As a minister, I view the current curricula through the prism of the system - for years they have provided a certain level of stability and continuity, but it is clear that they are no longer fully aligned with the contemporary needs of students. As a parent, I experience the same curricula even more directly, through the obligations, workload and everyday experience of children at school. I see how children are often “burdened” with facts, and how much they lack space for creativity, discussion, research, asking questions and applying knowledge to real-life situations.
This was stated by the Minister of Education, Science and Innovation in an interview with "Vijesti". Anđela Jakšić Stojanović.
She also says that the criteria for awarding the "Luča" diploma "have long been ripe for change, but that process must be approached carefully."
He announces an uncompromising fight against fake or forged diplomas:
"Neither in the private sector, nor especially in the public sector, must we allow policies to be created by people who lack the knowledge and expertise, for the health of our citizens to be in the hands of those whose diplomas are fake, or for us to entrust our children to someone who has not truly been educated for such a responsible profession."
Asked to single out one correct decision, even though it may have been politically costly, Jakšić Stojanović has no dilemma:
"If I had to single out one decision, it would certainly be the decision to clearly and decisively confront the cases of cover-up of sexual harassment of female and male students in schools. Despite numerous pressures, the Ministry stood up for children and the integrity of the education system, and I did not hesitate for a moment about that. As a result of these, for all of us, difficult and painful circumstances, today we have an improved normative framework relating to sexual harassment, a greater willingness to report such cases, clearer procedures for dealing with them, but most importantly, we have children whom we have not left without protection, whom we have not failed and to whom we have sent a message that the system is there to hear, protect and support them," she said.
Our students are still learning according to curricula that are largely outdated and overloaded with facts. This is one of the reasons why our students are at the bottom of the table in international testing.
Some curricula are still predominantly based on traditional learning methods, which do not sufficiently encourage the practical application of knowledge and the development of skills necessary for a modern environment. It is crucial that we systematically develop critical thinking, problem-solving skills, communication and collaboration skills in students. At the same time, in order to be able to respond to modern challenges, continuous education of teachers and their empowerment to apply modern pedagogical approaches is essential.
The Education Reform Strategy 2025-2035 plans to develop curricula in accordance with the needs of students and the principles of developmental psychology. It envisages the formation of interdisciplinary working groups consisting of educators and teachers, psychologists and experts in specific subject areas. These teams will undergo targeted training in developmental psychology and pedagogical innovations, in order to ensure that curricula are adapted to the age, interests and needs of our students.
If we want to improve the quality of education, we must continue with a fundamental transformation in the coming period, through the introduction of modern teaching methods, systematic professional development of teachers and modernization of curricula. Our goal is clear, to raise educational standards to a higher level and enable students to acquire the knowledge and skills they really need to successfully function in modern society, on the labor market and in life.
Which three subjects or areas, for example, in elementary school are, in your opinion, most ripe for a fundamental reform of curricula, as well as textbooks?
I would not single out three subjects by name, because that would be both a simplification and unfair to other areas. What I can say very clearly is that at this moment we have identified three key areas in which a fundamental reform of both curricula and textbooks is necessary.
First, the area of language and literature where we need to make a shift from an overload of facts and the reproduction of material towards the development of reading literacy, critical thinking, argumentative oral and written expression, and real understanding of the text.
Secondly, the area of mathematics and natural sciences, where it is necessary to connect the material more strongly with everyday life, more experimental work, problem solving and the development of logical thinking, instead of dominantly reproductive learning and "memorization".
Third, the area that includes civic, media, digital, intercultural education and education for sustainable development - that is, content that prepares children for life in the modern era.
Is there an overproduction of A-listers in Montenegro? Why is this so? Who must "cut through" the practice of turning a blind eye - the Ministry, teachers and school administrations, parents, or everyone together?
It is evident that sometimes there is a significant discrepancy between the success that students achieve at the end of the school year and the results they achieve in external school exams or international tests. That is why we wanted to look at this area in a systematic way. As part of one of the projects that the Ministry is implementing last year and this year, a detailed analysis is being conducted that allows us, for the first time, to compare these results and precisely identify where the discrepancy occurs, in which school, in which grade and department, and with which teacher there is a discrepancy between the final grades and external knowledge tests.
