Some Aspects of the Primary Education Reform Process in Montenegro from the Perspective of Teachers
In the first decade of the XXI century, the Montenegrin educational system has undergone an extensive reform at all levels. This paper is aimed at identifying the most important reform processes in primary education, initiated by the 2004 practical implementation of the reformed curricula. That year the first generation of students was enrolled in the nine-year primary school program. The general objective of the primary education reform was a fundamental transformation of the ordered core of the educational context, which required significant structural changes such as the introduction of compulsory nine-year education, openness of school or increased availability of and access to education. On the other hand, the reform of primary education, which entails a curricular reform, was aimed at improving the quality of education (significant changes in the content and methods of teaching and learning, introduction of elective courses, etc.). In the end, the whole series of reforms initiated the continuous professional development of teachers in the field of application of modern methods and teaching techniques that allow adjustment and adaptation to the real situation of the reform process in the education system. The aim of this paper is to highlight the importance of the reform processes in primary education. Therefore, we have tried to present the fundamental values of the existing reformed educational context, supporting it by research results of the reform evaluation conducted in the period from 2011-2012 in the wider territory of Montenegro. DOI: 10.5901/jesr.2014.v4n4p80