UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential. Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone. And we never give up. 

For every child, quality education.

Background: Every child has a right to education, that shall be directed to the development of the child's personality, talents and mental and physical abilities to their fullest potential (CRC, art 29). General Comment 1 (2001), mentions that the aim of education, is to ensure holistic development of the full potential of the child including development of respect for human rights.1 The Salamanca Statement and Framework for Action on Special Needs Education2 reaffirms commitment to Education for All principle, recognizing the necessity and urgency of providing education for children, youth and adults with special educational needs within the regular education system.

Early childhood education (ECE) includes children before they are old enough to enter primary school (6 years) and it is not compulsory. Primary education in Montenegro includes both primary and lower secondary education according to the ISCED definition. It is compulsory for children aged 6 to 14 or 15 and it consists of nine years of education. Secondary education lasts three or four years, depending on the course of study. There are three main types of secondary schools- General secondary schools or gymnasiums, vocational and secondary schools that offer both general and vocational education.

Montenegro has made significant strides towards inclusive education, aiming to provide equal learning opportunities for all children, regardless of their physical, intellectual, social, or cultural backgrounds.

Education for children with special educational needs (SEN) and in general concept of inclusive education, was officially introduced with the education reform of 2003. The education of children with special educational needs is considered part of a single education system, based on the Law on the Education of Children with Special Educational Needs4. When it comes to children with special educational needs, the Montenegrin education system offers inclusive education as a first choice in regular kindergartens and schools from the moment of detecting developmental disabilities. Referral to mainstream education is based on the proposals of local referral panels.

Special schools/special education institutions have been transformed into resource centres (three in total) whose main role is to support regular schools (training, early intervention, treatments, classrooms with assistive equipment). In addition to this, the resource centres continue to serve as schools for children with complex disabilities. Seven primary schools feature so-called integrated classes with a special programme for students with complex disabilities. Children from said integrated classes attend classes in individual subjects together with their peers.

The number of children with disabilities enrolled in regular schools has been steadily increasing over the last 10 years. In 2024/2025 school year, 1,712 children with disabilities (1,152 boys, 560 girls) are part of education system. Namely, in 204 (135 boys, 69 girls) children with disabilities are enrolled in preschool education, 1,186 (818 boys, 368 girls) in primary education and 322 (199 boys, 123 girls) in secondary education. Additionally, 213 (133 boys, 80 girls) children with disabilities are attending primary and secondary schools as part of three Resource centers5.

The Law on the Education of Children with Special Educational Needs regulates the enagagement of teaching assistents. Law prescribes that the teaching assistance is to be organized for children with special educational needs, with the aim to ensure acceess to education and educational achievement. Teaching assistance is performed by a teaching assistant who provides technical assistance during the attendance of classes for children with severe physical disabilities, moderate intellectual disabilities, no residual vision, complete hearing loss and from the spectrum autism, in accordance with the refferal decision. In 2024/2025 613 teaching assistents were engaged in preschool, primary and secondary education6.

However, challenges remain in fully realizing this vision, particularly in the engagement and support of teaching assistants who play a crucial role in facilitating inclusive education. To look into the potential gaps in the engagement and support of teaching assistants and how it affects the support provided to children with disabilities, the Analysis will look into the current situation regarding the number and status of teaching assistants in consultation with all stakeholders, including schools, kindergartens, teachers, educational specialists, assistants, parents, as well as children and young people. Based on the insights and recommendations drawn from this analysis, it is expected that the the Ministry of Education, Science and Innovation can allocate an appropriate number of teaching assistants and ensure their sustained financing within the educational system and make sure that children with disabilities would benefit from quality education.

How can you make a difference? 

UNICEF is seeking a dedicated consultant to conduct Analysis on the position of teaching assistants in Montenegro. Objective of the project is to ensure that all children in Montenegro, with a specific focus on the most vulnerable ones, increasingly benefit from a quality, inclusive, and resilient education system providing them with the knowledge and skills they need for further learning, successful school completion and overall well-being.

Purpose of Assignment: The purpose of the assignment is to do an analysis on the position of teaching assistants and norms regulating their work at preschool and schools, with following recommendations. The objective is to provide up to date evidence on the support provided by teaching assistants to children with disabilities, including the adequacy in numbering and qualification. Furthermore, development of recommendations for key stakeholders, including Ministry of Education, Science and Innovation and relevant line institutions to improve the quality of support provided to children with disabilities.

The analysis is part of the larger project ‘Quality Education for All Children in Montenegro’ supported by European Delegation to Montenegro. Methodology: The assignment will involve the following four stages:

1) data collection and analysis of national regulations, as well as international good practices, and development of the assessment methodology that should include both quantitative and qualitative methods, and will cover three levels of education (preschool, primary and secondary), involving both policy makers, teachers and school professionals and parents of children with disabilities, 2) data collection in line with the developed methodology, 3) development of the first draft report, 4) validation of findings and recommendations with all key actors and stakeholders, 5) development of the final assessment report with recommendations (The final assessment is considered once it is accepted and approved by UNICEF).

The applicants are required to submit a methodological approach (max 5 pages in PPT format) they can/plan to use to conduct the assignment.

The Consultant will work under supervision of Education Officer (NoA) and in close collaboration with Ministry of Education.

To qualify as an advocate for every child you will have… 

For every Child, you demonstrate… 

UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).  To view our competency framework, please visit  here. 

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.

UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.

Remarks: Only shortlisted candidates will be contacted and advance to the next stage of the selection process. 

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws. The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.