I believe that it is very important to review the Regulation relating to the award of the “Luča” diploma, as well as the criteria on the basis of which it is awarded, and to consider the possibility of introducing additional, more modern indicators of student achievement, primarily results in external school-leaving examinations, but also success in national and international competitions. This regulation is undoubtedly long overdue for change, but this process must be approached carefully, in detail and studiously, with the involvement of experts and the wider public, in order to arrive at the best solution. Our goal is clear, that the “Luča” diploma truly remains a symbol of excellence and that it is worn by those students who fully deserve it with their knowledge, work and results.
In 2025, the Education Reform Strategy until 2035 was adopted. Work on innovating curricula is yet to come. What can be expected in 2026?
The education reform strategy envisages the development of clear, measurable and transparent quality standards - both for teaching according to the innovated curricula, and for textbooks, manuals and other educational materials, whether in printed or digital form. In this way, we want to set equal, recognizable criteria for all actors in the system and ensure that the content with which students work is pedagogically based, modern and aligned with the goals of the reform. During the implementation of the innovated curricula and new textbooks, continuous evaluation and improvement of the quality of teaching will be carried out, in order to ensure that teachers actually apply modern, constructivist methods, based on cooperative, active learning and greater student engagement in class. Feedback will be systematically collected from teachers on the application of the curricula and materials in practice, and this data will be used for further refinement and adjustment of the curricula.
Also, the Institute for Textbooks and Teaching Aids is working intensively on improving and diversifying teaching resources, including the development of digital formats, in order to adequately respond to contemporary educational needs and habits of students. However, certain challenges remain, primarily when it comes to ensuring that textbooks consistently encourage critical thinking, functional knowledge and bridging the gap between theory and practical application. In secondary vocational schools, the problem that textbooks are often too academically designed and insufficiently connected to the real work environment and concrete skills is traditionally pointed out. Despite this, progress is evident, and recent developments confirm Montenegro's commitment to quality in this area. I would like to remind you that three textbooks intended for technical and vocational schools have received the European Quality Award (BELMA), which is a strong international recognition of our work. Although improvements are needed, these efforts indicate that further steps are being taken to improve the quality and relevance of educational materials in Montenegro.
Since the beginning of your mandate, you have been working on establishing a better school infrastructure. How many kindergartens and schools have been reconstructed so far, how many have been built, and what else is planned?
The Ministry of Education, Science and Innovation, in cooperation with the Ministry of Public Works, has recently implemented a number of significant infrastructure projects in the field of education. More than 100 million euros have been invested in the reconstruction of existing and the construction of new facilities at all levels of education, from preschool to higher education, thereby gradually creating conditions that meet the standards of a modern education system.
The Education Investment Plan has been recognized as one of the priorities within the Growth Plan, which also provides funds for the construction of new facilities. When talking about new investments, I would particularly highlight the construction of a new gymnasium in Podgorica, sports halls in Andrijevica and Cetinje, a new school at the Old Airport, the upgrade of the “Vlado Milić” Elementary School and the construction of a new pavilion within the “Oktoih” Elementary School, as well as the construction of kindergartens in Bar, Podgorica (Old Airport and Zlatica), Ulcinj, Bijelo Polje and Berane.
In addition to investments in the facilities themselves, significant funds have been directed towards equipment in the previous period: more than seven million euros have been invested in IT equipment, EdTech laboratories have been equipped in over 100 schools, new furniture and school vehicles have been purchased. In the coming period, new purchases of IT equipment, as well as specialized equipment for secondary vocational schools, are planned, in order to further bring teaching closer to a real work environment and modern technological standards.
I am convinced that investing in improving the quality of educational infrastructure at all levels is a necessary prerequisite for the successful reform of the education system that lies ahead of us and that we will fulfill what we promised at the beginning of our mandate, the implementation of the largest investment cycle in the history of Montenegrin education.
One of the most pressing problems is peer violence. The Ministry has recognized this through changes to the law, but also through providing security guards in schools. Why have we been treating the consequences for years and who, in your opinion, is the weakest link in society when it comes to fighting peer violence?
Peer violence is a problem that deeply affects all aspects of the lives of children and young people, which is why it is crucial that we talk about it with full attention, seriousness and responsibility. This phenomenon has long gone beyond the framework of the school environment and has become one of the key social issues, which requires a comprehensive and coordinated approach by all stakeholders - the education system, family, social and child protection system, health care, media and local community. The reason for this is the serious psychological and emotional consequences that peer violence has, not only on the children who experience it, but also on their families, but also on those who witness the violence.
