on Higher Education, and strengthening cooperation between universities, quality assurance bodies, and the labour market. The follow-up activity contributed to refining recommendations and identifying future actions, including broader stakeholder engagement and the preparation of a public summary publication to be disseminated through the SPHERE platform.

ENHANCING IMPACT: PROPOSED NEXT STEPS

• Continue structured dialogue among all stakeholders to build consensus on shared responsibilities for flexible learning and micro-credentials.
• Clarify the legal and procedural framework for implementing and accrediting micro-credentials within the national higher education system.
• Support higher education institutions in embedding micro-credentials within institutional strategies rather than treating them as stand-alone initiatives.
• Strengthen cooperation with the business sector to ensure labour-market relevance and recognition of micro-credentials.
• Explore the role of recognition of prior learning as part of broader flexible learning pathways, with attention to cultural and institutional readiness.

RESOURCES AND BACKGROUND MATERIAL

• European Commission (n.d.). A European approach to micro-credentials. European Education Area — Higher Education. Available at: https://education.ec.europa.eu/education-levels/higher-education/micro-credentials
• Organisation for Economic Co-operation and Development (OECD) (2023). Micro-credentials for lifelong learning and employability. OECD. Available at: https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/03/micro-credentials-for-lifelong-learning-and-employability_13dd81a9/9c4b7b68-en.pdf
• European University Association (2008). European Universities’ Charter on Lifelong Learning. Available at: https://www.eua.eu/publications/positions/european-universities-charter-on-lifelong-learning.html