Ongoing projects
Micro-credentials for teacher professional development (MOOC-based micro-credentialing for teacher professional development – CRED4TECH) is Erasmus+ project that began with implementation in 2023. The goal of the project is to enhance the skills related to the development and implementation of MOOC (Massive Open Online Course)-based micro-credentials for the professional development of teachers, through the creation and introduction of national and institutional legal frameworks for the implementation and recognition of this type of short program. Through the implementation of this project, ACQAHE will develop recommendations for the creation of a national micro-credentials framework, based on programs aimed at improving teachers’ competencies. These programs will be developed by higher education institutions from Montenegro that are participating in the project as partners. In addition, the project aims to address the gaps in teachers’ professional development, enhance their professional competencies, and support the development of various short training programs in the form of MOOCs. In this way, teaching staff will have greater opportunities for continuous professional development. The CRED4TEACH project consortium brings together 15 institutions from seven countries: Albania, Estonia, Germany, Montenegro, Portugal, Turkey, and Ukraine.
Promoting internationalization of higher education institutions in Montenegro through capacity building for studies in English language (ME-Study in English) is Erasmus+ structural project that began with implementation in March 2024. The aim of the project is to enhance the internationalization processes of higher education institutions in Montenegro, with the ultimate outcome of increasing the number of study programs delivered in English. This will create conditions for greater involvement of visiting professors from EU universities, as well as an increase in the number of international students choosing to study in Montenegro. The project is already actively contributing to the fuller integration of Montenegrin higher education institutions into the European Higher Education Area (EHEA). Within its activities, ACQAHE plays a key role in improving the legislative framework by transferring best practices from the EHEA into the national context. Special emphasis is placed on encouraging dialogue among higher education stakeholders through the organization of workshops, as well as on actively participating in research on labor market needs related to the development of study programs in English.
Straightening Up Cybersecurity Posture of Montenegrin Higher Education system (CSupMNE) is an Erasmus+ project that began implementation in December 2024. It is focused on improving the higher education system in Montenegro by enhancing resources for addressing cybersecurity issues in the digital environment. The role of ACQAHE will involve considering the need to introduce an additional standard or criterion during the evaluation of Montenegrin higher education institutions, in terms of their readiness to adequately deliver teaching even under emergency circumstances.
Development, Tracking, Recognition and Digitalization of Extracurricular Activities at University Level (DTRD) is Erasmus+ project that began with implementation in November 2025, coordinated by the University of Montenegro. This project emphasizes the critical role of extracurricular activities in enhancing students’ personal development, social engagement, and professional networking. Its primary objective is to establish a structured framework for student clubs, targeting the creation of at least five new clubs per Montenegrin Higher Education Institution (MNE HEI). Another key focus is the integration of extracurricular activities into the academic credit system, piloting this approach in at least 20% of faculty units across MNE HEIs during the project lifetime. The role of the Agency in this project is to ensure the improvement of the legislative framework so that students’ extracurricular activities are taken into account during the implementation of external evaluation procedures. To support these objectives, a digital platform will be developed to serve as a centralized system where students can explore available activities, register for them, track their participation, and earn digital miles that can be converted into academic credits. In addition to the technological component, the project will prioritize the promotion and awareness of student clubs, highlighting their benefits and encouraging active student participation. It will also focus on helping students develop essential skills for organizing and managing student clubs. Finally, the project aims to strengthen the institutional and national recognition of extracurricular activities by updating policies to formally embed them into the academic framework. By fostering collaboration among students, university staff, and local and business partners, the initiative seeks to create a sustainable, inclusive, and innovative environment that promotes long-term student engagement and institutional success.
Completed projects
Building capacities for the implementation of dual education in higher education in Montenegro (DUALMON) was an Erasmus+ project aimed at developing a legal framework and specific models of dual education in higher education. By introducing dual education, the project addresses the needs and interests of both students and employers.
The project resulted in the creation of recommendations defining the conditions for implementing the dual education model at higher education institutions. Following the completion of a pilot phase at selected institutions, guidelines were developed for the creation of standards to be applied in the accreditation procedures of study programs based on this model. The project coordinator was the University of Novi Sad, while the Montenegrin partners included, in addition to ACQAHE, Ministry of Education and Chamber of Commerce the following companies: Voli, Telekom, Montenegro Stars Hotels and Crnogorska plovidba.
Fostering internationalization at Montenegrin HEIs through Efficient Strategic Planning (IESP) was an Erasmus+ project coordinated by the University of Montenegro. The project focused on enhancing the international competitiveness and visibility of Montenegrin universities by providing an optimal model for strengthening capacities in various aspects of internationalization, including: an Internationalization Strategy with action plans, supporting documentation for internationalization, internationalization of research and innovation, international mobility of academic staff and students, international networking, and evaluation of the quality of internationalization. ACQAHE supported the development of the Internationalization Strategy for higher education institutions in Montenegro and successfully carried out the accreditation process for international and interdisciplinary summer schools: “Entrepreneurship in Heritage Tourism”, held at the Faculty of Tourism and Hospitality, and “Sustainable Development of the Yachting and Cruising Industry”, organized by the Maritime Faculty in Kotor. The summer schools developed through the IESP project activities represent an excellent example of internationalization and contribute to the greater visibility of Montenegrin higher education institutions within the European Higher Education Area (EHEA). During the preparation of accreditation applications for the summer schools, ACQAHE provided technical support to the University of Montenegro and, for the first time, analyzed possible accreditation models for such programs.