From the very beginning of its mandate, the team of the Ministry of Education, Science and Innovation has been approaching this topic with full seriousness and clearly defined priorities. We view peer violence as a broader social problem that cannot be solved solely at the school level, but requires coordinated action by multiple stakeholders, the education system, the family, the social and child protection system, healthcare, the local community and competent services.
Schools were provided with a unique protocol with clearly defined guidelines for prevention and action in cases of violence and vandalism, ensuring a uniform, standardized response from the system, from recognition and reporting, through child protection, to cooperation with other competent institutions.
Standards for the work of pedagogues, psychologists, social workers and mediators in schools have been improved, violence prevention assistants have been introduced, and intensive cooperation with the Council of Europe has been established through a two-year project that includes research on school safety and online violence, as well as the development of recommendations for further improvements in policies and practices.
We place special emphasis on the active involvement of parents in solving the problem of violence, as well as close cooperation with all relevant institutions, thus clearly demonstrating that violence against and among children is treated as a shared social responsibility, and not just as a challenge for individual schools.
Since the beginning of your mandate, you have been particularly committed to putting an end to fake and dubious diplomas coming from abroad. Why? How many criminal charges were filed in 2025 on suspicion of a fake or forged diploma?
If we want to put our society on a sound foundation, we must be absolutely determined to eliminate phenomena such as forgery and illegal acquisition of educational documents. This is not just a technical or administrative issue, but a question of trust in institutions, fairness, equal opportunities and the overall credibility of the state. Therefore, we must send a clear, unambiguous message that in Montenegro there is no longer room for “bought” diplomas, forgeries and any abuse of the education system and that anyone who participates in this will bear serious consequences.
A total of 88 criminal reports have been filed so far in 2025. The Ministry will continue to consistently file criminal reports with the competent authorities in all cases where there is reason to suspect that an educational document was acquired in a suspicious or illegal manner and insist on a full investigation of each individual case. In this way, we protect the integrity of the education system.
Judicial authorities are not obliged to inform the Ministry about the course and outcome of individual proceedings, but the fact that we already have the first verdicts involving prison sentences for this criminal offense shows that cooperation with all relevant institutions has yielded concrete results. This is an important signal that the misuse of educational documents is no longer tolerated and that the rule of law also functions in this area. The Ministry will continue to provide full support to the prosecution and the police, so that all those who have violated the laws of Montenegro face justice, regardless of their status, function or social position.
The state was shy about speaking about the problem of fake diplomas until your arrival. Why is it important to you to shed light on this problem?
As someone who belongs to the academic community and values academic integrity above all else, I firmly believe that a better society can be built solely on knowledge and honesty. We cannot build a stable house on a crumbling foundation, just as we cannot build a just and functional society on fake degrees. In the private, and especially in the public sector, we must not allow policies to be created by people who do not have the knowledge and expertise to do so, for the health of our citizens to be in the hands of those whose degrees are fake, or for us to entrust our children to someone who has not truly been educated for such a responsible profession.
That is why I had no hesitation in raising the issue of fake educational documents and decisively fighting against them. I believe that we will bring this process to an end, so that after this, no one in Montenegro will even think of forging an educational document, because they will know that the system works and that such behavior has serious consequences.
If you were asked to choose between political loyalty and educational reform - what would your choice be?
Looking back on my professional career, I could say that I have dedicated it almost entirely to education - first to my own personal development, and then, as a professor, to educating younger generations. Years of work, effort, the results I have achieved, and the willingness to fully dedicate myself to building a better society have contributed to my being recognized as someone who can initiate positive changes in the field of education and science.
Based on everything we have done during this mandate, I am convinced that we have steered education in the direction it needs to go: towards a modern, high-quality, inclusive system, aligned with European standards. We still have a lot of work to do to achieve that goal, but I believe that this should be the priority of everyone who wants the best for this country and the children who grow up in it.
I want to believe that the choices and practices you allude to will remain a symbol of some bygone times, and that much brighter days lie ahead, both for education and for Montenegrin society as a whole. I believe that as a community we will have enough maturity to leave behind models in which party or personal interests were ahead of the interests of children and knowledge, and that we will, instead, build a system in which expertise, integrity and results are the only criteria for decision-making, whether it is about personnel, policies or priorities.
