• 1. INTRODUCTION
  • 2. KEY COMPETENCES FOR LIFELONG LEARNING
  • 2.1 u0093Learning to learnu0094 and u0093Entrepreneurshipu0094 competences u0096 definition
  • 2.2 Project activities, objectives and expected results
  • 2.3 Materials and approaches used for the assessment
  • 2.4 Methodology
  • 3. EMPIRICAL-QUANTITATIVE RESEARCH u0096 RESULTS OF ASSESSMENT
  • 3.1 Elementary education
  • 3.1.1 u0093Learning to learnu0094 competence u0096 students, grade IV
  • 3.1.2 u0093Learning to learnu0094 competence u0096 students, grade VIII
  • 3.1.3 u0093Learning to learnu0094 competence u0096 teachers
  • 3.1.4 Entrepreneurship competence - students
  • 3.1.5 Entrepreneurship competence - teachers
  • 3.2 Secondary vocational education
  • 3.2.1 Social environment
  • 3.2.2 Teaching process u0096 challenges, assessment of studentsu0092 achievements, teaching activities and teaching methods
  • 3.2.3 School environment
  • 3.2.4 The u0093Learning to learnu0094 and u0093Entrepreneurshipu0094 competences: achievements of students u0096 opinions of teachers
  • 4. COMPREHENSIVE ASSESSMENT AT THE EDUCATION POLICY LEVEL
  • 4.1 Presence of the key competences u0096 u0093Entrepreneurshipu0094 and u0093Learning to learnu0094 in Montenegrin laws and the strategic documents
  • 4.2 Analysis of the curriculum
  • 4.2.1 Curricula for primary school
  • 4.2.2 Secondary vocational education curricula
  • 4.3 Methods of teachersu0092 work
  • 4.4 Role of school inspection
  • 4.5 Current status of the education system reform in Montenegro
  • 4.6 Autonomy of schools and teachers
  • 4.7 Supervision
  • 4.8 Management and Leadership
  • 4.9 Opinion of the education policymakers on the key competencies
  • 4.10 Teacher training
  • 5. RECOMMENDATIONS
  • ANNEXES
  • Annex 1 u0096 KEY COMPETENCES DEFINITION
  • Annex 2 u0096 DETERMINATION OF SAMPLE
  • Annex 3 u0096 ACCOMPLISHED SAMPLE
  • Annex 4 u0096 ACCOMPLISHED SAMPLE
  • Annex 5 u0096 ACCOMPLISHED SAMPLE