Educating for Equality: Breaking Barriers in Learning and Science

Despite this academic success, there is no consistent evidence that higher education translates into better employment opportunities or higher income for women. Gender-based inequalities in the labor market persist, indicating a disconnect between educational attainment and economic empowerment.

At the same time, gender disparities in educational fields remain among major concerns. Men overwhelmingly dominate technical and industrial programs, such as mechanical and electrical engineering, while women are overrepresented in caregiving and arts-related sectors. This reflects deeply embedded societal expectations and the influence of gender norms on career choices.

In terms of digital and ICT skills, men and women in Montenegro report similar levels of proficiency in basic computer use. However, there is a notable gap when it comes to advanced digital skills. For example, only 6% of women report knowledge of programming languages, compared to 10.6% of men. This reinforces the broader underrepresentation of women in TEM (Science, Technology, Engineering, and Mathematics) fields, despite growing global demand for such skills.

The National Strategy for Gender Equality 2021–2025 calls for integrating gender perspectives into education, culture, and media. Measures include introducing gender-responsive curricula, ensuring the use of gender-sensitive language in textbooks, training educators, and fostering inclusive classroom environments.

While the new Strategy for the Development of Higher Education 2024–2027 acknowledges gender in its language and data presentation, it does not provide a comprehensive framework for mainstreaming gender across the higher education sector.

Challenges remain in ensuring that school environments are safe and inclusive. There is currently no standardized protocol for preventing and addressing gender-based violence in schools, though protocols on general violence and mediation exist. A recent survey showed that 17% of pupils experienced experienced some form of violence in school, and more than half believed their teachers would not respond appropriately. These findings highlight the need for stronger protection mechanisms and targeted interventions to create safe learning spaces for all children.

Gender disparities also exist in school leadership and academic careers. While 63% of school principals are women, and women outnumber men in non-professorial academic roles, men still dominate senior academic positions such as full professorships.

To build an equitable education system, Montenegro needs to go beyond participation statistics and tackle the root causes of gender inequality in education. This includes:

Education holds the key to social justice and sustainable development. For it to fully deliver on its promise, it must be equitable, inclusive, and gender-responsive—from early childhood through to higher education and lifelong learning.