Do you see this position as a professional mandate or as a step towards higher political ambitions?
As I mentioned in the previous answer, education is a space for my professional development and personal identity, while the position of Minister of Education, Science and Innovation has enabled me to actively work on improving everything that I have recognized for years, from the inside, as weaknesses of the system. From this point of view, I can say that being part of positive changes in society is a special pleasure and a great responsibility. My professional focus and sense of responsibility will always be related to the areas that are close to me and where I can give the most, which concern the development of education and science. I am particularly motivated by processes that have a clear and measurable impact not only on children and future generations, but also on society as a whole.
If we were to ask citizens in ten years how they remember Anđela Jakšić-Stojanović as a minister - what would you like the answer to be?
More than any big words, it would mean more to me if I were recognized in ten years precisely through those seemingly "small" but essential improvements that result from everything we are working on today: through better results of our students on international tests, through knowledge and skills that will enable them to do the jobs of the future, through schools and kindergartens that look and function the way our students, teachers, children and educators truly deserve.
And above all, I would like to be remembered for my sincere intention and consistent effort to improve education in Montenegro, as the foundation of a more just and successful society.
Everything we do is meaningless without dedicated educators.
How do you assess the material and social position of education employees? Will you work to improve that position?
The position of education employees is permanently at the top of the Ministry's priorities. Every system, from the smallest to the largest, is driven by people and without their synergy and joint work there is no real progress - this is especially true for education. I believe that educators are aware that we are not on opposing sides, but on the same side and that only together can we build a better education for our children. Everything we do in creating policies, strategies and reform documents is meaningless without dedicated and quality educators, and there are many of them in Montenegro, enough to organize our education system in the way our children truly deserve. Therefore, we will continue to consistently work on strengthening their professional and social status and on ensuring that every teacher, educator and professor feels supported, respected and included in the reform processes.
It is precisely through increasing salaries and reducing the negative effects of centralized accounting that we have clearly demonstrated that we deeply understand how important the financial position of education employees is. Although the salaries of our educational workers today are, on average, higher than those in most countries in the region that are not EU members, our goal is to approach European standards in this segment in the long term. At the same time, we must bear in mind that the issues of salaries in the public sector are resolved within the framework of the broader fiscal policy of the state and in agreement with all social partners, while constantly taking into account the sustainability of public finances. In this process, the Ministry of Education and Science will consistently support every decision and every step that leads to improving the status of educational workers.
We often hear that education is not a desirable employer. Is that really the case, do young people, especially from STEM fields, really not want to work in schools or do they try but decide to leave? Why is that? How do you plan to improve this situation?
The problem of shortage of teaching staff is part of a broader social context: the reasons for the lack of teachers in STEM fields are not exclusively related to the education system. A highly developed labor market for these profiles, higher salaries and more attractive opportunities in other sectors, as well as a more pronounced orientation of young people towards social sciences and humanities, significantly affect the reduced interest in the teaching profession in natural sciences. Since the beginning of our mandate, we have been working systematically to solve this problem. In cooperation with the University of Montenegro, the Chemistry study program was opened, which was missing from the higher education system, and the number of places in the Preschool Education program was also increased. Together with colleagues from the University of Montenegro, we also organized a meeting with some of the students who had stopped studying, in order to present them with support measures, remind them of the importance of the profession they have chosen, and encourage them to complete their studies. I would like to remind you that this year we have provided 100 scholarships for scarce qualifications, in the amount of 300 euros per month, in order to provide a clear material incentive for choosing these study programs and to additionally motivate students who are already studying these sciences to persevere on this path. In this way, we are sending a message that these profiles are particularly important to us for the future of the education system.
Politics has no place in schools.
Since you became minister, have you faced any pressure, especially when it comes to hiring or appointing directors? Who exerted pressure and how did you react?
One of the goals we clearly set at the beginning of our mandate was the depoliticization of the education system. Changing a practice that has been deeply rooted in our society for decades is neither simple nor easy, but it is necessary. Politics has no place in schools. That is why we have specified clear criteria for the selection of principals and we consistently adhere to them, because any arbitrariness in that process opens up space for the influence of political and other particular interests. The only legitimate interest of the education system, when it comes to managing schools, is for institutions to be headed by people who have expertise, competence, knowledge, integrity, dedication and a sincere desire to manage in a way that is in the best interest of children, employees and the system.
Bonus video:
