Montenegro in the PISA Study
Keywords:
Achievements, Assessment, Functional knowledge, Improvement, Quality of teaching and learning
Abstract
Montenegro, a country that has been in transition for the last two decades, is trying intensively to restructure its socioeconomic system and reform the main social systems, such as the education system, health care, the judicial system, the social welfare system, etc. Numerous strategic documents have been adopted in the past decade emphasising the importance of making the country’s abundant natural resources functional, and of making the utilisation of human resources in the country significantly more effective. In order to achieve improvements in one of the key areas of Montenegrin development, human resources, a reform of the entire education system was launched in the first years of 21st century. The processes of joining the European Union, whose fundamental principles are the free movement of people, goods, services and capital, have also significantly increased the need to raise the quality of the education of Montenegro’s citizens and to improve the competitiveness of the Montenegrin workforce in the labour market. However, we believe that the results of PISA testing in 2006 and 2009 suggest that Montenegro is far from the proclaimed goals of reform in the field of education, and that for the coming years and decades considerable attention should be devoted to improvement of the education system. PISA tests should be understood in a much wider context, not only as a reflection of curricular reform and standards of verification and assessment of students’ knowledge, but rather as a set of guidelines that indicate the direction in which to develop and improve the education system, so that society can really ‘invest’ in the education of young people. It is a very problematic fact that from the time of testing in 2009 until April 2011, nobody in Montenegro published any technical or scientific analysis of the success, or rather failure, of Montenegrin students in PISA testing. We believe that the use of this study should be significantly increased; not for comparing academic achievements with those of students from other countries, but primarily for improving educational policy and defining the strategic orientation of the development of the education system in Montenegro. Therefore, the absence of analysis implies an absence of certain professional activities focused on training teachers and improving the quality of students’ knowledge.Downloads
Download data is not yet available.
References
Analysis of Teaching and Program Goals in the First Cycle of Nine Year Elementary School Cycle -Research (2006). Podgorica: Bureau of Education.
Bruner, J. (2000). Culture of Education. Zagreb: Educa.
Damjanović, R. (2002). The Essence and Dynamics of Change in the Education System of
Montenegro. Education and Learning - Journal of Pedagogical Theory and Practice, (1).
Hentig, H. V. (1997). Humane School: School of Thinking in New Way. Zagreb: Educa.
Herrera, A., & Mandić, P. (1989). Education for XXI Century - from Tradition to Revolution. Sarajevo: Svjetlost.
Jaćimović, Ž. (2010). PISA 2009 – The Achievements of our Students in International Testing. Press Conference 7th December 2010 – Podgorica.
Korti, Z. (2010). The Cultural Framework of our Educational System. In P. Vukotić (Ed.), Montenegro in XXI century – in the Era of Competitiveness: Education (pp. 417-426). Podgorica: Montenegrin Academy of Arts and Sciences.
Liessmann, K. P. (2009). The Theory of Lack of Education -The Knowledge Society Disabuses. Zagreb: Jesenski i Turk.
Milić, S. (2002). The Individualization of the Educational Process. Podgorica: Pedagogical Center of Montenegro.
Milić, S. (2010). The Initial Education of Teachers in Montenegro. In P. Vukotić (Ed.), Montenegro in XXI century – in the Era of Competitiveness: Education (pp. 221-237). Podgorica: Montenegrin Academy of Arts and Sciences.
Basis for Revision of Curricula (2002). Podgorica: Ministry of Education and Science of Montenegro.
PetriÄeviÄ. I., Backović, A., & Ostojić, T. (2008). National Report on Student Achievement in the
International Testing Program for Students – PISA 2006. Podgorica: Ministry of Education and
Science of Montenegro.
PISA 2009 Results: What Students Know and Can Do – Student Performance in Reading, Mathematics and Science – Volume I (2010). Paris: OECD.
PISA 2009 Results: Overcoming Social Background – Equity in learning Opportunities and Outcomes – Volume II (2010). Paris: OECD.