Quality education for all was project coordinated by the Council of Europe, aimed to encourage quality education through the adoption of the standards and practices of the Council of Europe, especially through the use of the Reference Framework of Competences for Democratic Culture and the adoption of good practices of the Platform for Ethics, Transparency and Integrity in Education (ETINED). By promoting democratic culture and academic integrity as key elements of quality education, institutions will develop mechanisms to strengthen academic integrity in higher education. Academic integrity is inseparable from the quality of higher education, so through evaluation mechanisms, a link is created that will complement each other. During 2022, through the aforementioned project, ACQAHE adopted a supplementary standard on academic integrity in the process of reaccreditation of higher education institutions. By adopting the supplementary standard, ACQAHE committed itself to evaluate the mechanisms of academic integrity and the strengthening of the culture of integrity during the external evaluation procedures of higher education institutions. This primarily refers to the detection, monitoring and prevention of all forms of violation of academic integrity and risk management in self-evaluation procedures and activity plans. By not fulfilling the criteria related to the academic integrity, the institution will not be able to be reaccredited.
Better academic qualifications through quality assurance (BAQUAL) was Erasmus+ project coordinated by the Ministry of Science and Education of Croatia. The project aim was to identify a common standard in evaluation procedures and encourage the application of the qualification framework in internal and external quality assurance procedures in Croatia, Montenegro and North Macedonia. As part of this project, a national Working Group was formed, which had the task of developing a completely new qualification standard – a professional qualification, through the design of a lifelong learning program aimed at improving the competencies of teachers in higher education. The project made a special contribution to the strengthening of research capacities within ACQAHE and the creation of a completely new professional qualification with the aim of improving teaching competences in the field of higher education in Montenegro. By improving pedagogical competences, the quality of knowledge that is transferred to students increases. During the year 2022, the working group produced an Analysis on the competences of teachers in higher education, which will represent the basis for the development and implementation of lifelong learning programs with the aim of improving teacher competences.
Integration of key competences into the education system of Montenegro (IKCES) was the project coordinated by the Ministry of Education. The aim was to integrate eight key competences in all levels of education in Montenegro. In addition to the Montenegrin partners, the Office for Economic Policy and Regional Development (EPRD) participated in the project. In the part of quality assurance, the new standard on the inclusion of competencies in teacher study programs was developed.
Support to European QA agencies in meeting the ESG (SEQA ESG) was Erasmus+ project coordinated by the European Association for Quality Assurance in Higher Education (ENQA). The project aimed to support newly established quality assurance agencies in the implementation of the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). In addition to Montenegro, participants in the project included representatives from the quality assurance systems of the Czech Republic, Slovakia, Malta, Moldova, and Albania. The workshops held within the project addressed the involvement of all relevant stakeholders (academic community, students, and employers) in expert panels. One of the workshops focused specifically on the inclusion of all relevant stakeholders in the governance bodies of quality assurance agencies, as well as on discussing the methods and criteria for their selection. As part of the project, a high-level expert visit from ENQA and the European Quality Assurance Register (EQAR) was organized in Montenegro, resulting in the development of an Action Plan.
Micro-credentials related to the key obligations of Bologna (MICROBOL) was Erasmus+ project whose coordinator was the Ministry of Education and Training (Flandria / Belgium). The objective of the project was to establish a common European framework for micro – credentials. Benefits for the quality assurance system refer to the possibility of legal recognition of micro – credentials in the field of higher education for the needs of the labor market. As a result of the project activities, a document with key recommendations in this area “Recommendations based on the MICROBOL project” was created and sent to the European Commission.
Staff Mobility Project (Thematic Bologna Follow-Up Peer Group C on Quality Assurance) in the field of quality assurance of higher education as part of Bologna Follow-Up Group provided financial support for staff exchange among countries of European Higher Education Area. The goal of the project was focused on gaining knowledge and experience in certain areas and topics related to quality assurance. ACQAHE participated in this project through mobility within the Austrian (AQA), Portuguese (A3ES), Croatian (AZVO) and UK (QAA) QA agencies. The topics discussed were related to the improvement of the legal framework, the development of the research component, the development of the information system, the involvement of stakeholders, micro-credentials and other relevant topics related to ESG compliance.
Higher Education and Research for Innovation and Competitiveness (INVO – HERIC) was a World Bank project aimed at strengthening the quality and relevance of higher education and research in Montenegro through the reform of higher education financing and the quality assurance system, as well as through the strengthening of research capacities. Through participation in this project, ACQAHE realized several relevant study visits to the Croatian, Slovenian, Italian and Vatican quality assurance agencies, provided office equipment and organized a Round Table on ESG implementation with leading representatives of ENQA and EQAR.