WP9- Exploitation and sustainability

1. WP9- Exploitation and sustainability Dev 9.3. Analysis and recommendations for policy makers 18 June 2014 Thessaloniki, Greece

2. Structure of the report • Overview of the main obstacles identified during the project lifetime (2011-2014); • Recommendations on how to improve the academic environment for SWD in Montenegro;

3. Mapping the obstacles • Support measures on rights – no measures identified; • Supportmeasures on accessibility; built environment; accommodation – University of Montenegro lagging behind; • Supportmeasures on governance - No specificmeasures to raiseawarenessorincludedisabledstudents in decision-making; • Supportmeasures on ICTs - No systematicprovision of ICTs and assistivetechnologies; • Pre-entrysupportmeasures – • Post-qualificationsupportmeasures - not recognised, through AYDM doessomework in thisfield; • Evaluation/researchcarried out on policy and practiceimpacts- not developed, but AYDM carries out monitoring and analysis of profiles and needs; • Actualoutcomes and impactsidentified - Not developed, but AYDM hasbeeninvolved in monitoring and evaluationprojects, and Montenegrinuniversitieshaveparticipated in joint researchprojects.

4. Implementation of policy standards and goals could be more effectively achieved in Montenegro in the following areas: • Our analysis suggests that implementation of policy standards and goals could be more effectively achieved in Montenegro in the following areas: • Supporting more extensive public awareness-raising programmes to highlight the issues faced by people – particularly young people – with disabilities. • Improving methodologies for identifying the numbers of young people with disabilities who need to be addressed, and monitoring and their profile and needs. • Supporting the more systematic application of the UN Convention and the Disability Strategy RPD in social, cultural and economic life. • Improving accessibility in the built environment. • Promoting better integration between the different education sectors to support the educational needs of young people with disabilities, including placing more effort on building more effective ‘transition pathways’ for young people between school, tertiary education and work • Providing resources to train better qualified special needs education professionals and to promote the continuing professional development of education professionals • Developing more coherent frameworks and guidelines for the implementation of the UN Convention and EU policies in higher education

5. NEW LAW ON HIGHER EDUCATION