EDUCATION STRATEGY EDUCATION STRATEGY...IPA Instrument for Pre-Accession Assistance ISP Indicative...
Transcript of EDUCATION STRATEGY EDUCATION STRATEGY...IPA Instrument for Pre-Accession Assistance ISP Indicative...
EDUCATION STRATEGY
аnd action plan
EDU
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THE DEVELOPMENT OF THIS STRATEGY WAS FUNDED BY THE EUROPEAN UNION
THE CONTENT OF THIS DOCUMENT IS SOLE RESPONSIBILITY OF THE CONTRACTOR (AESA) AND THE MINISTRY OF EDUCATION AND SCIENCE AND CAN IN NO WAY BE TAKEN TO REFLECT THE VIEWS OF THE EUROPEAN UNION
THE REPUBLIC OF MACEDONIA
EDUCATION STRATEGY FOR 2018-2025аnd Action Plan
CIP – Cataloging in publication ‘Sveti Kliment Ohridski’ National and University Library, Skopje
37(497.7)'"2018/2025"
Education STRATEGY 2018-2015 and Action Plan. - Skopje : Ministry of Education and Science of the Republic of Macedonia, 2018. - 156 p.: ilustr. ; 25 cmThis document was developed within the Operational Programme ‘Human Resource Development 20 2007-2013’ through the implementation of a project led by Aram Avagyan; Key Expert: Violeta Petroska-Beska, PhD, and seven working groups coordinated by the Ministry of Education and Science of the Republic of Macedonia
ISBN 978-608-226-396-0
а) Education - Strategy - Macedonia - 2018-2025 – Action PlansCOBISS.MK-ID 107255306
CONTENTS
1. THE SOCIO-ECONOMIC AND POLITICAL CONTEXT .......................................................................................8
2. REVIEW OF THE EDUCATION SYSTEM ..........................................................................................................10
3. VISION, GOALS AND OBJECTIVES OF EDUCATION DEVELOPMENT .........................................................15
4. STRATEGIC APPROACHES ..............................................................................................................................22
5. KEY STRATEGIC AREAS (PILLARS) OF DEVELOPMENT OF EDUCATION ..................................................24
5.1 PRE-SCHOOL EDUCATION ....................................................................................................................255.1.1. Overview of the situation and activities up to date .....................................................................255.1.2. Challenges .....................................................................................................................................275.1.3. Priorities and Expected outcomes ..............................................................................................27
5.2 PRIMARY (GENERAL) EDUCATION .......................................................................................................295.2.1. Overview of the situation and activities up to date .....................................................................295.2.2. Challenges .....................................................................................................................................315.2.3. Priorities and Expected outcomes ..............................................................................................33
5.3 SECONDARY GENERAL EDUCATION (grammar schools, art schools and schools for children with special educational needs) ............355.3.1. Overview of the situation and activities up to date .....................................................................355.3.2. Challenges .....................................................................................................................................375.3.3. Priorities and Expected outcomes ..............................................................................................38
5.4 VOCATIONAL EDUCATION AND TRAINING ..........................................................................................405.4.1. Overview of the situation and activities up to date .....................................................................405.4.2. Challenges .....................................................................................................................................425.4.3. Priorities and Expected outcomes ..............................................................................................43
5.5 HIGHER EDUCATION, RESEARCH AND INNOVATION ........................................................................455.5.1. Overview of the situation and activities up to date .....................................................................455.5.2. Challenges .....................................................................................................................................475.5.3. Priorities and Expected outcomes ..............................................................................................48
5.6 ADULT LEARNING AND EDUCATION ...................................................................................................515.6.1. Overview of the situation and activities up to date .....................................................................515.6.2. Challenges .....................................................................................................................................525.6.3. Priorities and Expected outcomes ..............................................................................................53
5.7 GENERAL/COMMON PRIORITIES IN THE EDUCATION SYSTEM ......................................................555.7.1. Overview of the situation and activities up to date .....................................................................565.7.2. Challenges .....................................................................................................................................595.7.3. Priorities and Expected outcomes ..............................................................................................61
6. STRATEGY IMPLEMENTATION, MONITORING AND EVALUATION .............................................................63
7. ACTION PLAN ...................................................................................................................................................64
LIST OF ACRONYMS
AEC Adult Education Centre
ALE Adult Learning and Education
BAEHE Board for Accreditation and Evaluation of Higher Education
BDE Bureau for Development of Education
BTCP Board for Trust and Cooperation with the Public
DDPELEC Directorate for Development and Promotion of Education in the Languages of the Ethnic Communities
EC European Commission
ELS Education on Life Skills
EMIS Education management information system
ENQA European Association for Quality Assurance in Higher Education
EQAR European Quality Assurance Register
EQAVET European quality assurance in vocational education and training
EQF European Qualifications Framework
ESG Standards and Guidelines for Quality Assurance in The European Higher Education Area
ETF European Training Foundation
EU European Union
FITD Fund for Innovation and Technology Development
GDP Gross domestic product
GoRM GoRM of the Republic of Macedonia
HEI Higher Education Institution
IB International Baccalaureate
ICT Information and Communications Technologies
IPA Instrument for Pre-Accession Assistance
ISP Indicative Strategy Paper 2014-2020
IT Information Technology
LLL Lifelong Learning
MoE Ministry of Economy
MoES Ministry of Education and Science
MoF Ministry of Finance
MoH Ministry of Health
MoISA Ministry of Information Society and Administration
MoLSG Ministry of Local Self-governance
MoLSP Ministry of Labour and Social Policy
MQF Macedonian Qualifications Framework
NBMQF National Board on the Macedonian Qualifications Framework
NCHESIT National Council for Higher Education, Science, Innovation and Technology
NEC National Examinations Centre
NFE&AL Non-formal education and adult learning
NGO Non-governmental Organisation
NPAA National Programme for the Adoption of the Acquis
NQF National Qualification Framework
NTTO National Technology Transfer Office
PIRLS Progress in International Reading Literacy Study
PISA Programme for International Student Assessment
PS Pedagogical Service
SDG UN Sustainable Development Goals
SEI State Education Inspectorate
SSO State Statistical Office
TIMSS Trends in International Mathematics and Science Study
UNDP United Nations Development Programme
UNICEF United Nations Children’s Emergency Fund
USAID United States Agency for International Development
VET Vocational Education and Training
VETC Vocational Education and Training Centre
VNFIL Validation of Non-formal and Informal Learning
WB World Bank
WG Work Group
ZELS/AoULSG
Association of the Units of Local Self Governance of the Republic of Macedonia / Заедницата на единиците на локалната самоуправа на Република Македонија
8 | Education Strategy for 2018-2025
ACKNOWLEDGEMENTS
The Government of the Republic of Macedonia expresses its gratitude to all those who have had their input in development of the Education Strategy of the Republic of Macedonia for 2018-2025.
PREFACE
The Education Strategy of the Republic of Macedonia for 2018-2025 and its Action Plan were developed with financial and technical support of the European Union through a wide consultation and participatory process which was implemented by means of a large number of meetings, discussions, debates and conferences at different stages of the Strategy development – more precisely from identification of the challenges and priorities to formulation of the final text.
Extensive support and contribution was provided by many experts, scholars and academics, public and political figures, representatives of public institutions, the civil sector and other stakeholders interested in development of human resources and education policies in the Republic of Macedonia.
Strategy development was implemented by six Working Groups established by the Ministry of Education and Science and supervised by two National Coordinators. They were supported by a team of experts acting within the EU Technical Assistance project implemented by Agriconsulting Europe S.A. (Belgium) - AESA.
This first draft of the Strategy was produced in June 2016 and disseminated among the key stakeholders including national authorities, public institutions, social partners, educational institutions, development partners, experts and other players in the field of education. Based on their recommendations, the Strategy was reviewed, further improved and the final version was presented in the late 2017.
INTRODUCTION
1. The Education Strategy of the Republic of Macedonia for 2018-2025 is the basis of the activities of the institutions in the Republic of Macedonia in the field of education for the period till 2025. It builds on the current state in the educational system and aims at their gradual development according to the established priorities.
2. The process of the Strategy development, although being strongly supported by the European Union, followed the principles of: ownership by the GoRM and the agencies directly responsible for its implementation, particularly Ministry of Education and Science, Ministry of Labour and Social Policy and bodies and institutions responsible for the education, including educational institutions and acceptance by a large scope of stakeholders including public bodies, civil society organisations, social partners and the donor community (development partners).
3. The strategy is based on clear identification of the main challenges of Education sector, thus ensuring its relevance through careful definition of the priority areas to be addressed within the period till 2025. At the same time, in order to meet the criteria of credibility, only the measures that can be implemented within the planned period are included in the Strategy and supported by a costed Action Plan with identified sources of funding. However, the strategy suggests also longer term objectives which may be considered while programming the next phases of education development in the country.
4. Identification of the challenges and priorities and definition of the measures was done by different means:
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• reviewing the achievements in the Education system development during the last 10 years carried out by a Working Groups established by MoES, for the purposes of development of the Strategy;
• studying the main overarching national strategies, policy documents related to education and to other sectors bridging with education, the most important EU and regional policy documents (including those associated with EU – Republic of Macedonia relations);
• consultations with extensive involvement of different stakeholders including public bodies, civil society organisations, social partners and the development partners’ community, as well as education experts and professional practitioners, through a large a number of meetings, discussions, debates and conferences.
5. The document firstly covers six main pillars of education system – Pre-school Education; Primary Education; Secondary Education; Vocational Education and Training; Higher Education and Research; and Adult Learning and Education. These are followed by a seventh pillar, covering general issues in the education system.
6. Those Pillars are discussed under the Section 5 in terms of a review of the situation and past achievements, where also the challenges are identified, and priorities and objectives to be reached are defined.
7. The Section 6 presents the main principles of the Strategy implementation, monitoring and evaluation, and the Section 7 is the Action Plan.
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8. A landlocked country with an estimated population of 2.022.5471, the Republic of Macedonia has achieved relatively stable growth over the last 15 years elevated its status from lower-middle in 2000 to upper-middle income economy. Among 188 countries, Macedonia ranked 82nd in 2016 (stepping back from the 81st kept in 2014 and 2015) and is in the group of the countries with high human development2.
9. The efforts towards the maintaining macro-economic stability in the face of the global recession and the slowdown in the Eurozone resulted in the GDP growth of 3.7% in 20153 but only 2.6% in 20164. In 2016, the employment rate of the working age (15-64) population was 49.1% and recorded an increase by 5.7 percentage points from 2009. However, employment rate of young population (aged 15-24) remains low comprising 16.2%5.
10. The poverty indicators showed a slight improvement during the last 5-6 years. Thus the poverty headcount ratio at national poverty lines decreased from 26.8% of population in 2010 to 22.1% in 20156.
11. The unemployment rate, although decreased from 32.3% in 2009 to 24% in 2016, still remains rather high. Youth unemployment drops as the level of education rises but is more than two times as high as the average – 48.2% (47.9 for men and 48.8% for women)7. In 2016, 25.2% of the persons between 15 and 24 years of age have neither been included in the education system nor have been employed.
12. During the last years, most of the job vacancies were created in the sectors of processing industry, construction, transport and warehousing, administrative and supporting activities and art, entertainment and recreation. Аround 53% of new jobs related to the secondary vocational education and 34% to lower levels of education. In future most of the vacancies will appear in the processing industry (40%) and trade (9%) at the levels of secondary/vocational (62%) and higher education (10%)8.
13. During the period of 2009-2015, the net migration was continuously increasing from 1,065 to 4,342 – mostly due the number of foreigners with temporary stay – but registered decrease to 4,113 in 2016. At
1 According to the last census from 2002.2 UNDP, Human Development Report 2015.3 World Bank, World development Indicators: http://databank.worldbank.org/data/reports.
aspx?source=2&country=MKD&series=&period= 4 State Statistical Office, Monthly Statistical Bulletin, No. 1.2.17.03 http://www.stat.gov.mk/Publikacii/1.2.17.03_en.pdf. 5 State Statistical Office, Labour Force Survey, 2016 (http://www.stat.gov.mk/PrikaziPoslednaPublikacija_en.aspx?id=3). 6 World Bank, Global Poverty Working Group, http://databank.worldbank.org/data/Views/Reports/ReportWidgetCustom.
aspx?Report_Name=CountryProfile&Id=b450fd57&tbar=y&dd=y&inf=n&zm=n&country=MKD. 7 State Statistical Office, Labour Force Survey, 2016 (http://www.stat.gov.mk/PrikaziPoslednaPublikacija_en.aspx?id=3). 8 Ibid.
THE SOCIO-ECONOMIC AND POLITICAL CONTEXT
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the same time, the net migration of the country citizens slightly improved remaining, however, negative (from -510 in 2009 to -157 in 2016)9:
2009 2010 2011 2012 2013 2014 2015 2016
Immigrants 2 715 3 211 3 787 3 991 4 208 5 358 4 743
Citizens of the country 259 303 349 396 490 265 259 283
Foreigners with temporary stay 1 000 1 356 1 747 2 072 1 941 2 273 3 617 2 481
Foreigners with extended stay 598 1 056 1 115 1 319 1 560 1 670 1 482 1 979
Emigrants 792 1 007 1 290 1 415 1 041 839 1 016 630
Citizens of the country 769 923 1 143 1 330 945 740 767 440
Foreigners with temporary stay 23 84 147 85 96 99 249 190
Net migration 1 065 1 708 1 921 2 372 2 950 3 369 4 342 4 113
14. The largest group of emigrants are those with secondary education (25.0% of all emigrants in 2016, 31.0% in 2014, 34.4% in 2013 and 41.8% in 2012) followed by the graduates of Universities (including those with Master degree) comprising 9.8% of emigrants in 2016 (10.7% in 2014, 11.2 in 2013 and 9.0% in 2012). The cohort of emigrants with primary education was – 6.1% although much bigger in the previous years: 13.2% in 2014, 17.3% in 2013 and 28.3% in 2012. People holding doctoral degree are the smallest group of emigrants – around 0.2%10.
15. In 2013, top 5 destination countries of tertiary students from Macedonia were Bulgaria (1,197) Italy (507), Germany (425), Austria (412) and Turkey (361), while foreign students studying in the local universities were mainly from Serbia (1,146), Albania (230), Turkey (211), Bulgaria (30), and Croatia (24)11. Thus the mobility balance is negative yet.
16. Macedonia is firmly committed to the processes of European Integration and ultimately of Accession to the European Union. The country concluded the Stabilisation and Association Agreement in 2001 which came into force in 2004 and the EU candidate status was awarded in December 2005. The National Programme for the Adoption of the Acquis (NPAA) was adopted in 2006 and it is revised and update every year with activities deriving from the progress reports of the European Commission, as well as with short-term and mid-term priorities from the Accession Partnership Agreement which was adopted by the EU Council of Ministers in 2008.
9 State Statistical Office, Migrations 2016. http://www.stat.gov.mk/PrikaziPoslednaPublikacija_en.aspx?id=9 10 Statistics does not suggest the ratio of those with secondary general and secondary vocational education.11 UNICEF, Migration Profiles: The Former Yugoslav Republic of Macedonia.
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17. The education system of the Republic of Macedonia comprises a mix of pre-school, primary (6-14 years), secondary (15-17/18 years) and higher education. The figure on the next page represents the structure of the education system.
18. In 2016, there were 33,238 children up to 6 years old enrolled in 64 public and 19 private pre-school institutions, 4 kindergartens within private schools in the capacity of legal entities, 1 early child development centre in the capacity of a public entity, 6 early child development centres in the capacity of private legal entities, 1 public kindergarten within a legal entity established for the needs of its employees, 1 private kindergarten within a legal entity established for the needs of its employees12. Out of the total number of children, 16,796 are female children. Out of them, there were 840 Roma children and only 174 were children with disabilities (or with special educational needs). 14,035 children (43.0%) belong to the age of 5-6 years which relate to the preparatory year13.
19. Primary education lasts for nine years and is compulsory and free for all pupils (6-14 old years). There are 347 primary schools in the country (around 1,100 including satellite schools). Literacy levels are high, 98.8% for male and 96.8% for female (2015)14. Gross enrolment rates 63%, and net enrolment rate is 91%. However, a number of children (mainly Roma) are not reflected in this statistics as they are not registered in any official system (have no ID), thus, the actual enrolment rate for the appropriate age cohort is less.
20. The secondary education, which is also compulsory and free, is divided into four streams: general secondary education (gymnasium), secondary vocational education, art schools, and education for pupils with special educational needs. Secondary vocational education may be of 3-year or 4-year duration. At the end of 3-year vocational education the students take a final exam, without а right for university entrance. Graduates of the 4-year secondary education are allowed to choose between the final exams and state or school Matura depending on whether they wish to continue education, while the gymnasium graduates have to take state or school Matura exams.
21. Among existing 124 secondary schools, 108 are public while the remainder 16 are private. Out of the secondary public schools, 23 are general education schools, 43 are vocational schools, 33 offer both general and vocational education, 4 schools are for pupils with special educational needs and 5 are art schools.
12 Statistical bulletin no. 2.4.17.03/871 for 2016 by the State Statistical Office. All figures referring to number of schools and students, if not stated otherwise, are according to the State Statistical Office.