PISA 2009 Results: Learning to Learn – Students Engagement, Strategies and Practices – Volume III (2010). Paris: OECD.
PISA 2009 Results: What Makes a School Successful? – Resources, Policies and Practices – Volume IV (2010). Paris: OECD.
Popović, D. (2010). Individualization in Teaching. In P. Vukotić (Ed.), Montenegro in XXI century – in the Era of Competitiveness: Education (pp. 161-184). Podgorica: Montenegrin Academy of Arts and Sciences.
Popović, D. (2010). Professional Development and Changed Roles of Teachers. In P. Vukotić (Ed.), Montenegro in the XXI century – in the Era of Competitiveness: Education (pp. 239-258). Podgorica: Montenegrin Academy of Arts and Sciences.
Todorović, K. (2002). School in the Concept of a Learning Society. Education and Learning - Journal of Pedagogical Theory and Practice, (4).
Bruner, J. (2000). Culture of Education. Zagreb: Educa.
Damjanović, R. (2002). The Essence and Dynamics of Change in the Education System of
Montenegro. Education and Learning - Journal of Pedagogical Theory and Practice, (1).
Hentig, H. V. (1997). Humane School: School of Thinking in New Way. Zagreb: Educa.
Herrera, A., & Mandić, P. (1989). Education for XXI Century - from Tradition to Revolution. Sarajevo: Svjetlost.
Jaćimović, Ž. (2010). PISA 2009 – The Achievements of our Students in International Testing. Press Conference 7th December 2010 – Podgorica.
Korti, Z. (2010). The Cultural Framework of our Educational System. In P. Vukotić (Ed.), Montenegro in XXI century – in the Era of Competitiveness: Education (pp. 417-426). Podgorica: Montenegrin Academy of Arts and Sciences.
Liessmann, K. P. (2009). The Theory of Lack of Education -The Knowledge Society Disabuses. Zagreb: Jesenski i Turk.
Milić, S. (2002). The Individualization of the Educational Process. Podgorica: Pedagogical Center of Montenegro.
Milić, S. (2010). The Initial Education of Teachers in Montenegro. In P. Vukotić (Ed.), Montenegro in XXI century – in the Era of Competitiveness: Education (pp. 221-237). Podgorica: Montenegrin Academy of Arts and Sciences.
Basis for Revision of Curricula (2002). Podgorica: Ministry of Education and Science of Montenegro.
PetriÄeviÄ. I., Backović, A., & Ostojić, T. (2008). National Report on Student Achievement in the
International Testing Program for Students – PISA 2006. Podgorica: Ministry of Education and
Science of Montenegro.
PISA 2009 Results: What Students Know and Can Do – Student Performance in Reading, Mathematics and Science – Volume I (2010). Paris: OECD.
PISA 2009 Results: Overcoming Social Background – Equity in learning Opportunities and Outcomes – Volume II (2010). Paris: OECD.
PISA 2009 Results: Learning to Learn – Students Engagement, Strategies and Practices – Volume III (2010). Paris: OECD.
PISA 2009 Results: What Makes a School Successful? – Resources, Policies and Practices – Volume IV (2010). Paris: OECD.
Popović, D. (2010). Individualization in Teaching. In P. Vukotić (Ed.), Montenegro in XXI century – in the Era of Competitiveness: Education (pp. 161-184). Podgorica: Montenegrin Academy of Arts and Sciences.
Popović, D. (2010). Professional Development and Changed Roles of Teachers. In P. Vukotić (Ed.), Montenegro in the XXI century – in the Era of Competitiveness: Education (pp. 239-258). Podgorica: Montenegrin Academy of Arts and Sciences.
Todorović, K. (2002). School in the Concept of a Learning Society. Education and Learning - Journal of Pedagogical Theory and Practice, (4).
Published
2011-09-30
How to Cite
Milić, S. (2011). Montenegro in the PISA Study. Center for Educational Policy Studies Journal, 1(3), 75–96. https://doi.org/10.26529/cepsj.416
Section
FOCUS
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.