13 Statistical bulletin no. 2.4.16.01/842 for 2015 by the State Statistical Office.14 Source: “Adult literacy rate, population 15+ years (both sexes, female, male)”. UIS Data Centre. UNESCO. August 2015
REVIEW OF THE EDUCATION SYSTEM
Education Strategy for 2018-2025 | 13
Structure of the Education System in the Republic of Macedonia (according to MQF)
ReviewoftheEducationSystem 12|P a g e
StructureoftheEducationSystemintheRepublicofMacedonia(accordingtoMQF)
Hi
gher
IIICycle(Doctoral)Studies(VIII)
minimum3years
IICycleAcademic
Studies(VIIA)3-4years
IICycleProfessionalStudies(VIIB)
3-4years
ICycle(undergraduate)Studies(VIA-VIB)
3-4years
Vocational
Studies(VA)1-2years
Post-secondaryEducation(VB)
1-2years
Com
pulso
ryE
duca
tion
Seco
ndar
y SecondaryVocational
Education(IV)4years
GymnasiumEducation(IV)
4years
ArtEducation(IV)
4years
SecondaryVocational
Education(III)3years
Vocationaltraining(II)
upto2years
Prim
ary
IIIperiodofPrimaryEducation(I)duration–3years,age–12-15
IIperiodofPrimaryEducationduration–3years,age–9-12
IperiodofPrimaryEducationduration–3years,age–6-9
Pre-schooleducation
Age0-6
22. In2016/17 therewere194classeswithin45specialprimaryschools,with totalof809pupils
(including 289 females) and 61 classes within 4 special secondary schools, with 229 pupils
specialeducationalneeds(66females) 15
.AccordingtoMoES,thereare725pupilswithspecial
educationalneedsincludedinregularclassesinprimaryeducationand230inregularclassesin
secondaryeducation.
23. Inthe2016/17schoolyear,therewere44,064pupilsenrolledinVETpublicschools(about59%
ofallsecondaryschoolpupils),outofwhich44.7%arefemales.Only3,053pupilswereenrolled
inthe3-yearVETscheme(6.9%ofsecondaryVETand4.1%ofsecondaryeducation),and41,011
pupils attended 4-year VET scheme (or 93.1% of secondary VET and 55.2% of secondary
15AdministrativedatafromthePrimaryandSecondaryEducationDepartmentattheMoES.
StateMatura
22. In 2016/17 there were 194 classes within 45 special primary schools, with total of 809 pupils (including 289 females) and 61 classes within 4 special secondary schools, with 229 pupils special educational needs (66 females) 15. According to MoES, there are 725 pupils with special educational needs included in regular classes in primary education and 230 in regular classes in secondary education.
23. In the 2016/17 school year, there were 44,064 pupils enrolled in VET public schools (about 59% of all secondary school pupils), out of which 44.7% are females. Only 3,053 pupils were enrolled in the 3-year VET scheme (6.9% of secondary VET and 4.1% of secondary education), and 41,011 pupils attended 4-year VET scheme (or 93.1% of secondary VET and 55.2% of secondary education). In the post-secondary VET only 1,049 students or 1.82% of all Post-secondary education enrolees are involved.
24. Higher Education is implemented at 3 levels: undergraduate, master and doctoral studies. There are 6 functional public universities (two of them in Albanian as a language of instruction), 1 private-public University and 9 private universities, and 2 high vocational schools. In 2016/17, the 122 faculties within
15 Administrative data from the Primary and Secondary Education Department at the MoES.
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the universities had around 58 thousand undergraduate students, and 56% of them were female students. The gross enrolment rate of students was 34.2% (39.2% for females) and the net enrolment rate was 26.3% (30.9% for female students). In 2015/16, there were 3,034 master students and 58.9% of them belonged to the public.
25. Education system is organised around four languages of instruction in primary schools (Macedonian, Albanian, Turkish and Serbian16) and three languages of instruction in secondary education (Macedonian, Albanian, and Turkish). Around 29% of primary schools and 34% of secondary schools are two/three-language schools17.
26. In the Ministry of Education and Science, the Department of Primary and Secondary Education (4 units) and the Department of Higher Education (3 units)18 are responsible for the corresponding levels of education. The Department for European Union (3 units) is responsible for negotiation and integration into the Community, coordination of projects and donors’ support, as well as for the implementation, coordination, monitoring and evaluation of the relevant IPA Components. Due to the specificity of Vocational Education and Training and adult education system structure in the country, no individual unit is responsible for these sectors within the MoES, coordination of this sector is a responsibility of the Unit for Secondary Education.
27. There is a number of public institutions responsible for different aspects of education. The Bureau for Development of Education (BDE) is a body of the state administration subordinated to the MoES, assigned with performing expert tasks of significance to the development and promotion of upbringing and education in the country. BDE is responsible for monitoring, expert review, research, promotion and development of upbringing and educational activities in the field of pre-school education, primary education, secondary general and secondary art education, secondary vocational and postsecondary education, education of children with special educational needs, adult education, educational activities of student dormitories, as well as for the education of Macedonian citizens’ children abroad in relation of acquiring the language and culture. A number of public institutions responsible for different aspects of education are constituent parts of the system. The BDE has 4 departments: for Curricula and programmes, Research in education, Professional development, Publishing. The headquarter of the organisation is in Skopje, but for providing professional advisory activities, instructional-mentoring work with teaching and management staff, BDE has 12 regional offices in different cities.
28. The Vocational Education and Training Centre (VETC), established in 2007, is governed by a Management Board consisting of 9 members: one representative from the MoES, MoLSP, Chamber of Crafts, Chamber of Commerce each respectively, AoULSG/ZELS, and four representatives from VETC. The main tasks of the Centre relate to analysis and research in the system of VET, development of occupational standards, development of standards for vocational qualifications, and curricula, teachers training, counselling and mentoring, international cooperation and support to social partnership. The VET has been actively promoting Vocational Education and Training for the purpose of improving attractiveness of this type of education. However, the Centre’s capacity to deliver the activities is circumscribed by its low budget and the limited number of the staff.
29. The Centre for Adult Education (AEC) was established by the GoRM in November 2008 and became operational in June 2009. The AEC is managed by a Steering Committee with 10 members representing MoES, MoLSP, Chamber of Crafts, Chamber of Commerce, AoULSG/ZELS, and CAE. Main objective of the Centre is to contribute to the achievement of socio-economic needs of the country, to meet the needs
16 Experimental classes in Bosnian language have been introduced since 2010 in the schools that provide conditions for implementation.
17 Source: USAID Project on Interethnic Integration in Education.18 There are also departments of: Science and Technological-technical Development; Finance; General Affairs and Support to the
Minister; Normative and Legal Affairs; Textbooks; Internal Audit; HR Management; Strategic Planning, Monitoring and Analysis; Development and Promotion of Minority Languages; and other units.
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of the labour market and to assist individuals in their personal development. Its main tasks are to promote the Adult education and coordinate cooperation with international institutions and other adult education organisations, to ensure quality particularly through establishment of standards and criteria for formal and non-formal adult education.
30. National Examinations Centre (NEC) is mainly responsible for organising and proving different types of assessments of students (such as the external testing and state Matura exams) including international assessments (such as PISA and TIMSS). In addition, it provides training, assessment and certification of principals (candidates for principals) of educational institutions. NEC is an independent structure subordinated directly to the GoRM but is funded through the BDE budget. The Centre produces regular reports and owns extensive information about the academic progression of pupils at national, regional and community levels.
31. The State Education Inspectorate (SEI) is a legal entity under the MoES jurisdiction. Inspectors and advisors work in the SEI as persons responsible for supervision over the implementation of the education related legislation as well as quality control of the education and upbringing process at all educational levels and lifelong learning (LLL) universities. Quality control is carried out by means of integral evaluation of the primary and secondary educational institutions and of LLL universities. This is being done for 7 areas (curricula and programmes, pupils’ achievements, learning and teaching, support to students, school climate, resources, improvement and management) in accordance with the internal instrument – Indicators for evaluation of the quality of the education process at education institutions. Besides, the SEI inspects pre-school institutions, however in the early learning and development programme aspect only, as well as universities in terms of implementation of legal provisions.
32. Directorate for Development and Promotion of Education in the Languages of the Ethnic Communities (DDPELEC) is a body within the Ministry of Education and Science. It is responsible for delivering the teaching process for members of ethnic communities, ensuring better access of all marginalised ethnic groups to all levels of education, and for coordinating the projects aimed at strengthening the tolerance among the members of different ethnic communities in the country. DDPELEC is also responsible for implementation of the Strategy for Education of Roma and the Strategy for Integrated Education. It consists of a Department for Albanian, Turkish, Serbian, Roma, Vlach and Bosnian languages and a Department for peace and rights of children from all ethnic communities.
33. Pedagogical Service (PS) is another body within MoES with two main scopes of work: (1) preparation of programmes and measures for improvement of the psychological, social, cultural, and educational development of pupils, as well as implementation of some procedures to support pupils’ development; and (2) organising and supporting the procedures for producing textbooks for primary and secondary education.
34. Within the Ministry of Labour and Social Policy (MoLSP), employment issues are coordinated by the Department for Labour Law and Employment Policies (4 units). These Units are responsible for elaboration, management, coordination, monitoring and evaluation of the National Employment Strategy and Action Plan on Youth Employment and for the employment measures of the Human Resource Development Operational Programme. The Unit for Social Inclusion in the Department for Social Protection is responsible for the preparation, coordination and monitoring of the National Strategy for Alleviation of Poverty and Social Exclusion 2010-2020. The MoLSP acts on grounds of an annual Operative Plan of active programmes and measures for employment and services on the labour market (with clear goals and outcome indicators), including calculated costs and defined sources of funding. The Unit for Child Protection is responsible for the aspects of Pre-school education, except the Programme for Early Learning and Development which is under the MoES - BDE.
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35. In 2017, expenditures on Education will comprise 25,492.8 million MKD19 (around 414.5 million euro) or 12.4% of the State budget against 23,644.4 million MKD20 (around 383.3 million euro) or 12.1%, in 2016. Distribution of education budget as by the levels is presented in the tables below:
Levels of educationThousand MKD Thousand Euro
(approx.)21Growth
2016-2017, %2016 2017 2016 2017
Pre-school and Primary Education 1,160,204 1,916,388 18,804 31,161 65.2
Secondary Education 1,116,846 1,314,261 18,101 21,370 17.7
Higher Education 5,794,356 6,030,399 93,912 98,055 4.1
Other Education not classified by level 19,301 28,939 313 471 49.9
Education support services 14,318,833 14,751,639 232,072 239,864 3.0
Research in Education 546,325 513,662 8,855 8,352 -6.0
Other activities in Education 163,739 256,091 2,654 4,164 56.4
Development programmes in Education 524,797 681,375 8,506 11,079 29.8
Total 23,644,401 25,492,754 383,216 414,516 7.8
21
36. The funds to be allocated from the State budget will cover the running cost of the education system (i.e. block- and earmarked grants, salaries, scholarships, procurement of goods and services and capital investments regularly covered by the budget) and the cost of a number of development programmes. However, in order to meet the objectives established by this Strategy and cover the cost of the Action Plan, additional allocations from the State budget and also from other sources will be necessary.
19 State Budget of the Republic of Macedonia 2017, Official Journal of the Republic of Macedonia no. 191/2016. 20 State Budget of the Republic of Macedonia 2016, Official Journal of the Republic of Macedonia no. 209/2015.21 For calculations, the following ECB rates are used: 1 euro = 61.7 MKD (as of January 2016) for 2016; and 1 euro = 61.5 MKD (as
of November 2016) for 2017 and the following years.
Education Strategy for 2018-2025 | 17
37. The GoRM considers education, training, research and innovations as key factors for strengthening the national economy and for the citizens’ wellbeing. Within this context, the Strategy defines a vision of comprehensive, inclusive, and integrated education focused on the learner22, based on modern programmes for equipping future generations with knowledge, skills and competences in accordance with the needs of the democratic multicultural society and the Labour Market, and the new challenges in the global scientific-technological environment.
38. According to this vision, the Strategy will be mainly targeted to the improvement of:
1. Quality of education and its relevance to the Macedonia’s society development priorities (particularly in terms of having productive and engaged citizens) and the needs of the labour markets, guided towards the expected learning outcomes, as well as acceptance of multiculturalism, interethnic integration, respect for diversity and democratic values;
2. Development of generic and core competencies of pupils (and all learners), in order for them to develop into critical thinkers, active and relevant participants in social life;
3. Education system infrastructure, including building facilities, equipment and teaching and supportive technologies in order to ensure appropriate learning environment in general and inclusion of persons with special education needs in particular;
4. Capacities of human resources including managers, teaching and support staff;
5. Quality and results of the educational process by means of improving the assessment/evaluation at all education levels: pupil, teacher, school and system;
6. Autonomy of institutions in the education, particularly of universities, as well as autonomy of entities in the education process;
7. Legislation, Management and Funding.
39. In the Strategy, the goals and objectives are established based on the most important challenges of the education system which are identified in the result of thorough analysis of the situation in each sub-sector.
22 In this context, a learner is any participant in the education process.
VISION, GOALS AND OBJECTIVES OF EDUCATION DEVELOPMENT
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They are also in line with the objectives defined by the key documents related to the accession process both signed between the EU and the Republic of Macedonia and adopted by the GoRM.
40. Particularly, the Indicative Strategy Paper 2014-2020 adopted in August 2014 identifies the following overall objectives of IPA II assistance in the sector of Education, Employment and Social Policies: to reduce the high rate of unemployment, increase labour market participation, in particular of young people and women, increase access to quality education and training, improve skills matches, and establish a modern and flexible social protection system. The results to be achieved include:
• A more inclusive and effective labour market;
• Improved match between skills demand and supply;
• A more modern social protection system;
• Increased number of statistical indicators for policy makers;
• Improved basic school (preschool and compulsory education) and higher education.
41. According to the Indicative Strategy Paper 2014-2020 (ISP), Education and training will be strengthened for building skills particularly through:
• supporting improvements of the quality of education and facilitating access to education for all;
• strengthening and modernising the VET and adult education systems;
• supporting the development and implementation of a National Qualification Framework;
• supporting comprehensive Lifelong Learning;
• promoting entrepreneurial learning;
• supporting social partners and the private sector.
42. Key objectives have also been established also by other EU-Macedonia documents, i.e. Pre-accession Economic Programme 2014-2015 (2014); Economic Reform Programme (2016); National Programme for Adoption of the Acquis Communautaire (2007, revised every year); Decision on the Principles, Priorities and Conditions Contained in the Accession Partnership and Repealing Decision 2006/57/EC (2008); South East Europe 2020 Strategy (2013); Teacher Education and Training in the Western Balkans (2013); The Europe 2020 – a Strategy for Smart, Sustainable and Inclusive Growth (2012); the Plan for Activities on Implementation of the Urgent Reform Priorities 2015 (2015), through which the country assumed responsibility for the reforms particularly in the field of education, can be presented as follows:
• Pre-school, primary and secondary education:
- Universal access to early learning and development of all children between 3 and 6 years old, regardless of their capabilities;
- Improving quality of pre-school education;
- Increasing the coverage of children and providing fairness regarding the access of all children to institutions for pre-school education;
Education Strategy for 2018-2025 | 19
- Ensuring high-quality and regular primary education for all children, and preventing the causes for dropout rate and irregular attendance to classes which is left unrecorded;
- Promote integration of pupils belonging to different ethnic communities through joint curricular and extra-curricular activities, mutual language acquisition, improvement of premises for integration, ensuring inter-personal, inter-cultural, social and civil competences;
- Enrol all children of relevant age, regardless of their origin and competences, particularly those from marginalised groups (e.g. Roma children) in, and ensure completion of, at least elementary education;
- Ensuring high-quality and relevant participation of pupils in regular education in order to realise their potentials, and to prevent, at the same time, situations where pupils coming from marginalised and vulnerable groups are formally enrolled in schools, but fail to attendance classes regularly and have low quality education;
- Improve and adapt educational infrastructure, curricula and textbooks for the children with special educational needs, ensure teachers’ and support staffs’ competences for working with pupils from these groups;
- Improve competences and effectiveness of the teaching staff; apply digital technology and integration of ICT in teaching and learning;
- Increase efficiency and effectiveness of members of the expert services (pedagogues, phycologists, special educators, social workers) by means of increasing their relevant participation in everyday school life of pupils, and at the same time, taking off their burden with administrative duties which are not characteristic for their occupation;
- Transformation of special schools into resource centres that would become essential support to schools, teachers and expert associates in implementation of measures for inclusive regular education;
- Provide scholarships and tutoring of Roma secondary school pupils, scholarships for children with special educational needs; free transportation and other means of support;
- Strengthening the cooperation between central and local authorities;
- Introduce a system of tracing the formal education graduates.
• Vocational Education and training:
- Increase attractiveness of VET, its quality and relevance, by means of continuous adjustments of social and technological changes on one hand, and needs and characteristics of pupils on the other;
- Building an approach to VET secondary education based on generic and key competencies and expected learning outcomes;
- Improve resources and capacities of the VET system;
- Develop a system for skill needs anticipation (particularly through establishing a Skills Observatory) and develop and operationalise Labour Market information system;
- Introduce a flexible and efficient system for development of occupational and competence-based qualification standards, develop learning outcome-based modular curricula in accordance with those standards meeting the labour market needs, including programmes for pupils with special educational needs;
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- Provide teachers’ training on implementation of the new curricula and on new learning approaches;
- Improve work-based learning in all forms and for all types of students and adults, particularly via introduction of appropriate programmes;
- Introduce national system of education quality control and relevance control and a system of tracing the formal education graduates;
- Participate in the regional project for entrepreneurial education in South Eastern Europe.
• Higher Education and Research:
- Increase quality of higher education by further improvement of the Accreditation and Evaluation of Higher education;
- Improve material and methodological base of the Higher education;
- Developed cooperation between higher education institutions, the private sector and relevant public bodies;
- Optimise the state-funded educational profiles offered by Macedonian universities and ensure equal access to higher education, social cohesion and lifelong learning;
- Ensure networking with foreign universities;
- Improve capacities for accommodation of students of the public universities;
- Increase public and private investments in applied research, development and innovations.
• Non-formal and informal Education and Adult Learning:
- Speed-up the process of Non-formal education and adult learning (NFE&AL) programmes and service providers’ verification, regularly update the catalogue of verified programmes and providers;
- Strengthened support of the process of establishing and operationalisation of the system of validation of results from non-formal and informal learning, as a system to allow identification, documentation, assessment and certification of competencies that learners have already acquired. This system will allow for their horizontal and vertical mobility within the education system and the labour market;
- Adjusting the programmes according to the needs and the specific characteristics of process of adult learning;
- Improve learners’ motivation to participate in NFE&AL through awareness raising, provision of information, guidance, support and incentives for adult learners, validation of their prior learning, as well as enhancing career development opportunities;
- Introduce a system of partial qualifications, modular model of adult education and programmes for adults with special educational needs; provide key competences within the adult learning courses;
- Establish quality control of NFE&AL particularly through introduction of monitoring, external quality evaluation mechanisms;
- Introduce mechanisms for incentivising employers to invest in education and training particularly through promotion of partnerships between employers and adult education providers;
Education Strategy for 2018-2025 | 21
- Identify local NFE&AL needs (by municipalities) and ensure training provision at regional and local levels;
- Improve legal base and funding schemes of Adult Learning;
- Realise the Programme for completion of secondary education by adults with an increase of the number of involved municipalities.
• General/common priorities:
- Complete establishment of National Qualifications Framework;
- Strengthen career guidance and counselling system;
- Cross-curricular introduction of appropriate contents for development of generic and key competencies at all educational levels;
- Ensure capital investments in improving the physical conditions of the educational institutions;
- Equip all educational institutions with better teaching materials and toolboxes for children, pupils, students, and teachers;
- Ensure continuous staffs’ professional development process and the effective use of the technologies;
- Improve the Education management information system (EMIS)23 and data collection system;
- Improve and harmonise legislation;
- Establish institutionalised Social partnership.
43. In addition, the following education related outcomes foreseen by one of the key national strategic documents – the National Employment Strategy 2016-2020 adopted in October 2015 – which are in strong relation with, or partially cover, the above listed objectives defined by the pre-accession and national strategic documents, were prioritised while establishing the goals and objectives of the Strategy:
• Functional education and labour market information system, particularly improved methodology of the Skill Needs Survey;
• Developed system for skill needs anticipation, established Skills Observatory and a forecasting model;
• A flexible and efficient system for new occupational and professional qualifications standards development;
• Developed occupation standards and curricula revised in accordance with the needs of the labour market, as well as suitable teacher training;
• Introduced student’s tracer system after the completion of the formal education;
• Strengthened career guidance and counselling system;
• Further progress in full establishment of NQF with the inclusion of the employers in all phases of the process;
• Improved work-based learning in all forms and for both students and adults;
23 The EMIS was established in 2010, however, it still needs to be improved
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• Introduced special programmes in adult education for new skills for green jobs;
• Sped-up process of verifying service providers and programmes for adults;
• Increased quality of higher education by further improving the work of the Board for Accreditation and Evaluation of Higher Education, as well as implementing external evaluations;
• Reduced number of young people that are not employed and not involved in education and training (NEETS) and reduced dropout rate;
• Operationalisation of the non-formal and informal learning outcomes validation system introduced in parallel with special adult learning programmes.
44. Thus, the goals of the Strategy are established as follows:
• Considerably increased coverage of children in pre-school education and adjustments to the programme for the purposes of efficient and adjusted enrolment in primary education;
• Rationalisation of curricula of all years of compulsory education, specifically those of each cycles’ starting years, and their adjustment for the purposes of more efficient and optimal transfer for pupils from cycle into cycle. Rationalisation implicates linking the topics into integrated programmes with sufficient number of hours of exposure of pupils to education activities for optimal development of generic and key competencies.
• Strengthened activities and means for increasing schools’ attractiveness, that stimulate a constructive attitude towards learning and include contents of local interest and encourage links with the community and socially responsible engagement;
• adjustment of curricula to pupils’ age by means of cross-curricular incorporation of generic and key competencies based on learning outcomes;
• Improvement and adjustment of quality assurance (and quality control) tools which ensure learner-centred education and best learner’s interest;
• Adjustment and consistent implementation of the inclusive and multicultural education concept with a focus on democratic values, human rights, gender equality, and respect for diversity on any ground as well as supporting ethnic cohesion;
• Improvement and consistent application of the textbooks writing methodology and, in parallel, reducing the role of textbooks as the only means for achieving the training objectives, and taking into account benefits from using ICT in education;
• Improvement of education system infrastructure with a purpose to increase inclusiveness, access, energy efficacy and digitalisation;
• Ensuring full coverage of all learners with special educational needs in the education system by adjusting the curricula (in terms of training objectives and instruction language) to their needs and abilities, and strengthening competencies of teachers and expert staff;
• Rationalisation and conceptual regionalisation of vocational secondary education, by means of programmes based on generic and key competencies, and through orienting the programmes to the needs of local labour markets;
• Standardisation of the activity of the higher education system in line with the European criteria and ensuring the rule of law while establishing and operationalisation of higher education institutions;
Education Strategy for 2018-2025 | 23
• Return of the autonomy of universities, including academic freedom, and preventing possibilities to pressurise members of the academic community;
• Expansion of adult education opportunities and support of the lifelong learning concept;
• Support in the process of establishment and operationalisation of the system of validation results of non-formal and informal learning;
• Improvement of competences and performance of teaching staff at all levels of education, including expert associates by occupation;
• Intensification of the ICT use in education through establishing an e-learning portal and learning management system and continuous development of teachers’ skills to use new technologies and ICT tools in education; establishment of system for regular updating and effective maintenance of computer equipment and computer networks;
• Strengthening capacities at central, local and school (pre-school) levels for management of this sector by means of a more efficient administration, implementation of harmonised and transparent policies of delivering smooth and quality educational process in the context of power decentralisation.
• Creating grounds for designing and developing integral reform as a whole to cover education in all levels from pre-school to higher education, as a process and an opportunity for lifelong learning where levels of education would be logically and successively linked.
45. The Strategy is designed in a way that the goals will be reached through implementation of a number of policy measures (and achieving the corresponding outcomes) related to the priorities established for each sub-sectors (pillars) of education system and conditioned by the most urgent specific needs of each pillar. This approach contributes also to the practicableness of the Strategy and especially its Action Plan, facilitates implementation, as well as monitoring and further evaluation.
46. At the same time, taking into account the limited period of time covered by the Strategy, not all challenges of the education system will be possible to address by the end of 2025. Therefore, only those objectives which are realistically reachable have been taken into the Strategy. However, the Action plan includes a number of activities which are targeted to establishing a solid base for reaching further objectives.
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47. The Strategy from its design and implementation points of view is based on the following approaches:
• Strong consideration of the country’s commitments according with the EU accession documents as well as national level strategy documents;
• Thorough analysis of situation and achievability of all proposed measures;
• Taking balanced decisions on the steps to be undertaken for solving the urgent issues;
• Ensuring a sound base prior to the implementation of any measure;
• Setting objectives according to the priorities but also achievable during the available period of time;
• Distribution of resources depending on the outcome and the output indicators.
48. In parallel with this, the following will be ensured:
• support a systematic campaign to clarify the need for raising public awareness of the overarching principle of lifelong learning through all life stages and within each pillar when adopting public policies;
• extending the Structure of the Education system in the Republic of Macedonia to include Adult Learning and Education.
49. In addition, a large involvement of stakeholders in implementation of the Strategy should be ensured. Particularly it is foreseen that most of the outputs will be either produced with participation of the stakeholders or at least discussed and agreed with them before being officially approved. Cooperation with, and participation of, all key players in the field of education will be fostered through a permanent policy dialogue, institutionalisation of which is also foreseen by the Strategy among the other policy measures.
50. Strategy proposes a number of policy measures which are common for several sub-sectors of education. These particularly are: career guidance and counselling, graduate’s traces study system, teachers’ and other staffs’ professional development and career advancement, licensing of educational institutions managers, NQF, EMIS and some others. They are, nevertheless, presented separately under corresponding pillars but
STRATEGICAPPROACHES
Education Strategy for 2018-2025 | 25
their implementation will be strongly coordinated in order to follow an integrated approach and ensure cost efficiency. In future (at the next stage of education reforms implementation) this type of policy measures may be consolidated under a unified systemic umbrella and in some cases even institutionalised.
51. The GoRM realises that fundamental changes in some aspects of education are necessary and serious reforms are to be introduced. However, the approach of this strategy is that before introducing any radical change, thorough feasibility analysis has to be done and any intervention should be agreed with, and accepted by, all key stakeholders. This will ensure smooth operationalisation of any new system or a mechanism without causing undesirable and objectionable effects which may lead to deprivation of the reforms’ credibility or loss of trust among the social partners and in the society in general.
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KEY STRATEGIC AREAS (PILLARS) OF DEVELOPMENT OF EDUCATION
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5.1.1. Overview of the situation and activities up to date
52. In the Republic of Macedonia, the role of preschool education is socialisation, upbringing and education of preschool age children with a purpose to create a basis for developing their potential and acquiring knowledge about the surrounding world. The mission of pre-school education is equal approach and maximum coverage of preschool age children by various forms and programmes designed in line with the modern trends and the latest scientific achievements in the field of child development.
53. With the decentralisation that started in July 2005, founding rights and responsibilities over 51 public kindergartens (with 181 objects) in 40 municipalities were transferred from the central to the local governments. Children in additional eight municipalities attend branches of the neighbouring municipalities’ kindergartens.
54. In 2005, the last year of pre-school education (for children at the age 6-7) was proclaimed by the law as compulsory. At the MoES request, a curriculum for the preparatory year was developed along with a dossier for monitoring of the child development during this year. In addition, the educators were trained for implementing this curriculum in practice. In the 2007/08 academic year, the preparatory year of pre-school education was included in the cycle of primary education as its first schooling year.
55. In 2009, the Ministry of Labour and Social Policy (MoLSP), which is responsible for the pre-school education system, launched the Standards for Early Learning and Development (ELD) of Children which were developed by а work group with a large representation from the key institutions and stakeholders. These standards defined the expectations which preschool aged children should have fulfilled in various domains of development (motor development, socio-emotional development, cognitive development, etc.). They may be applied in all contexts where children aged 0-6 years receive care, upbringing and education services (in the family, in kindergartens, in children recreation centres and also in various non-formal environments of child care). The same year awareness raising workshops on the significance of early child development were organised for the representatives from all kindergartens to promote the concept of early child development through practice implementation of the standards in kindergarten.
56. In the period of 2010-2012 capacities of preschool educators from 18 model kindergartens were developed. They were trained to implement the Standards-based strategies for teaching children, assessing and documenting their achievement, and building partnership with parents. Materials for parents to support children’s development and early learning in home conditions were prepared in 2013 and the model kindergartens were instructed to monitor the effects of their implementation.
PRE-SCHOOLEDUCATION
5.1
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57. In 2012, based on the Standards, instruments for monitoring children’s development were prepared and made an official part of the child portfolio. In order to facilitate the process of pedagogical records keeping and preparation of documentation, a manual for preschool educators and caregivers was developed. Until 2014, educators from all public and private kindergartens received training on using the above instrument.
58. Pre-school education is regulated by the Law on Child Protection adopted in 2013, which has been amended according to the needs. It put the early child learning and development in the focus and, in addition to public kindergartens, allowed other forms of services for child care and education. This encouraged the municipalities to open early child development centres where kindergartens were not available. Moreover, the law regulates the inspection system of child protection and introduces licencing based on additional training and exams. The Law is accompanied by 25 sublegal acts that define the rules for its implementation.
59. During 2014, 157 caregivers from all kindergartens received training for comprehensive implementation of the Standards. They cascaded the trainings to the other caregivers from their kindergartens. Two manuals (one for caregivers and another for pre-school educator) for implementation of the Standards were developed.
60. In 2015, a programme adopted by the MoLSP and prepared by BDE for early learning and development for children with developmental delays, was adopted. The programme is aimed at providing equal opportunities for all preschool age children.
61. During 2014-2015 all educators that work with 5-6 aged children in 10 kindergartens were included in a pilot programme targeted to the introduction of respect for diversity and multiculturalism in early child development. Educators enjoyed necessary training and were provided with a Manual and teaching materials as well as children books that support implementation of these activities. Additionally, within the same programme, awareness raising for educators from all other kindergartens was organised.
62. In 2013, in public kindergartens logopedists special educators have been employed. In 2015 the staff from 10 pilot kindergartens received training on inclusion in early childhood based on appropriate modules for professional development. A manual for inclusive preschool education is also prepared.
63. In 2015, in order to increase the quality of pre-school education, advisors from the Bureau for Development of Education have begun to pay instruction and counselling visits to public kindergartens.
64. MoLSP in cooperation with the Roma Education Fund, 18 municipalities and 17 Roma NGOs has implemented the project “Inclusion of Roma children in public kindergartens”. The overall objective of this project is to increase enrolment of Roma children in pre-school education 1-2 years before entering the primary education. The project has intended to improve the Roma parents’ attitude towards education, expand the Roma children’s social skills and knowledge of Macedonian language, as well as to improve the pre-school educators’ and caregivers’ competences to work with Roma children and combat prejudices against Roma. For these purposes, MoLSP in cooperation with Ministry of Finance has approved financial support for engagement of 17 caregivers of Roma background. In performing of some activities, the official institutions in charge of children’s care and education had close cooperation also with key development partners and stakeholders.
65. Efforts to increase the number of kindergartens/centres for early child development and enlarge the capacities of the existing kindergartens, especially in rural and socially deprived areas were made. According to the Ministry of Labour and Social Policy, from 2006 onwards the following structures were established: 14 public kindergartens, 4 public centres for early child development, 27 facilities for preschool upbringing and education, 23 groups in other premises, 25 centres for early child development within public kindergartens, 7 private institutions for children / centres for early child development, 24 private institutions for children / kindergartens, 6 kindergartens organised as structural units within the legal entities - private secondary schools.
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5.1.2. Challenges66. The pre-school education system faces a number of important challenges:
1. General enrolment of children in pre-school education remains critically insufficient, and the existing system has limited opportunities for increased enrolment including of children with special education needs. At the same time, the coverage rate is the lowest especially regarding marginalised communities, who are related to a growing drop out trend, including difficulties in achieving the standards and low learning accomplishments.
2. Learning environment in the pre-school institutions is unsatisfactory, implementation of the Norms and Standards in pre-school institutions is inconsistent. Use of IC technologies in kindergartens is almost completely absent.
3. The existing Standards for Early Learning and Development of Children need to be revised, quality assurance system is non-functioning; integrated multicultural upbringing and education of preschool children are not being fully implemented; cooperation with other levels of education specifically with higher education is poor, particularly with higher education.
4. The system suffers from insufficient number of teaching and other staff in pre-school institutions which is accompanied by lack of clearly defined competencies and standards for managers, educators, caregivers, professional workers and co-workers of kindergartens. Mechanism of professional development and career advancement of those employees is actually non-existent while the system of their licensing needs to be revised.
5. Governance and management of pre-school institutions is inefficient, responsibilities of different structures responsible for the pre-school education system, i.e. MoES and MoLSP, MoLSG, are overlapping; cooperation with parents, communities and businesses is poor. At the same time, the system of pedagogical records kept in institutions for children needs to be improved.
5.1.3. Priorities and Expected outcomes67. For the Pre-school education development, the Strategy establishes the following priorities and expected
outcomes:
Priority I. Improve Content, Learning Environment and Quality of Pre-school Education Provision
1.1. Content of pre-school education is improved;
1.2. Pre-schools education is targeted to achieving the learning outcomes defined by the ELD National Standard;
1.3. Preconditions for better focus on every child in pre-school institutions are in place;
1.4. Education and upbringing process is supported with proper physical conditions necessary for achieving established learning outcomes;
1.5. Education and upbringing process is supported with all didactical materials necessary for achieving established learning outcomes;
1.6. Pre-school Education contributes to promotion of bilingual access to working with children of different cultural backgrounds.
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Priority II. Increase Enrolment of Children and Improve Inclusiveness of Pre-school Education
2.1. Basic conditions for increasing children’s enrolment in pre-school education through ensuring equal access are in place;
2.2. Physical conditions and staff necessary for enrolment of children with special educational needs are in place;
2.3. Content and delivery methods of pre-school education are adapted to the children with special educational needs;
2.4. Supportive moral environment and positive public opinion for inclusive education is ensured;
2.5. Administrative base for ensuring inclusive education is in place.
Priority III. Improve Capacities of Human Resources in the Pre-school Institutions
3.1. Requirements towards pre-school institutions staffs’ professional competences and job tasks are clearly defined;
3.2. Novice educators and caregivers are capable to fully perform their tasks according to their job profile and the ELD Standards;
3.3. Professional competences of pre-school institutions’ Educators and other staff are continuously improved; Educators are motivated to demonstrate better performance;
3.4. All employees of pre-school institutions satisfy the minimum requirements of professional competences.
Priority IV. Improve Legislation, Organisation and Management of Pre-school Education and Strengthen Cooperation
4.1. Supervision of educational activities is based on the adequate reflection of the educators’ performance and the children’s achievements;
4.2. The learning needs of pre-school children and interests of the community are better considered;
4.3. General pedagogic culture of parents is improved and contributes to family-based education (upbringing) of children.
Education Strategy for 2018-2025 | 31
5.2.1. Overview of the situation and activities up to date
68. In Macedonia, compulsory nine-year Primary education was introduced in 2007 according to the Concept of the nine-year primary upbringing and education. The Law on Primary Education provides guarantees for this level of education to be free for all children aged 6-14 and for access of each child particularly through provision of free textbooks and free transportation for the pupils with a permanent residence at least 2 kilometres away from the nearest school.
69. In parallel with increasing the duration of primary education, reforms of the curricula were also initiated. The subject programmes include development goals for the cycles of primary education, general goals for each grade and specific goals for each topic or programme. In addition, a number of new subjects were introduced:
• English Language as a mandatory subject from the 1st grade;
• Second foreign language as a mandatory subject from the 6th grade;
• Innovations as a mandatory subject in the 9th grade;
• Work with computer and basics of programming as a mandatory subject for the 3rd and 4th grades;
• Creation as an optional subject in the 4th and 5th grades;
• Informatics as a mandatory subject in the 6th and 7th grades, and as an optional subject in the 8th and 9th grades;
• Ethics of Religions, Introduction to Religions, Classical Culture in the European Civilisation as optional subjects in the 6th grade;
• Albanian Language as an optional subject from the 6th grade;
• The language and Culture of the Roma/Boshniaks/Vlachs as an optional subject from the 3rd grade;
• Other optional subjects: Our Fatherland, Environmental Education, Exploring the Native Place, Dances and Folk Dances, Projects in Musical Art, Projects in Visual Art, Technical Education, Projects in Informatics, Optional Sports, Improving the Health, Living Skills, Programming.
PRIMARY (GENERAL)EDUCATION
5.2
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70. In addition, a programme for Life skills education and a guide were drafted, planned to be applied at the master class from the 2nd to 9th grades, covering basic skills to deal with challenges in daily lives of pupils.
71. From 2013/14 school year, International Baccalaureate (IB) programme in lower grades of primary education in two schools in Skopje (“Brakja Miladinovci” in Aerodrom municipality and “Kiril i Metodij” in Centar municipality). From the next school year, the IB programme was introduced in the upper grades in the same schools.
72. An adapted version of the curriculum was introduced from the 2014/2015 school year, according to the Cambridge International Examination Programme Centre (United Kingdom), of Mathematics and Science from the 1st to 6th grade, and Mathematics and Natural science subjects such as Physics, Chemistry and Biology from the 7th to 9th grade. Textbooks for the respective subjects were approved pursuant to the Concept on developing textbooks and the Methodology on assessing textbooks.
73. In addition, during 2007-2015, Bureau for Development of Education prepared 26 guides and provided 188 types of trainings for teachers with the help of around 500 trainers.
74. Within the Governmental project “Computer for every child”, PCs were to be made available for each pupil in the classroom for learning purposes. As additional support, it was planned to provide teachers portable PCs and internet connection for all schools.
75. Pupils with special educational needs can be enrolled in regular schools (in regular or special classes) or in special schools, according to the type and degree of the special education needs. Some teachers are trained to work with those categories of pupils. Block subsidies are foreseen to be provided according with the number of pupils with special educational needs (with disability).
76. In partnership with BDE and the civil society, MoLSP implemented a project in 32 primary school on the application of assistive technology in the curriculum (with use of special devices, adjusted standardised computer equipment, etc.) with a purpose to pupils with special educational needs and disability an opportunity to use PCs.
77. Research on working with gifted and talented pupils has been implemented. Scholarships for the winners of national and international competitions in mathematics and sciences were introduced. At the same time, compulsory extra curriculum for pupils facing learning difficulties, and additional curriculum for pupils showing advanced achievement on certain subjects, were introduced.
78. In 2012, a 5-year project in interethnic integration in education has commenced. The goal of this initiative is to create in the society suitable climate supporting the interethnic integration, not only in schools, but also in society in general. By means of partnership cooperation with key education institutions and local civil organisations, activities were focused on pupils, parents, teachers, management, administration and school boards in all primary and secondary schools.
79. With the quality control purposes, in 2011 the State Educational Inspectorate established indicators for schools’ works quality, which were being enhanced throughout the period between 2012 and 2016. The application of the indicators contributes to assessment of the quality of educational process, identification of strengths and weaknesses in the performance, and development of recommendations for improvement. The indicators also support self-evaluation process of the schools. Within the process of Integral evaluation, evaluation of work duties of teachers and expert associates involved in the education and upbringing process is also performed. For the novice teachers, a compulsory Personality Test is introduced and professional teacher exams have been organised.
80. In the previous period, the Programme for counselling parents and a Programme for counselling pupils were launched.
81. In 2013 a system of external testing of the 4-9 grades pupils’ achievements in all subjects was introduced had. Before the end of the 2016/17 school year its implementation was cancelled.
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82. Macedonian primary schools have participated also in the following international tests:
• PIRLS (Progress in International Reading Literacy Study), for assessing the preparedness of pupils ages 9-10 - by reading and understanding (2006);
• TIMSS (Trends in International Mathematics and Science Study) for measuring knowledge and capabilities in mathematics and natural sciences of pupils in the eighth grade (2011).
83. In 2015 a Law on Teachers in Primary and Secondary School was drafted to define professional standards for the teaching staff and for career development.
84. Tutorial support has been provided by the MoES to Roma pupils in 4th, 5th and 6th grades in primary education in Macedonia since September, 2015. Additional educational support is provided by tutors-students at pedagogical faculties in the Republic of Macedonia.
5.2.2. Challenges
85. A number of challenges are identified at the Primary education level:
1. Learning accomplishments of pupils are critically low, which has been demonstrated by results achieved at international testing events.
2. Standards which should define the learning outcomes for each cycle (I, II, III) of primary education are absent, the framework curriculum is overburdened and the subject programmes have a little relevance to the local environment. Particularly, it may be noted that teaching of civil education and life skills is insufficient or inappropriate in a number of schools, while entrepreneurial skills are at low level among both pupils and teachers.
3. In multi-language schools, pupils are separated along language lines (working in different shifts, buildings, floors, different administration etc.), and have insufficient opportunities to interact; multicultural/intercultural education is insufficiently reflected in curricular and extra-curricular activities and in some of the textbooks. Teachers themselves do not promote enough respect for diversity and equality (in terms of gender, ethnicity, social status, intellectual and physical capacities) and multiculturalism.
4. Measures for overcoming divisions along ethnic lines in schools are not sufficient and segregation in schools impacts social cohesion and inter-ethnic integration.
5. There is no mechanism that ensures ethnically segregated data on school age children who have not been included in the system on various grounds, with a usual explanation that the obstacle is in personal data protection, however legal regulations is not preventing data collection on ethnic grounds for the purposes of improving the state of the education system.
6. A large number of Roma pupils are outside the education system. A large rate of drop out is also obvious and low degree of literacy of children with Roma ethnical background. The following are stated as the most frequent reasons for this state: insufficient knowledge of the Macedonian language, low degree of education of parents and poor socio-economic status.
7. Children with special educational needs are not sufficiently included in regular primary education. Their inclusion in regular schools is not properly regulated and appropriate mechanisms have not
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been introduced. In addition, there are prejudices toward these children among parents, teachers and students. Teachers also do not possess enough competences to work with this category of learners.
8. Appropriate systemic solutions for identification and working with talented pupils is lacking as well.
9. Juveniles from the correctional institutions and the homeless are excluded from the Primary education system and thus, their integration on the society is impeded. There is no effective system of education, coordination and monitoring of these categories of children.
10. Didactic materials and didactic resources for realisation of educational process in all instruction languages (including assistive technologies for pupils with special educational needs) are insufficient, the specialised cabinets of specific subjects are not fully provided with teaching materials. Most of the schools are poorly equipped for subject teaching means, additional ICT equipment (e.g. LCD projectors, smart boards, etc.) are also necessary. Modern teaching methods and techniques are not applied enough in practice. Educational electronic learning platform is still inexistent.
11. Some classes are overpopulated by pupils, in some municipalities regionalisation legislation has not been respected, which is one of the strongest factors for segregation in primary education. This is complicated by non-observed rules for a safe and secure school environment in a number of schools.
12. In terms of quality assurance, continuous valid information is lacking on the national education system in terms of international prospects. The system of external testing employed between 2013 and 2017 did not follow the standards for assessing the pupils’ achievements; quality assessment of the curricula and the grading of students’ achievements against relevant factors was inconsistent. The method of external testing application diverted the focus on teaching by teachers and learning by pupils and based it on memorisation of information, rather than on essential understanding and linking phenomena. In the view of a number of stakeholders involved in education much importance is still attached to the formal planning and reporting while focus should be on the implementation of educational process and reaching the learning outcomes.
13. Professional orientation and career guidance is not implemented. Often the contents pupils are learning remains disconnected from with the real and professional life, so they do not receive sufficient information relevant for them, specifically regarding occupations related to engineering and technology, and are not supported to choose vocational schools and profiles demanded in the labour market.
14. The professional services in the schools are also not equipped with all necessary specialists although a number of psychologists, pedagogues and special educators were employed in primary schools during the last two years. Many of the professional service staff spend their working hours in administrative activities for the school, not related to their occupational profile. Therefore, even though schools have professional services, in practice pupils and teachers fail to receive sufficient support by these professional services primary expertise. In some cases, the professional services do not reflect the ethnic composition of the multi-language schools.
15. Various stakeholders are not fully informed and included enough in the reform processes; the project activities and initiatives are mostly non-sustainable. At the same time, innovations are introduced without being piloted and evaluated in terms of their effects. Support to democratic participation of pupils is insufficient in a number of schools.
16. The established formula for financing primary education should be revised in order to include a development component to finance professional development of teachers, and would allow for introduction of innovative methods of work with pupils, implementation of action research, implementation of development projects for the purposes of improving the teaching process strengthening cooperation with parents and similar activities.
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5.2.3. Priorities and Expected outcomes
86. For the period till 2025, the strategic priorities of the Primary education development and the corresponding outcomes will be the following (which are explained in more detail, including the measures, activities and indicators in the appropriate pillar in the Action Plan):
Priority I. Improve the Content of Primary Education
1.1. Learning outcomes for each cycle of primary education are clearly defined and relevant to the reality and the needs of pupils according to their age characteristics24;
1.2. Primary Education contributes to developing key and generic competencies such as the pupils’ abilities for critical thinking and problem solving, respect for diversity and multiculturalism, and acquiring democratic values and skills;
1.3. Curricula for all grades and all subject programmes are targeted to achieving the learning outcomes defined by the National Standard;
1.4. Pupils acquire wider scope of knowledge and competences according to their interests and relevant to the local environment;
1.5. Primary education pupils are provided with quality and up-to-date textbooks as a source of applicable knowledge promoting human rights, respect for diversity and democratic values.
Priority II. Increase Enrolment of Pupils, Improve Inclusiveness and Interethnic Integration of Primary Education
2.1. Physical conditions necessary for inclusion of pupils with physical disabilities are in place;
2.2. The schools are an inclusive environment for pupils with different special educational needs and provide them full support;
2.3. Efficiency of funding of inclusion and learning process of the pupils with special educational needs is improved;
2.4. Improved interaction between pupils from different languages of instruction;
2.5. Teaching is improved in less represented languages of instruction, including teaching of subjects providing learning the language and culture of communities who follow classes in a language different than their mother tongue.
2.6. Conditions for children accommodated in correction facilities to continue (complete) primary education are provided.
2.7. Individuals who must complete their education have been identified, included and monitored until completion of mandatory education.
Priority III. Improve the Learning Environment and Quality of Primary Education Provision
3.1. Improved learning environment allowing better focus on every pupil is in place;
3.2. Effectiveness of teaching process provision regardless the teaching language is improved;
3.3. Improved achievements of pupils in mathematics and natural science;
24 While defining the learning outcomes, entrepreneurial skills should be included, according to the Strategy for Entrepreneurial Learning in Macedonia 2014-2020.
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3.4. The school is a safe learning environment both for the teachers and the pupils in all aspects (learning and auxiliary facilities, training equipment and materials, assistive technologies for pupils with disabilities, food standards);
3.5. Pupils are able to make informed choices of education pathways after graduation of Primary education;
3.6. Democratic participation of pupils in schools has increased;
3.7. Feedback from all assessments of pupils’ achievement allows to take evidence-based policy decision;
3.8. Empirical data are provided on mathematical literacy and science literacy of pupils in primary schools compared to international prospects.
Priority IV. Improve Capacities of Human Resources in the Primary Schools
4.1. Quality of future teachers is improved;
4.2. Novice teachers have acquired the competences that are required by the professional and national standards;
4.3. Novice teachers and expert associates receive support necessary for their daily work;
4.4. Teachers are motivated to demonstrate better job performance;
4.5. Professional competences of the teachers are continuously improved;
4.6. Pupils and teachers receive continuous support from expert services;
Priority V. Increase Effectiveness of Primary Education Organisation and Management
5.1. Impact and sustainability of innovations introduced in primary education is improved;
5.2. Principals of primary schools satisfy the minimum requirements of professional competences thus ensuring better learning environment and culture, management and leadership.
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5.3.1. Overview of the situation and activities up to date
87. Since the 2007-2008 academic year, secondary education is compulsory for all citizens under equal terms and conditions stipulated by the Law on Secondary Education, and the policy of enrolment in secondary schools was adjusted according to this requirement. The Law provides also opportunities for horizontal and vertical mobility of pupils. Free of charge textbooks for each pupil, free transportation or free accommodation in dormitories were provided in order to ensure the equal access to quality education for all.
88. In order to promote entrepreneurship education in accordance with the modern trends, programmes of two compulsory subjects for the gymnasium and secondary art education were developed: “Business and Entrepreneurship” (for the 4th year) and “Innovations and entrepreneurship” (for the 1st, 2nd and 3rd years). New programmes for English as a first foreign language, and German, French and Russian as second foreign languages are introduced for the first, second, third and fourth years of secondary education. I addition, programme of the newly introduced compulsory subject “Programming Languages” was adopted for the third year of gymnasium education, and programmes of Algebra, Linear Algebra and Analytic Geometry as optional subjects for the third year of gymnasium education were updated. Curricula and subject programmes for secondary art education were also improved.
89. The subject programmes for secondary education were analysed in respect of the representation of multiculturalism in the objectives and the content. The curriculum for “Life Skills Education” was prepared, together with a manual for its implementation during the “class hours”.
90. In order to promote healthy learning environment and safety and to reduce school violence, to promote pupils’ rights, democratic values, freedoms and diversity, a number of extracurricular activities were implemented through the annual Action plans of municipalities and the City of Skopje.
91. A Sports Academy was established and a curriculum and subject programmes for football, basketball, handball and tennis were developed.
92. A special Law on Textbooks in Primary and Secondary Education was adopted including several pieces of secondary legislation with a purpose to fully regulate procedures of approving and publishing textbooks,
SECONDARY GENERAL EDUCATION (GRAMMAR SCHOOLS, ART SCHOOLS AND
SCHOOLS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS)
5.3
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corresponding sub-legal acts were issued and a National Commission on Textbooks was established. However, they contain weaknesses which will be a special challenge for future reforms.
93. Between January 2013 and January 2017, all secondary schools applied a system of external review of the students’ achievements in all subjects.
94. The decentralisation process was launched for providing the schools with full funding. This system is based on rational distribution of the targeted/block subsidies and with additional funds from the budgets of municipalities and the City of Skopje. Investments were made for strengthening municipalities’ (and of the City of Skopje) capacities of governing and managing secondary schools particularly in terms of funding, monitoring and adjusting the school budgets.
95. In 2008 the National Graduation (Matura) was introduced in general and vocational secondary education with duration of 4 years, and since 2009 also in secondary art education. Matura is expected to provide quality assurance in secondary education and monitoring of subject programmes implementation, completion of secondary education with an appropriate certificate (diploma) and assists the selection of pupils for university education.
96. To facilitate teaching and learning of mathematics at the secondary education level, a Manual of Mathematics for 15-16 years old pupils, their parents and teachers was prepared.
97. Amendments related to the regulation schools’ self-evaluation and preparation of development plans were made to the Law on Secondary Education, and integral evaluation of schools implemented by the State Education Inspectorate was introduced. In addition, a mandatory professional exam for teachers has been introduced, including a compulsory Personality Test for the teaching staff, which in its turn was disputed by the expert public.
98. The inclusion policies of the Ministry – to cover pupils with special educational needs in the regular educational process – are based on:
• preparation of individual subject programmes;
• forming an inclusive team in secondary schools;
• equipping the expert services with pedagogists, psychologists and special educators;
• using assistive technological devices and building access ramps to the school buildings.
99. Besides, new curricula and subject programmes were prepared and adjusted for pupils with damaged hearing and eyesight. These measures provided pupils with minor disabilities an opportunity to complete the 4th year of education, pass adjusted Matura and continue their education at higher education institutions in the country and abroad.
100. Since 2009 scholarships and mentorship/tutoring of Roma nationality pupils have been provided. This initiative has an objective to improve the mobility and success of Roma pupils in all years of education, from all public and private secondary schools. In order to assist Roma children to continue their education in secondary schools, the criteria for enrolling representatives of this ethnic community were revised. Special scholarships were established for those Roma pupils form socially deprived families who regularly attend classes, as well as for pupils from socially vulnerable groups, talented pupils, sportspersons, children without parents, and children with special educational needs.
101. Special prizes have been introduced for pupils who have won awards at national and international mathematics and science competitions. Since 2016/2017 school year, financial awards have been planned for pupils who will win gold, silver or bronze medals at some of the 13 international science olympics for secondary school pupils. The award shall be paid to the pupil’s teacher-mentor as well.
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102. With a purpose to reduce ethnic prejudice and improve knowledge of pupils from different ethnic groups about each other’s culture, joint activities with pupils with different instruction languages were organised in a number of schools. To this end, Teams for School Integration have been established, to coordinate and organise joint pupils’ activities and partner cooperation.
103. In 2000 and 2015, secondary schools of the country participated in the PISA - Programme for International Student Assessment, measuring how many 15 year olds are trained to read and understand, and how many are mathematically literate and natural science literate.
104. Other important activities in the sector of Secondary education are:
• preparation and implementation of a programme on counselling parents and a programme on counselling pupils;
• promotion of pupils’ Career guidance in schools through established Career Centres operated by trained career advisors representing the schools’ teaching staff.
In 2015 a Law on Teachers in Primary and Secondary Education was drafted to define professional standards for the teaching staff and career development.
5.3.2. Challenges
105. Analysis of the situation has led to the identification of the following challenges in the sector of Secondary General Education:
1. Curricula are overburdened while there are still subject programmes which are outdated and do not provide continuity in the cognitive and socio-emotional development of pupils, do not allow for integrated approach of learning about phenomena, do not develop sufficiently generic and key competencies, do not support modern teaching approaches and do not reflect current social processes.
2. A number of textbooks are obsolete and contain stereotypes, prejudice, and stigma and are lacking elements for coexistence, respect of differences, integration, multiculturalism, which is complicated by a demotivating legislation on the textbooks development and review. Developing and enriching textbooks with additional content is a slow and long process and it fails to meet the needs of the teaching staff regarding the latest contents in certain areas, which contributes to outdated teaching process.
3. Multicultural/intercultural education is not depicted in curricular or extra-curricular activities. There are barriers hampering integration of pupils learning in a language other than their mother tongue; pupils learning in different instruction languages in multi-language schools are mainly separated by shifts, buildings, floors or even by school administration. At the same time, motivation of the schools in general and the teachers in particular to ensure interethnic integration and inclusive education is low due to absence of any incentives or a financial support.
4. Dispersion of secondary schools is inappropriate (with particularly low accessibility of schools in regions), accompanied by too high number (up to 40) of pupils per class in some schools or a too small a number in other schools.
5. Physical access (facilities, training and other equipment) and didactic-methodological provision is poor in most of the high schools; conditions for inclusion of children with special educational
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needs are extremely limited, taking into account that a high number pupils with special educational needs have lower achievements, their opportunities for enrolment in general secondary education are very difficult and limited.
6. Teachers do not enjoy appropriate practical preparation during their pre-service training or the traineeship; the legally imposed personality test is unjustified and disputable in the aspect of psychological activity, and it is prone to misuse, but also it has caused numerous controversies and dissatisfaction with teachers; there is a lack of school principals’ professionalism and political neutrality; expert services are insufficiently staffed according to the needs of the schools (e.g. according to the number of pupils, the instruction language), and at the same time a large amount of working hours are spent on regular administrative activities in the school, rather than in the area of their expertise; the latter factor leads to low quality or at least to limited scope of such services as support for pupils with special educational needs, pupils’ career guidance or support to the gifted and talented children.
7. Assessment of the curriculum quality and pupils’ grading are inconsistent in term of all relevant factors.
8. Reforms in the sphere of secondary general education are not always coherent/consistent with primary school’s reforms, due to which transfer of pupils from primary to secondary school is exceptionally stressful for pupils and reflects negatively on their attitude towards learning and achieving results.
9. Support to democratic participation of pupils consistently remains insufficient.
10. There is a lack of continuous valid information on the national education system in terms of international prospects.
5.3.3. Priorities and Expected outcomes
106. Accordingly, the following priorities are defined for the period until 2025 (which are described in more detail, including measures, activities and indicators in the appropriate pillar in the Action Plan) and should ensure the relevant outcomes:
Priority I. Improve the Content of Secondary Education
1.1. Learning outcomes of Secondary education are clearly defined and relevant to the actual situation and needs of pupils according to their age and characteristics and to the Macedonia’s society development priorities25;
1.2. Secondary Education contributes to knowledge about human rights, respect for diversity and democratic values by pupils;
1.3. Curricula and all subject programmes are targeted to achieving the learning outcomes defined by the National Standard and ensure continuity with the primary education;
1.4. Secondary education pupils are provided with quality and up-to-date textbooks as a source of modern and relevant knowledge and as a tool of promoting human rights, respect for diversity and democratic values.
25 While defining the learning outcomes, entrepreneurial skills should be included, according to the Strategy for Entrepreneurial Learning in Macedonia 2014-2020.
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Priority II. Increase Enrolment of Pupils and Improve Inclusiveness and Interethnic Integration in Secondary Education
2.1. Physical conditions for enrolment of pupils with physical disabilities are in place;
2.2. Administrative and information base for ensuring inclusive education is in place;
2.3. Improved interaction between pupils from different languages of instruction;
2.4. Conditions for pupils accommodated in correctional facilities to continue (complete) secondary general education are provided.
Priority III. Improve Capacities of Human Resources in the Secondary Schools
3.1. Professional competences of teachers are continuously improved; teachers are motivated to demonstrate better performance;
3.2. All principals of secondary schools satisfy the minimum requirements of professional competences;
3.3. Education is accompanied with complete scope of support services necessary for pupils’ quality learning and development process;
3.4. Novice teachers receive support necessary for their daily work.
Priority IV. Improve the Learning Environment and Quality of Education
4.1. Improved learning environment allowing better focus on every pupil is in place;
4.2. Schools’ facilities and pupils’ out-of-school time are used more efficiently;
4.3. Improved democratic participation of pupils in schools;
4.4. Feedback from all assessments allows to make evidence-based policy decisions;
4.5. Valid empirical data are provided on the capacities of 15-year old pupils (compared to international prospects) to enter life and continue education, or enter the labour market.
4.6. Talented pupils have opportunities to develop their potentials.
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5.4.1. Overview of the situation and activities up to date
107. The main public body responsible for providing professional support to development and continuous innovation of the VET system is the Centre for Vocational Education and Training established in 2007. General education subjects at secondary vocational schools are responsibility of the Bureau for Development of Education.
108. Memoranda of cooperation based on the Protocol on social partnership and the Framework for social partnership, were signed between the VET Centre and different national and foreign organisations, in order to strengthen cooperation of all stakeholders and to engage stakeholders in decision making process and in drafting of documents related to vocational education and training.
109. Standards for implementing pupils’ practical training with employers were developed, curriculum and programme for vocational and didactic training of trainers from companies where practical training is to take place are drafted, and several trainings of mentors in companies that would lead pupils in practical training have taken place.
110. A new phase of modernising secondary VET has started with the “Skills Development & Innovation Support” project in 2015. This initiative is focused on reforming the four-year technical vocational education and incorporation of mechanisms for quick reaction to the needs of the labour market. Other expected outcomes of the project are: analysis of the VET system needs and offering recommendations for structural reforms; a Concept Paper for technical education in the Republic of Macedonia; methodology for development of occupational standards, revised and new occupational standards; methodologies for development of qualification standards and curricula based on learning outcomes; drafting of methodology and instruments for analysis of the secondary vocational schools network in the Republic of Macedonia; assessment of the network of secondary vocational schools and a plan for rationalisation of the network; curriculum and learning materials for training of teachers and secondary VET schools’ principals; as well as assessment of the equipment needs for school cabinets for practical classes.
111. A Methodology for development of occupational standards was developed in 2009, and amended in 2017, thereby setting up the grounds to define the needed knowledge, skills and competencies to perform a particular occupation. This is expected to facilitate developing curricula for formal and non-formal vocational education and training. Until now at least 90 vocational standards are developed, however processes of reforms so far in vocational education and training have not been fully coordinated and guided accordingly.
VOCATIONAL EDUCATIONAND TRAINING
5.4
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112. New curricula were developed for the reformed three-year vocational education, as well as for occupational standards and qualification standards. In parallel with this, VET teachers were trained on such topics as application of modern teaching methods, active involvement of students and stimulation of the students’ creativity. Extensive contribution to these improvements was done by the projects “Support to the modernisation of the education and training system”, and “Strengthening of Lifelong Learning through Modernisation of VET and the system of Adult Education”. Produced outcomes are new Occupational Standards, Qualification Standards, as well as curricula and programmes meeting the needs of the Labour Market.
113. Within four-year secondary vocational education, English is taught as a first foreign language, and in some vocational curricula, German, French and Russian are offered as second foreign languages. New curricula for them have been introduced for 1st, 2nd, 3rd and 4th year of secondary education. The starting point for developing new curricula was the Common European Framework of Reference for Languages as an orientation regarding the language competences levels to be acquired as by pupils by the end of each school year in secondary education.
114. To facilitate teaching and learning of mathematics at the secondary education level, a Manual of Mathematics for 15-16 years old pupils, their parents and teachers was prepared. Teachers participated in a training during which the examination programme and goals for the subject of Mathematics for State Matura were presented, including materials which should help pupils to successfully pass the exam.
115. For ensuring the students’ career guidance, career centres staffed with trained career counsellors selected from the teaching staff from the schools. Their work is supported by a developed standardised tool – Battery of Instruments for Professional Orientation (BIPO). Career centres and career councillors are not found in all schools. Teachers who work as career councillors are those trained within a USAID project.
116. In order to increase the quality of the teaching staff Professional Competencies for teachers, expert associates and expert associates in the secondary education activity involved in the practical training for pupils have been drafted. System of novice teachers’ mandatory personality and professional competency testing and verification of their suitability to work with children and adolescents were introduced with a purpose to improve the quality of the teaching staff, however the personality test was disputed by the experts and the public.
117. An analysis of the labour market was carried out through collecting information about the employers’ needs in terms of skills for the jobs emerged in the period of 6-12 months. The aim of the research was to obtain a better picture of the exiting conditions and the expected changes in the labour market, the needs for the new occupations regarding new employments, the needs for skills of candidates for the planned new employments, for the needs of workers in certain occupations considered as deficient by employers when filling in vacant job positions. Research and analysis of skills needs in the labour market provided some short-term indicators of employers’ expectations with regard to new occupations and the skills needs that make job seekers competitive in the labour market.
118. Trainings for unemployed people to improve their employability through acquiring knowledge and skills for the occupations demanded in the labour market were implemented. Those trainings provided by certified training providers had a duration of four months and included a real work with the employers. After the training and verification of the acquired knowledge and skills, participants received a corresponding certificate for acquired knowledge.
119. In 2010, the VET Centre in coordination with other relevant institutions, developed a Concept on post-secondary vocational education which was endorsed by MoES.
120. Between January 2013 and January 2017, all secondary schools applied a system of external assessment of the pupils’ achievements in all subjects.
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121. In 2000 and 2015, secondary vocational schools (along with other secondary schools) participated in the PISA, measuring how many 15-year olds are trained to read and understand, and how many are mathematically literate and natural science literate.
5.4.2. Challenges
122. The following challenges still have to be considered in Vocational Education and Training:
1. Vocational education remains insufficiently attractive (except certain vocations in the field of healthcare, economics and law), particularly regarding two year and three year vocational education. Modern system of post-secondary education is still lacking; and capacities of VET system to ensure inclusive education are very limited. The number of vocational subjects in the curricula is the lowest in Europe, about 52% (compared to 70% in Europe), and number of general subjects in vocational education is the largest (about 42%) which makes it more general regarding education. In addition, the percentage of hours of practical training is exceptionally low, with an average of 20-30%, compared to the European trend of over 60%. The approach to VET, including the VET programmes, is insufficiently flexible in order to adapt to swift technological developments. The process of innovating a programme, from development of the programme, its endorsement, until the first generation of pupils complete it, is always far too slow compared to technological developments, and thus the changes at the labour market. Therefore, in order for VET to respond with relevance and continuity to the labour market needs, the position of VET, including programmes and training of teachers should be essentially flexible, based on continuous adaptation to new developments. In this situation, in order for pupils in VET to be able to respond to labour market demands, their starting point should essentially be developed generic and key competencies. Competencies developed in this manner – for example, critical thinking, problem solving, learning how to acquire new information and skills and how to apply them in practical situations, including innovation and entrepreneurship – will assist pupils to adapt more efficiently to swift changes of the labour market needs.
2. There is a mismatch between the VET supply and the Labour Market demand; the system of development of new VET qualifications is inflexible and ineffective, while cooperation with business sector specifically in terms of pupils’ practical training and work-based learning is insufficient and inefficient. Occupational standards as a starting point for proper and up-to-date vocation education are not sufficiently initiated by the business community and procedures for their development are insufficient productive.
3. Teachers’ knowledge on the modern technologies related to the taught subjects has serious deficiencies, which is complicated by low motivation of teachers, weak system of professional development and career advancement; particularly due to this, the traditional approach to guiding the education process is prevailing.
4. Employers are not sufficiently motivated to accept pupils for practical training, even though the Law on the VET entails the right of the employer who enrols pupils for practical training to acquire financial, customs and tax relief, however in practice these legal provisions are not functional.
5. There are VET school principals suffering from low professionalism thereby negatively affecting management of the VET institutions most of which are also not completely equipped with the support staff and professional services’ specialists (e.g. IT administrator, Career advisor, etc.). There is a lack of application of standards on professional and career development of school principals and expert associate staff in schools.
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6. The system of secondary VET quality assurance is at its early stage of development. There is a lack of continuous valid information on the national education system also in terms of international prospects. The legally imposed personality test, disputed in terms of psychological activity, caused numerous controversies and dissatisfaction with teachers.
7. A large percentage of pupils of marginalised communities enrol at VET schools where their insufficient level of integration, quality inclusion and multiculturalism may be noted, specifically for Roma pupils, inclusion of pupils with special educational needs.
8. A very limited scope of vocations is offered for the pupils accommodated at correctional facilities.
5.4.3. Priorities and Expected outcomes
123. Advancement in the Vocational Education and Training sector will be based on the following priorities and expected outcomes which are described in more detail, (including measures, activities and indicators) in the appropriate pillar in the Action Plan:
Priority I. Harmonise Vocational Education and Training with the Labour Market Needs
1.1. System of VET can be promptly adapted to the changing skill needs in the Labour Market;
1.2. Learning within the VET system is organised in a more flexible and effective way in terms of competences acquisition and targeted to achieving the learning outcomes defined by the standards;
1.3. Decision-making process and the VET system development are supported by wider range of key stakeholders, including the business community;
1.4. VET system is continuously informed about the up-to-date demand on the work force and qualifications and skill needs to be used for VET policy development;
1.5. Information on graduates’ further educational and/or employment pathways (career advancement) allows to take evidence-based policy decision;
1.6. Post-secondary Vocational education is reformed in accordance with the MQF.
Priority II. Improve Learning Environment and Quality of Vocational Education and Training
2.1. Efficiency and effectiveness of the VET system are improved in terms of expenditures and relevance to the local, regional and national labour markets;
2.2. Teaching and learning process is supported with all means necessary for achieving established learning outcomes;
2.3. Competences of VET graduates are in line with the employers’ requirements and compatible with the references established in accordance with EQAVET;
2.4. VET students acquire practical skills relevant to the real needs in working environments;
2.5. The business community actively participates in the VET implementation;
2.6. Feedback from all assessments of students’ achievement allows to take evidence-based policy decision;
2.7. Valid empirical data are provided on the capacities of 15-years old pupils (compared to international prospects) to enter life and continue education, or enter the labour market;
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2.8. Efficiency of VET reforms is ensured through centralisation of investments and concentration of results;
2.9. Introduction and dissemination of VET innovations based on the best national and international practices is promoted.
Priority III. Increase Enrolment in Vocational Education and Training
3.1. VET graduates are able to make informed choices of education or career pathways;
3.2. VET system enrols higher number of students with better academic progression;
3.3. Attractiveness and value of skilled work and of VET in general is improved;
3.4. Conditions for pupils at correctional facilities to participate in vocational education and training are provided.
Priority IV. Improve Capacities of Human Resources
4.1. Professional competences of teachers are continuously improved;
4.2. Teachers are motivated to demonstrate better performance;
4.3. Principals of all VET schools satisfy the minimum requirements of professional competences;
4.4. Education and training is accompanied with complete scope of support services necessary for students’ quality learning process.
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5.5.1. Overview of the situation and activities up to date
124. The main legal act for the sector is the Law on Higher Education (2008) which, among others, has provisions on harmonisation of the country’s higher education with the Bologna process and the European credit transfer system, as well as establishes legal base for status of the teaching staff and student’s mobility. After adoption of the Law, it has been modified in about 20 instances, however the application of certain amendments was been delayed for several times, thereby creating legal confusion about the validity of certain provisions. At the same time, many legal modifications were criticized by the academic community – professors and students, since they contained limitations of the autonomy of universities and were the reason for mass protests in the Republic of Macedonia.
125. A Law on Scientific Research (2008) regulates relations in the sphere of scientific research and international cooperation, with regard to transfer of knowledge, research, training, and application. In 2013, a Fund on Innovations and Technological Development (FITD) responsible for coordination and strengthening of activities in the field of innovation, was established according to the Law on Innovative Activities.
126. With a purpose to increase the access to higher education, three new public universities were established: “Goce Delcev” in Stip (2007), University for Information Science and Technology in Ohrid (2009) and “Mother Theresa” in Skopje (2016). In addition, in 2010 the GoRM issued two decisions: a Decision to decrease the student’s participation fee for studying at public universities and a Decision to provide easier access for university enrolment to the persons over the age 30/35 (lower participation fee and status of part-time students).
127. Since 2010, MoES has been providing the undergraduate and Master and Doctoral courses students with scholarships for studying abroad, specifically to those accepted at the first 100 universities from the Shanghai list, in the areas of law, technical sciences, architecture, civic engineering, mathematics, economics and finances, physics, biology, chemistry, and genetics.
128. Providing and assessing quality assurance in higher education, according to the Law on Higher Education, is a responsibility of the Board for Accreditation and Evaluation of Higher Education (BAEHE) established in 2011, which consists of 23 members. In the original version of this Law, the Board of Accreditation and the Agency for Evaluation were foreseen, and later on these two were merged. Currently its mandate includes approval and recognition of higher education institutions and study programmes, assessment of higher education provision quality, management, financing, academic and other activities.
HIGHER EDUCATION,RESEARCH AND INNOVATION
5.5
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129. With regards to this area, a controversial state exam was introduced, whose application was delayed and so far it has not been implemented at all. Also, the Law on Higher Education has foreseen a National Council, which has not been established yet.
130. In 2013 a Rulebook was adopted, according to which all higher education institution established their Boards for Cooperation and Trust with the Public (BCTP) aimed at ensuring quality by considering all stakeholders’ opinions and recommendations for development of the institution. In 2015-2016 academic year the third ranking of the higher education institutions was conducted, based on 21 indicators of academic performance and competitiveness that refer to the key aspects of their activities such as teaching, research and social dimension.
131. The procedure for degree recognition and equalization regulated within the Law on Higher Education in the period prior to this Strategy, underwent several amendments. Also, this Law regulates as a single process both types of qualification recognition (VET and academic). It is expected that the Macedonian Qualifications Framework (according to the Law on the National Qualifications Framework), which is being currently introduced, to facilitate recognition of national qualifications abroad (and vice versa) and improve the labour mobility.
132. Since 2016, a process of revising the higher education funding model has been launched with a purpose to increase efficiency of financial means distribution to universities.
133. Since 2010, several projects have been initiated: laboratories with modern technical equipment for scientific research and applied activities were supplied to public universities; a portal www.nauka.mon.gov.mk was created to provide data base with scientific institutions, researchers, and research laboratories; “scientific subventions” were made available to authors of scientific-research papers published in international journals with impact factor; 1,000 professional books and textbooks used in the world most prestigious universities were translated, however the translation was frequently of poor quality and thus making most of the books unusable. Also, some laboratories intended for the higher education institutions, were given to other non-education related institutions, and currently there is a procedure by competent public prosecutors’ office against this case.
134. Since 2013, MoES has been providing grants to academics from the higher education and scientific institutions for implementation of three types of creative activities in the field of art and architecture, dramatic arts, musical arts, film and literature:
• participation or performance at a festival - a member of the European Festivals Association;
• participation as a country representative in a project and or a festival abroad;
• participation in an international project and a festival outside of the country.
135. Pursuant a Government decision in 2015, MoES via the Directorate for Development and Promotion of Education in the Languages of the Ethnic Communities started awarding scholarships for Roma students. The goal of this measure is to stimulate the Roma to enrol at universities that produce teaching staff. This measure is in line with the Action Plan for Education 2014-2020 which is part of the National Strategy on Roma Inclusion in the Republic of Macedonia.
136. In 2014, Republic of Macedonia joint “Horizon 2020” with other four Western Balkans countries and became an associate member with equal participation in all segments of a seven-year EU programme for research and innovation that allows for mobility of prominent scientists, strengthens national research systems, and assists countries to integrate in the European research activities.
137. In 2015 the Fund on Innovations and Technological Development started using the instruments for providing co-financing grants for: (1) the newly established start-up and spin-of trading associations;
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(2) commercialisation of innovations; (3) transfer of technologies; and (4) establishment, operation and investment in business technology accelerators. So far, 37 projects in the areas of ICT, mechanical and electrical engineering, agriculture, mineral production, creative industries, and civic engineering have received grants.
5.5.2. Challenges
138. In the field of Higher education there are many challenges that are still affecting this sector:
1. Insufficient quality of certain faculties and universities is accompanied with non-functioning system of accreditation and evaluation of universities; some study and subject programmes do not match the labour market needs; there still occur such phenomena as plagiary in the students’ and professors’ papers; the system of practical training of students is improper. The Board of Accreditation and Evaluation fails to provide efficiency and functionality. Due to those reasons it will be required for this body to be reformed by means of establishing separate bodies for accreditation and for evaluation of higher education. With regards to accredited programmes, there is a lack of efficient mechanisms to allow for assessment accreditation criteria compliance, following the period of granting accreditation of a study programme. In this aspect, there is a lack of processes for monitoring the criteria compliance between the periods of granting accreditation and reaccreditation.
2. The higher education does not provide a system for regular quality assurance. A model of state exam was introduced. This model was against the principles of higher education and directly affected academic freedom of universities. Even in the procedural aspect, this model was inefficient and contradictory, and thus difficult to implement. Consequently this state exam model was never implemented.
3. The procedure for recognition of higher education qualifications is complex. Usually the procedure takes a long time period to be completed and is burdened with many administrative requirements.
4. In general, the Higher education system is overregulated, that affects the autonomy of universities. At the same time, university/faculty management is insufficiently participatory, with a high decision power concentrated at the management structures, and students’ participation in the university (faculty) governance is still nominal and mostly formal. The National Council as an autonomous expert body has been foreseen in the existing Law on Higher Education, however it has not been established yet and currently there is a lack of any body that would carry out its’ tasks. The need for an autonomous and expert body whose powers would be in the area of higher education quality assurance, assessment, development and promotion is pressing. In addition to establishing this body, there is a need for strengthening its structure and powers in the area of funding higher education. For the purpose of stimulating students, the National Council should have powers in adoption of references and criteria for stimulating talented students and awarding scholarships to students with above average achievements in their studies.
5. There should be more focus on opportunities for cooperation among universities, without drawing divisions between public and private universities, unlike the case of the Rector Conference of Public Universities and the Rector Conference of Private Universities as a form of cooperation. In this aspect, it is necessary to strengthen the role of the Interuniversity Conference, and to clearly define powers the Interuniversity Conference has as part of the process of reviewing and harmonising issues of common interest.
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6. The higher education reform in the Republic of Macedonia should cover reforms of the student organisations within universities, which should be more transparent and will have interest of students as a priority.
7. Even though university entrance requirements (criteria) remain low, access to higher education for different vulnerable groups is limited, and moreover, information about their enrolment at universities is insufficient.
8. Expansion of study programmes continues without proper analysis of the Labour Market demand and assessment of the implementation capacities.
9. Regarding issues related to the contents and evaluation of study programmes, there is lack of adjustment of ratio of obligatory and optional subjects with regards to specific features and needs of different study programmes.
10. The Government and the universities fail to offer sufficient opportunities for professional improvement of the teaching staff, as well as for academic career development and mobility, and financial support for research; universities lack young staff due to the legal framework and failure to provide funding for new job positions; the student-professor ratio is high.
11. In different spheres of Higher education there are problems such as: difficulties with issuance of the diploma supplement, lack of distance learning opportunities due to insufficient legal framework and low development of on-line learning platforms, undefined criteria of higher education funding, actual non-existence of a tripartite cooperation between the state, academy and businesses.
12. The level of research funding remains unsatisfactory which results particularly in improper infrastructure of scientific research centres at the universities; priority thematic areas of research are not reformed; access to global scientific data bases is limited; there is no appropriate mechanism for commercialisation of innovative solutions.
5.5.3. Priorities and Expected outcomes
139. The following are the priorities and expected outcomes (described in more detail, including measures, activities and indicators, in the appropriate pillar in the Action Plan) expected to be attained for this Pillar:
Priority I. Ensure Quality and Effectiveness of Higher Education in accordance with European good practices
1.1. Redefining and upgrading of the relevant bodies on accreditation and evaluation of Higher Education has been carried out;
1.2. Pre-conditions for higher education external quality evaluation are in place;
1.3. Preconditions for quality assurance in universities are ensured;
1.4. Pre-conditions for effective functioning of the body responsible for accreditation of the study programmes are ensured;
1.5. Pre-conditions for effective functioning of the body responsible for evaluation of the study programmes are ensured;
1.6. Efficiency and effectiveness of the Higher education system is improved in terms of expenditures and relevance to the local, regional and national labour markets;
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1.7. Students acquire practical skills relevant to the real work requirements;
1.8. Graduates are able to make informed choices of career pathways;
1.9. Effectiveness of learning process in Universities is increased through better focus on every student is in place.
Priority II. Improve the Content of Higher Education
2.1. Minimum requirements towards the content and outcomes of Higher Education are established;
2.2. The opportunity for selecting the study subjects has been extended by means of replacing the university list of optional subjects, including an opportunity to add optional subjects from other university units;
2.3. Information on graduates’ further educational and/or employment pathways (career advancement) allows to take evidence-based policy decision;
2.4. Academic development and mobility of Universities’ teaching staff and students is improved in the context of European Higher Education Area and international higher education environment;
2.5. Higher Education system is continuously informed about the up-to-date demand on qualifications and skill needs to be used for Higher Education policy development.
Priority III. Improve Availability and Enrolment System of Higher Education
3.1. Availability of higher education for those with physical disabilities is improved;
3.2. Students are provided with decent accommodation conditions in all dormitories.
Priority IV. Improve Management and Funding of Higher Education
4.1. University governance and management are democratised and its effectiveness is increased;
4.2. Autonomy of universities is guaranteed;
4.3. The National Council for Higher Education has been established, its’ structure and powers have been strengthened, particularly regarding funding of higher education. For the purpose of stimulating students, the National Council has powers in adoption of references and criteria for stimulating talented students and awarding scholarships to students with above average achievements in their studies;
4.4. Functional participation of students in the decision making processes at the university and faculty levels is enhanced. Student organisations are based on the principles of democratic participation of students and transparency in their operations, and student bodies (student assemblies) are part of the universities and their units, thereby being functionally integrated in the activity of universities and their units;
4.5. Cooperation of Universities with the key stakeholders (business community, BAEHE and University Senate) are strengthened;
4.6. Efficiency of use of financial resources allocated to Higher education is increased;
4.7. Conditions for increased investments in Higher Education are in place.
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Priority V. Support Research and Innovation
5.1. Sustainable support to, and effective targeting of, research and innovations are in place;
5.2. Efficiency of use of financial resources allocated to Research and Innovation is increased;
5.3. Scientific research is in line with the contemporary needs of technology development.
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5.6.1. Overview of the situation and activities up to date
140. The Law for Adult Education was adopted in 2008, which was followed by issuance (or amendments) of a number of sub-legal acts regulating the procedures for verification of the programmes for adult education (non-formal education), standards for space, equipment and staff of the institutions for adult education. In 2011 another legal act related to the sector, i.e. the Law for Open Civic Universities for Lifelong Learning was also adopted.
141. According to legislation, the strategic issues on development of adult education were assigned to the Council for Adult Education. The Adult Education Centre which was established in November 2008 and became operational in June 2009, has a mission to promote a functional Adult learning and education system (in line with EU standards) that provides high-quality learning opportunities for acquiring qualifications, increases employment and develops entrepreneurship, meets the needs of the labour market, contributing to economic, social and personal development of individuals.
142. The priorities of the sector were defined in the Strategy for Adult Education. Two concept documents providing directions on how to integrate the non-formal education in the education and training system, and defining conditions for improvement the elementary adult education were adopted. This was accompanied by adoption in 2011 of Manuals for verification of special programmes for adults and for verification of institutions for adult education. In addition, a Rulebook for verification of adult education institutions was prepared in 2013. Since 2012, 77 institutions for adult education have been verified. Within the National Qualifications Framework establishment process, a catalogue of qualifications allowed for awarding through adult education was prepared with reference to the European framework.
143. In 2012 process of verification of special programmes for adult education (programmes for non-formal learning) leading to qualifications or partial qualifications was launched. These programmes are designed in accordance with occupational standards, the number of which is currently 265. In addition, 35 separate programmes for acquiring specific knowledge, skills and competencies have been verified since 2014.
144. At present 77 non-formal training providers are also verified (accredited) and allowed to provide a nationally recognised Certificate. Two out of them which were verified for provision of programmes for training of Adults, have their verifications expired. Since 2012 around 40 participants have become professional trainers.
ADULT LEARNINGAND EDUCATION
5.6
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145. There is a large variety of programmes offered to adults. Particularly, since 2010, around 2000 adults (with elementary education only) participated in different programmes at the level of secondary vocational education in six municipalities; from 2010 to 2015, under the Operation Plan for Active Labour Measures and Employment Programmes, 1,190 unemployed people were trained through State Employment Agency for occupations demanded in the labour market.
146. With a purpose to assure adult education quality, a system of training providers’ monitoring was established in 2013.
147. Realising the importance of the population awareness about the adult education opportunities and benefits, a number of promotional activities were implemented during the last two years. Thus, since 2012, Adult Education Days have regularly been organised, targeted to promotion of the concept of lifelong learning as education that is acquired during whole life, regardless age, gender, and ethnic background, as well as to raise the citizens’ awareness of the importance of adult education.
148. In 2016 a project on strengthening the system of lifelong learning by modernising vocational education and training and adult education and training was launched, resulting in developing a Strategy on Adult Education, Strategy on Lifelong Learning, 15 new programmes for adult training, more than 40 certified trainers for adults, as well as a draft model for strengthening the network of Open Civic Universities for Lifelong Learning, as drivers of local economic development, including proposed amendments in the legislation regarding their operations based on best German and European practice.
5.6.2. Challenges
149. Although a wide range of improvements have been made in the sector of Adult learning and education, substantial of work still has to be done to address the following challenges:
1. Programmes targeted to elimination of adults’ illiteracy have rather limited coverage. The existing system of primary education for adults is rigid, long and inefficient without opportunities for adults to have their previous learning recognised, nor to get included at the proper level of education. This has a discouraging impact, and a large number of adults without primary education completed are left out from this process without opportunities to acquire qualifications and enter the labour market.
2. There is a gap between the demand and supply of adult education which is due to the lack of information about at least mid-term and long-term needs of the Labour Market.
3. Low awareness of population about adult education opportunities and benefits results in low motivation of adults to participate in lifelong learning, another reason of which is absence of system for Validation of non-formal and informal learning (VNFIL).
4. Not only companies are lacking awareness about privileges from implementing Work-based learning, practical training or internship but also workers are not sufficiently aware about their educational rights and duties.
5. There is no comprehensive system of adult education funding in the country, while employers also do not enjoy any financial incentives to invest in adults’ education and learning.
6. In general, the level of cooperation with different stakeholders (e.g. with local economic and social councils) is low, there are serious difficulties with participation of business community in designing adults learning programmes, particularly in terms of learning outcomes.
7. There is no system of collecting and processing of statistical data, evidences and analysis on adult education.
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8. Quality control of adult education implementation by the certified providers remains insufficient.
9. The is a lack of a single registry for issuing certificates by training providers, no regulations have been proscribed for participation of bodies that approve programmes, or perform testing, or grant accreditations to training providers, including regulations for criteria for service providers.
10. Few accredited service providers, working commercially and having support by the local self-governments, offer courses throughout the year, both in terms of vocational advancing and of training regarding artistic, social and cultural aspects for the overall local community.
5.6.3. Priorities and Expected outcomes
150. Within this Strategy, the enlisted priorities and respective expected outcomes (described in more detail, including measures, activities and indicators, in the proper Pillar of the Action Plan) are defined to contribute to promoting the Adult learning and education to the appropriate level of development:
Priority I. Improve qualifications (knowledge, skills and competences) of adults
1.1. Opportunity to validate competences acquired through non-formal and informal learning is provided to all citizens thus improving attractiveness of Lifelong Learning and increasing competitiveness of labour force;
1.2. Education attainment level of population is increased;
1.3. Key competences of adults are improved;
1.4. Learning opportunities of adults with special educational needs are improved;
1.5. Conditions for inmates to complete primary and secondary general education and participate in VET are provided;
1.6. Motivation of adults to participate in courses is improved;
1.7. Opportunities of ALE are enhanced due to improved policy;
1.8. Enrolment in ALE is increased and contributes particularly to regional and local development.
Priority II. Improve Content and Quality of Adult Learning and Education Provision
2.1. Preconditions for increasing the number of providers of non-formal education for adults and for expanding the scope of qualifications offered in accordance with the Labour market needs are in place;
2.2. Pre-conditions for quality assurance in ALE provision are in place;
2.3. Quality of ALE provision is improved as a result of strengthened professional competences of Adult Educators;
2.4. Relevance of the Adult Education to the Labour Market needs is increased.
Priority III. Improve Legislation, Organisation and Management of Adult Learning and Education
3.1. Financial base necessary for sustainable functioning and development of the ALE system are ensured;
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3.2. Up-to-date statistical data on ALE system is available and allows to take evidence-based policy decision;
3.3. Opportunities and options for establishing preconditions for increased investments in ALE are identified.
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151. There are a number of issues common for more than one pillar or even for the Education system in a whole. However, in order to keep the logics of the Strategy as clear as possible as well as to ensure more effective management and implementation, a part of those cross-cutting issues, have been addressed under the previous pillars, and then systematised. Such are the following:
• Improve Learning Environment and quality of education provision – for all levels;
• Improve content of education – for all levels (also harmonisation with the Labour Market Needs) – particularly through introduction of standards targeted to acquiring learning outcomes;
• Increase enrolment, improve inclusiveness and interethnic integration – for pre-school, primary and secondary education;
• Improve Capacities of Human Resources (managers, teaching and other staff) and operationalise career advancement mechanisms – for pre-school, primary and secondary education, VET, Higher education and Adult Education;
• Improve organisation and management of institutions – for Pre-school, Primary, Secondary, VET, Higher and Adult Education;
• Improve professional orientation and career guidance services – for Primary, Secondary, Vocational and Higher Education.
152. When it comes to improving inclusion, which as a topic is featured in almost all pillars, the focus is on persons (pupils) with special education needs. In the Strategy, under special education needs, the needs are implied of persons (pupils) who independently and without educational interventions and support by education factors cannot achieve learning standards anticipated for their age. A characteristic for persons with special education needs is the need to provide them with additional assistance in education in order to achieve the learning standards. There is a wide range of reasons due to which certain pupils may have special education needs: (A) mental and physical disability in the development, (B) socio-emotional and behavioural reasons, and (C) unfavourable conditions for education, due to socio-economic, cultural, and/or language factors.
GENERAL/COMMON PRIORITIES IN THE EDUCATION SYSTEM
5.7
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153. Another topic featured in most pillars, particularly significant for the overall social context, refers to improving interethnic integration. According to the Strategy, one way of achieving this is by providing multicultural education, or introducing multiculturalism in education, which implies presence of contents depicting cultural characteristics of all ethnic communities living in the Republic of Macedonia in a way to promote accepting similarities and respecting differences. On the other hand, when one is discussing activities on interethnic integration in education, one is referring to joint activities with “mixed” groups of pupils/teachers from different teaching languages, based on interaction among participants.
154. However, there are other general issues related to the entire education system which will be addressed under a separate Pillar № 7:
• Legislation;
• Education statistics and information;
• IC technologies and digital literacy;
• Social partnership;
• National Qualification Framework.
155. In addition, a specific priority related to the monitoring and evaluation of the Strategy as well as to the corresponding capacities of the public bodies will be addressed within this pillar.
5.7.1. Overview of the situation and activities up to date
156. In the country, several laws regulating different levels and aspects of education were adopted since 2000:
• Law on Protection of Children26 (2000);
• Law on supporting technical culture (2000);
• Law on Primary Education (2002);
• Law on Secondary Education (2002);
• Law on Pupils’ Standard (2005);
• Law on Vocational Education and Training (2006);
• Law on Higher Education (2008);
• Law on Education of Adults (2008);
• Law on Textbooks for Primary and Secondary Education (2008);
• Law on Scientific Research Activity (2008);
• Law on recognition of professional qualifications (2010);
• Law on Open Civil Universities for Lifelong Learning (2011);
• Law on Student Standard (2013);
26 Regulates relations in the sphere of Pre-school Education.
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• Law on Innovation Activities (2013);
• Law on National Qualifications Framework (2013);
• Law on Training and Exams for Directors of Primary Schools, High Schools, Dormitories and Open Civic University for Lifelong Learning (2014);
• Law on Higher Education Institutions Preparing Teaching Staff for Preschool, Primary and Secondary Education (2015).
157. In addition, there are laws regulating activities of different structures of the education system, such as: Law on establishment of the University in Tetovo (2004); Law on Education Inspection (2005), Law on the Bureau for Development of Education (2006), Law on establishment of the State University “Goce Delchev” in Shtip (2007), Law on National Examination Centre (2008), Law on Establishment of the National Agency for European Education Programmes and Mobility (2007), Law on Establishment of the University of Information Sciences and Technologies “S. Apostol Pavle” (2008), Law on Establishment of National Agency for Nuclear Technologies in RM (2010), Law on the Pedagogical Service (2011), Law on Sports Academy (2014), Law on Teachers’ Academy (2015), Law on Teachers of Primary and Secondary Schools (2015), and Law on Establishment of the University “Majka Tereza” in Skopje (2015) and Law on Establishment of the University for National Defence, Security and Peace “Damjan Gruev” in Skopje (2016).
158. All those laws, since their adoption, have regularly been amended upon necessity. These processes, however, were initiated by different ministries, institutions or ministerial departments responsible for certain fields, and revision of one law was not accompanied with corresponding amendments in the others. Due to this, a comprehensive revision and harmonisation of the education legislation has become an urgent necessity.
159. Statistical data on the education system are collected and processed by a number of structures in parallel, e.g. State Statistical Office (official statistics); Education Management Information System (EMIS) acting under the MoES; Bureau for Development of Education; National Examination Centre and other institutions. Universities run their own databases. Another database established for pre-school education, is functioning independently.
160. In 2010, an Education Management Information System (EMIS) was established to support the core business processes of MoES, implementation of a complex and modern HR system covering the requirements of the Ministry, all its agencies and all primary and secondary schools in the country. EMIS is to collect, verify, process and report the data about the pupils and their attainment in public primary and secondary schools. Data particularly on the following are managed by EMIS: maintenance of schools, pupils, teachers and non-teaching staff, pupils’ outcomes (excluding Matura results), pupils’ absences, school buildings and school assets, funding and expenditures, schools’ annual plans, staff absence, pupil/classrooms allocation, text books and their usage. In addition, the system covers information on the personnel, e.g. employment and dismissal details, employment history, career management, training and professional development, compensation and benefits, etc. The system has over 1,000 users – 2 staff in each school and 3 staff in each municipality.
161. In 2016, a new 3-year project with an objective to design an integration model for a centralised EMIS for higher education for student affairs, academic programmes, human resources management, budgeting and financial management, and infrastructure management, and other data essential for monitoring the operation and outputs of the higher education, was launched.
162. In the period 2009-2011, all members of the teaching staff of primary and secondary schools were trained to ensure their digital literacy and ability to apply ICT in the teaching process by using the operative system Edubuntu (mainly for the school subjects Mathematics, Physics, Chemistry and Informatics). Access to services for support and to educational multimedia resources on the Internet was ensured. Schools have
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been provided with Internet connection, classrooms linked with local Intranet networks and fast Internet access has been provided for all legal and natural persons participating in the education process.
163. Curricula and the ICT-related subject programmes of primary and secondary education were reviewed and the volume of ICT education was increased by means of introducing mandatory school subjects in this area from the 3rd grade of primary school onward, and by allowing for continuous studying of informatics in all four years of secondary education. Digital contents have been designed for the school subjects: History, Musical Education, Art Education, Macedonian language, and Albanian language. ICT literature has been created in Macedonian and in the languages of the communities in regions and areas where a legal framework exists for this. A portal has been established where textbooks (licensed by the Ministry) have been published in PDF format.
164. Flexible forms of education and lifelong learning have been integrated by using the ICT in the existing system. A process of obtaining a continuous digital literacy has been provided for all professions by adjustments to the specific professional needs. Pupils who have left school and unemployed individuals are enabled to become digitally literate. An electronic journal has been introduced at primary and secondary schools in order to improve communication between teachers and parents, to allow for a fast and simple insight into information in the journal by teachers in the school, and to allow for centralised and fast statistical analysis by MoES and other state institutions. Several portals have been created to enable information and application for scholarships, to post educational videos, and to keep records of science and research activities and their application in the Republic of Macedonia (projects, works and innovations).
165. There are a number of consultative structures responsible for various aspects of education, with membership of different stakeholders. This particularly are:
• Vocational Education and Training Council;
• Adult Education Council;
• Sector Monitoring Committee for IPA Component IV;
• Council for monitoring of 2013-2020 VET Strategy implementation in the context of lifelong learning;
• National Board on the Macedonian Qualifications Framework;
• Committee for Innovations and Entrepreneurship;
• Council for Monitoring of the Implementation of the Strategy on Entrepreneurial Learning;
• Advisory Group for Monitoring of the Implementation of the Strategy of Innovations;
• Sectorial working groups within the framework of the National Investment Committee (sectorial working group on education, employment and social policies);
• Inter-ministerial Working Groups for NPAA Chapters.
166. All these councils involve not only representatives of public bodies such as MoES, MoLSP, MoF, BDE, AEC, VETC and donor partners but also social partners, e.g. Union of the Chambers of Commerce of Macedonia, Chamber of Commerce of Macedonia, the Chamber of Commerce of North-western Macedonia, Confederation of Employers of the Republic of Macedonia, Craftsmanship Chamber of Macedonia, Organisation of Employers of the Republic of Macedonia, and representatives of relevant Trade Unions.
167. In addition, other consultative structures such as National Council for Higher Education, Science, Innovation and Technology, Council responsible for the Higher Education Programme funding issues,
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and others, are foreseen by the legislation and are to be established in the near future. They also will dully involve different social partners.
168. The Economic and Social Council ex-officio chaired by the Minster of Labour and Social Policy is a tripartite body with equal representation of the GoRM, employers’ associations and trade unions (12 members in total) and has a consultative role in designing and implementation of economic and social strategies and policies including education and training. There are also six Local Economic and Social Councils where representatives of education sector are also involved.
169. The Macedonian Qualifications Framework (MQF) has an aim to improve education and training systems through implementation of the learning outcomes approach; to make easier the access to learning in every context and its results explicit for every citizen; to raise the overall level of qualifications of the population; and to strengthen the links between qualifications and employment prospects. With the adoption of the Law for the National Qualifications Framework in 2013 and the designation of an official representative as full member of the Advisory Group of the European Qualifications Framework (AG EQF), the country had committed to reference MQF to the EQF. So far a number of activities such as establishment and staffing of the NQF Unit at the MoES Sector of General Affairs and Support to Minister, establishment and work of the National MQF Board, launching the MQF website, publication of the comprehensive Inventory of all qualifications, and establishment of Sectoral Qualifications Councils were implemented. In addition, a Working Group for Further Development of the National Qualifications Framework for Lifelong Learning was established in April 2014.The comprehensive EQF Referencing Report of the Macedonian Qualifications Framework and Self-Certification to the QF-EHEA, developed in 2014-2016, was adopted by the EQF AG in February 2016. A Glossary was developed on NQF terminology. All existing qualifications are conditionally included in the MQF.
170. The further development and sustainability of NQF is of highest national priority. The on-going interventions are related to: preparation and alignment of relevant legislation for further implementation of the MQF, strengthening the institutional capacities, as well as enhancing the establishment of a functional national system of qualifications through reforming the VET, the higher education and the adult education.
5.7.2. Challenges
171. For the general issues of education system, the following are considered as the main challenges to be addressed in the framework of this Strategy:
1. The existing laws regulating different levels and aspects of education system as well as activities of various institutions, have never been reviewed in a systemic manner and harmonised since their adoption. This resulted in discrepancies and sometimes even contradictions between the provisions of different laws which are interconnected or regulate the same issues. This very fact of overlapped regulation is as a challenge per se. At the same time, unlike other levels of education, there is no independent law on pre-school education and the questions in this field are regulated by the Law on Protection of Children. In addition, the need for developing a new Law on Higher Education has already been recognised.
2. The current “systems” of collection and processing statistical administrative data on education are not consistent and interconnected. None of them is comprehensive and fully disposes of accurate and up-to-date data simultaneously27. In addition, data are not always internally consistent, e.g. in the case of primary and secondary education the data collected by the State Statistical Office are
27 For example, the statistical information provided by the SSO has to be considered always accurate but, as a rule, it is processed and published with a considerable delay – sometimes more than a year.
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at school level, while those that refer to higher education are at the level of students and teaching staff. Another issue is that the SSO still collects statistical data from the institution mostly in a paper form and has to process many hundreds of questionnaires. Besides, education institutions are forced to collect data for their own purposes since the base data provided by the EMIS are not considered accurate enough. All this results in absence of quick and easy access to statistical data and information necessary particularly for evidence based policy development. At the same time, not only the systems suffer from internal deficiencies but also the capacities of human resources (both at the school and the governance level) to work e.g. with EMIS are insufficient.
3. Even though all primary and secondary schools are provided with personal computers available for all their pupils, the ICT use in education process is not effective enough. Particularly, standards of the ICT use in education process are missing, all teachers are not well trained. The available software is not serving the current needs, and ICT is not necessary for learning many of the contents, but on the contrary, the computers are obstructing, occupying the space and hindering communication between teacher and pupil. Moreover, pre-schools institutions and VET schools are poorly equipped with computers and other ICT means. The country is still missing a unified electronic platform of teaching and learning, as well as for providing other resources which would support efficient provision of didactic materials to teachers and pupils, ensure an opportunity of sharing teachers’ experience and disseminating pedagogical innovations, and contribute to the teachers’ effective professional self-development. In order to ensure preparation of a new generation of qualified ICT specialists (with both mid- and higher qualification level) able to develop, promote, participate and utilise information society, interest to the ICT among young people should be increased and opportunities for acquiring basic competences are to be ensured at an earlier stage. Therefore, establishment of an ICT gymnasium (high school) and/or ICT classrooms specialised in computer science and mathematics, and introduction of modern ICT qualifications at the VET level are considered among challenges of this sector.
4. In the country, a number of different consultative bodies with involvement of social partners are established (or to be established), however, the social partnership in the field of education cannot be considered as mature or even satisfactory. In practice, the social partners are not appropriately involved in the process of taking education policy decisions mainly due to the following reasons: the social dialogue for the entire education sector is not properly institutionalised; and the social dialogue experience and capacities of both the GoRM representatives and the social partners are not sufficient yet. Establishment of a permanent structure for the education policy dialogue at the national level – Board for Education Policy Development (BEPD – with a legislatively defined responsibilities and clear functioning procedures), as well as development of the key actors’ capacities is seen as the main challenge in this area.
5. Although the Law on NQF defines concepts and terminology related to the Macedonian Qualifications Framework, the existing national qualifications system is not sufficiently harmonised with them. At the same time a number of legislative acts should be revised and aligned with the Law on NQF. The systems for inclusion of qualifications in the MQF and the register are underdeveloped; moreover, the qualifications are not sufficiently harmonised with the requirements of labour market and the society and with the personal development needs of the individuals. Besides, the occupational standards, qualifications standards and curricula still have to be revised and restructured in a learning outcomes based manner. Development of standards for qualifications at higher education level has not started yet. The system of validation of non-formal and informal learning is in its embryonic phase, and establishment of a system for MQF management and inclusion of stakeholders is yet another open issue. A comprehensive approach to addressing the challenges was adopted with the development of the Roadmap for Further Development and Implementation of the MQF.
Education Strategy for 2018-2025 | 63
5.7.3. Priorities and Expected outcomes
172. Taking into consideration the identified challenges, this Strategy defines the under-mentioned general issues of the education system as priorities to be addressed by means of ensuring the corresponding outcomes, described in more detail (including measures, activities and indicators) in the appropriate Pillar in the Action Plan:
Priority I. Improve and Harmonise Legislative Base of Education
1.1. Education legislation is consistent, harmonised in terms of key terms and supports implementation of reforms and development, and ensures system movement towards progress of environment by means of integration and support for learning by all stakeholders;
1.2. Legal base for regulation of pre-school education is ensured;
1.3. Opportunities and options for introduction of compulsory preparatory year for children aged 5 to 6 years as the first step of gradual introduction of compulsory preschool education, are identified;
1.4. The level of Universities’ administrative, financial and academic autonomy and accountability is increased;
1.5. Effectiveness of universities functioning is improved;
1.6. Meaningful participation of students is ensured in decision making bodies at higher education institutions;
1.7. The LLL concept is widely grasped and promoted throughout the education planning process in all sectors;
1.8. The general community appreciates the validity of continuing self-directed learning and certifying of skills acquired throughout their lives.
Priority II. Improve Statistical Data Collection System and Education Management Information System (EMIS)
2.1. EMIS covers all levels of education and is an effective tool for evidence based policy making in the field of education;
2.2. Efficiency of the statistical data collection, processing and publishing by SSO is increased;
2.3. Corresponding staffs at all levels of the education system are able to fully use statistical information for effective management and governance of education and for the evidence based policy design.
Priority III. Ensure Digital Literacy and Wide Use of ICT in Education and Training
3.1. Effectiveness of education process is increased through use of IC technologies;
3.2. Teachers and learners are acquiring necessary digital skills;
3.3. Conditions and environment for teachers’ professional self-development and for share of experience are ensured;
3.4. Efficiency of provision of didactic materials to teachers and learning materials to learners and availability of pedagogical innovations are improved;
3.5. Interest to the ICT among young generation is increased;
64 | Education Strategy for 2018-2025
3.6. Pre-conditions for preparation of future highly qualified ICT specialists is in place;
3.7. New generation of ICT technicians (mid-level qualification specialists) is available to develop, promote, participate and utilise Information society.
Priority IV. Strengthen Social Partnership and Improve Policy Dialogue in Education
4.1. Social partnership in the education sector is institutionalised;
4.2. Social partners are able to effectively deliver education policy dialogue.
Priority V. Operationalise the MQF
5.1. Preconditions for harmonised implementation of the MQF are in place;
5.2. Public awareness on MQF and all its components is raised and visibility of MQF for stakeholders and wider public is ensured;
5.3. Institutional capacities for effective governing of MQF and for stakeholders’ involvement are enhanced;
5.4. A comprehensive system of qualifications awarded in Macedonia according to the MQF and the Qualifications Registry is established;
5.5. Credibility of the qualifications awarded in Macedonia is protected.
Priority VI. Improve capacities of national institutions and provide monitoring and evaluation of the Strategy
6.1. Needs for training of national institutions for drafting, implementation, monitoring and evaluation of education policies and for governance of the education system have been systematised;
6.2. A feedback about the Strategy implementation process is ensured;
6.3. Preconditions for ensuring Strategy implementation efficiency and effectiveness are in place;
6.4. A feedback on whether the Strategy outcomes are achieved and information for the further policy decisions, are ensured.
Education Strategy for 2018-2025 | 65
173. The Strategy will be implemented in accordance with the Action Plan by deploying a large variety of mechanisms and tools, with involvement of different public and non-governmental structures, institutions and experts, as well as private companies. However, the MoES is the leading body responsible for organisation, coordination and consolidation of the activities, outputs and for ensuring the outcomes. The MoLSP is the main partner sharing the responsibility for the sectors under its jurisdiction. Other Ministries are engaged according with their authorities and competencies.
174. Two main ways of producing the Strategy outputs are foreseen: by the professional employees of the national institutions and bodies, i.e. the ministries and their subordinated structures, and through procurement of works, services and supply from private or independent providers. Development of the conceptual and technical documents, such as standards, programmes, concepts or mechanisms will be assigned to working groups consisting of experts from various fields (such as the civil sector, development partners, universities), practitioners and/or representatives of national institutions and bodies (who are directly responsible for the very activity) for better coordination and for the works’ quality assurance.
STRATEGY IMPLEMENTATION, MONITORING AND EVALUATION
66 | Education Strategy for 2018-2025
Note: Support within IPA II 2014-2020 (Employment, Education and Social Policy Sector) is in the stage of negotiations. Identified areas are proposals to be further discussed and harmonised in the future.
ACTIONPLAN
67
7.1.
PRE
-SCH
OO
L ED
UCA
TIO
N 28
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
od2
Res
pons
ible
Prio
rity
I. Im
prov
e C
onte
nt, L
earn
ing
Envi
ronm
ent a
nd Q
ualit
y of
Pre
-sch
ool E
duca
tion
Prov
isio
n
1.1
Revi
se S
tand
ards
for E
arly
Le
arni
ng a
nd D
evel
opm
ent
(ELD
) for
0-6
yea
rs o
ld
child
ren
• C
onte
nt o
f pre
-sch
ool e
duca
tion
is im
prov
ed•
Appr
oved
Sta
ndar
ds o
f Ear
ly L
earn
ing
and
Dev
elop
men
t for
0-6
yea
rs o
ld ch
ildre
n20
20
MoL
SP,
MoE
S, B
DE
1.2.
Revi
se p
rogr
amm
e of
ELD
•
Pre-
scho
ols e
duca
tion
is ta
rget
ed to
ach
ievi
ng th
e le
arni
ng o
utco
mes
defi
ned
by th
e EL
D N
atio
nal
Stan
dard
• Ap
prov
ed P
rogr
amm
e fo
r ELD
for P
re-s
choo
ls Ed
ucat
ion
mee
ting
the
requ
irem
ents
of t
he E
LD
Stan
dard
s;•
Man
uals
on p
rogr
amm
e im
plem
enta
tion
prep
ared
; •
The
prog
ram
me
for e
arly
lear
ning
and
de
velo
pmen
t pilo
ted
and
grad
ually
intr
oduc
ed in
at
leas
t 10
kind
erga
rten
s
2025
MoL
SP,
MoE
S, B
DE
1.3
Opt
imise
the
num
ber o
f ch
ildre
n pe
r gro
up
• Pr
econ
ditio
ns fo
r bet
ter f
ocus
on
ever
y ch
ild in
pre
-sc
hool
inst
itutio
ns is
in p
lace
• N
ew g
roup
s hav
e be
en o
pene
d in
the
kind
erga
rten
s tha
t hav
e a
high
er n
umbe
r of
child
ren
than
the
num
ber p
rosc
ribed
as a
nor
m;
• Th
e ne
cess
ary
job
posit
ions
hav
e be
en o
pene
d an
d fil
led
in w
ith n
ew e
mpl
oyee
s – e
duca
tors
and
ca
regi
vers
.•
Num
ber o
f chi
ldre
n pe
r gro
up n
ot e
xcee
ding
the
norm
s est
ablis
hed
by th
e la
w
2020
2015
M
oLSP
, Mu-
nici
palit
ies
1.4
Prov
ide
kind
erga
rten
s w
ith n
eces
sary
phy
sical
co
nditi
ons (
spac
e, pl
ayro
oms,
play
grou
nds,
furn
iture
, spo
rts
equi
pmen
t, et
c.) fo
r ch
ildre
n
• Ed
ucat
ion
and
upbr
ingi
ng p
roce
ss is
supp
orte
d w
ith
prop
er p
hysic
al co
nditi
ons f
or a
chie
ving
est
ablis
hed
lear
ning
out
com
es
• C
arrie
d ou
t ful
l map
ping
and
inve
ntor
y of
the
need
s of p
re-s
choo
l ins
titut
ions
;•
30%
of p
ublic
kin
derg
arte
ns fu
lly e
quip
ped
acco
rdin
g to
the
ELD
Sta
ndar
ds a
nd n
orm
s
2020
2025
MoL
SP, B
DE,
M
unic
ipal
ities
28
Impl
emen
tatio
n of
mea
sure
s is
div
ided
into
two
perio
ds –
unt
il 20
20 (s
hort
-ter
m) a
nd u
ntil
2025
(lon
g-te
rm),
depe
ndin
g on
the
final
dea
dlin
e of
the
impl
emen
tatio
n of
act
iviti
es u
nder
the
give
n m
easu
re.
68
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
od2
Res
pons
ible
1.5
Prov
ide
kind
erga
rten
s w
ith n
eces
sary
did
actic
m
ater
ials
• Ed
ucat
ion
and
upbr
ingi
ng p
roce
ss is
supp
orte
d w
ith
dida
ctic
mat
eria
ls fo
r ach
ievi
ng e
stab
lishe
d le
arni
ng
outc
omes
• A
dopt
ed n
orm
s on
dida
ctic
mat
eria
ls;•
All
kind
erga
rten
s pro
vide
d w
ith n
eces
sary
did
actic
m
eans
and
mat
eria
ls;•
30%
of p
ublic
kin
derg
arte
ns fu
lly e
quip
ped
acco
rdin
g to
the
ELD
Sta
ndar
ds a
nd n
orm
s
2020
2025
MoL
SP, B
DE,
M
unic
ipal
ities
1.6
Ensu
re co
nditi
ons f
or
bilin
gual
edu
catio
n of
pr
esch
ool c
hild
ren
• Pr
e-sc
hool
Edu
catio
n off
ers a
n op
port
unity
for
bilin
gual
appr
oach
to w
ork
with
child
ren
from
di
ffere
nt c
ultu
res
• At
leas
t 25
bilin
gual
gro
ups e
stab
lishe
d in
pub
lic
kind
erga
rten
s20
20M
oLSP
, M
oES,
BD
E
29
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.1.
1Va
lidat
ion
and
asse
ssm
ent
of th
e pra
ctica
l app
licat
ion
of E
LD S
tand
ards
for 0
-6
year
s old
child
ren
• W
G o
n va
lidat
ion
and
asse
ssm
ent o
f the
pra
ctica
l ap
plica
tion
of E
LD S
tand
ards
for 0
-6 y
ears
old
child
ren;
•
WG
esta
blish
ed to
revi
se th
e Sta
ndar
d;•
Fina
ncia
l mea
ns a
lloca
ted;
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
The S
tand
ards
revi
sed
and
disc
usse
d w
ith th
e key
sta
keho
lder
s
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES29
and
MoL
SP d
ecisi
ons
2020
MoL
SP,
MoE
S, B
DE,
m
unic
ipal
ities
1.1.
2Re
vise
the S
tand
ards
for
Early
Lea
rnin
g and
Dev
el-op
men
t
• W
G es
tabl
ished
to re
vise
the S
tand
ard;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• Th
e Sta
ndar
ds re
vise
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• O
fficia
lly a
ppro
ved
draft
Sta
ndar
ds fo
r Ear
ly L
earn
ing
and
Dev
elopm
ent a
nd d
raft
instr
uctio
ns o
n th
eir
intro
duct
ion
• Re
port
from
the W
G;
• D
raft
legal
act
on
appr
oval
of t
he S
tand
ard;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
and
MoL
SP d
ecisi
ons;
2025
MoL
SP,
MoE
S, B
DE
1.1.
3Pi
lot t
he re
vise
d St
anda
rds
in 1
0 ki
nder
gart
ens,
thei
r im
prov
emen
t and
intro
duc-
tion
in th
e kin
derg
arte
ns
• Re
sults
from
the p
ilotin
g are
pro
cess
ed;
• Fi
nal v
ersio
n of
the E
arly
lear
ning
and
dev
elopm
ent
stand
ards
;•
Offi
cially
app
rove
d Ea
rly le
arni
ng a
nd d
evelo
pmen
t sta
ndar
ds w
ith G
uide
lines
on
the i
mpl
emen
tatio
n m
etho
ds p
ublis
hed
in a
ll la
ngua
ges a
nd p
rovi
ded
to a
ll ki
nder
gart
ens
• Re
cord
s on
pilo
ting;
• M
oES
and
MoL
SP d
ecisi
ons;
2024
MoL
SP,
MoE
S, B
DE
29
All
refe
rrin
g to
MoE
S de
cisi
ons
in th
e Ac
tion
Plan
impl
ies
that
aut
horis
ed b
odie
s w
ithin
this
Min
istr
y sh
all p
roce
ed a
ccor
ding
to th
eir p
ower
s an
d sh
all t
ake
prop
er d
ecis
ions
.
69
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.2.
1 Re
visio
n of
the P
rogr
amm
e fo
r Ear
ly L
earn
ing a
nd
Dev
elopm
ent,
in a
ccor
-da
nce w
ith th
e Sta
ndar
ds,
and
prep
are a
ccom
pany
ing
Han
dboo
ks o
n pr
ogra
mm
e im
plem
enta
tion
in a
ll la
ngua
ges
• W
G es
tabl
ished
to re
vise
the p
rogr
amm
e;•
Fina
ncia
l mea
ns a
lloca
ted
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
Prog
ram
me f
or ea
rly le
arni
ng a
nd d
evelo
pmen
t dra
fted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Han
dboo
ks o
n EL
D p
rogr
amm
e im
plem
enta
tion
prep
ared
;•
Appr
oved
ELD
Pro
gram
me a
nd H
andb
ook
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
and
MoL
SP d
ecisi
ons
2025
M
oLSP
, M
oES,
BD
E
1.2.
2 Pi
lot t
he re
vise
d Ea
rly
Lear
ning
and
Dev
elopm
ent
Prog
ram
me i
n 10
kin
der-
gart
ens,
impr
ove a
nd in
tro-
duce
in a
ll ki
nder
gart
ens
• Re
sults
of p
ilotin
g of t
he P
rogr
amm
e for
early
lear
ning
an
d de
velo
pmen
t pro
cess
ed;
• O
fficia
lly a
ppro
ved
final
ver
sion
of th
e Ear
ly L
earn
ing
and
Dev
elopm
ent P
rogr
amm
e •
The P
rogr
amm
e is p
repa
red
in a
ll la
ngua
ges,
prin
ted
and
prov
ided
to a
ll ki
nder
gart
ens
• Re
port
on
pilo
ting w
ith re
com
men
datio
ns o
n pr
ogra
mm
e im
prov
emen
t;•
MoE
S an
d M
oLSP
dec
ision
s
2025
MoL
SP,
MoE
S, B
DE
1.2.
3 Tr
ain
the k
inde
rgar
tens
’ ed
ucat
ors t
o im
plem
ent t
he
revi
sed
Early
lear
ning
and
de
velo
pmen
t pro
gram
me
• Se
rvice
pro
vide
r(-s
) sele
cted
;•
Trai
ning
pro
gram
me (
inclu
ding
all
nece
ssar
y m
odul
es
and
train
ing m
ater
ials)
pre
pare
d an
d pr
ovid
ed to
all
kind
erga
rten
s);
• Al
l kin
derg
arte
ns’ e
duca
tors
trai
ned
• Re
cord
s on
impl
emen
ted
train
ings
;•
MoE
S an
d M
oLSP
dec
ision
s20
25M
oLSP
, M
oES,
BD
E
1.3.
1O
peni
ng o
f new
gro
ups i
n th
e kin
derg
arte
ns th
at h
ave
a hi
gher
num
ber o
f chi
ldre
n th
an th
e num
ber p
rosc
ribed
as
a n
orm
• Th
e num
ber o
f chi
ldre
n pe
r gro
up in
all
kind
erga
rten
s do
es n
ot ex
ceed
the n
orm
s im
pose
d in
legi
slatio
n;
• Co
mpe
titio
ns o
rgan
ised
in a
ll ki
nder
gart
ens t
hat n
eed
new
empl
oym
ents
and
com
plet
ed
• Em
ploy
men
t com
petit
ion
docu
men
ts, re
sults
of
com
plet
ed jo
b in
terv
iew
s;•
Staff
reco
rd b
ooks
of k
inde
rgar
tens
(Dire
ctor
s’ de
cisio
ns);
• Ki
nder
gart
ens b
udge
t pla
nnin
g doc
umen
ts of
M
oLSP
2020
2025
MoL
SP, M
u-ni
cipal
ities
1.4.
1O
rgan
ise p
re-s
choo
l ins
titu-
tions
’ map
ping
and
inve
nto-
ry a
nd se
lect k
inde
rgar
tens
w
here
phy
sical
cond
ition
s sh
ould
be i
mpr
oved
• Te
nder
for p
rocu
rem
ent o
f map
ping
and
inve
ntor
y se
rvice
org
anise
d;•
Resu
lts fr
om th
e map
ping
with
det
erm
ined
nee
ds o
f pr
esch
ool i
nstit
utio
ns p
roce
ssed
; •
Defi
ned
crite
ria fo
r sele
ctio
n of
the p
re-s
choo
l in
stitu
tions
;•
Pre-
scho
ol in
stitu
tions
selec
ted
acco
rdin
g to
the m
appi
ng
resu
lts a
nd th
e sele
ctio
n cr
iteria
;•
Nec
essa
ry fu
nds a
lloca
ted
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• M
appi
ng R
epor
t end
orse
d by
MoL
SP;
• M
oLSP
Dec
ision
s
2018
MoL
SP
70
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.4.
2O
rgan
ise co
nstr
uctio
n w
orks
to im
prov
e phy
sical
co
nditi
ons o
f 30%
of p
ublic
ki
nder
gart
ens
• Te
nder
s pro
cedu
re im
plem
ente
d;•
Build
ings
of a
t lea
st 30
% o
f pub
lic k
inde
rgar
tens
fully
im
prov
ed a
ccor
ding
to th
e Sta
ndar
ds a
nd N
orm
s for
ac
tiviti
es p
erfo
rmed
at i
nstit
utio
ns fo
r chi
ldre
n
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s))
;•
Acts
of A
ccep
tanc
e of t
he co
nstr
uctio
n w
orks
;•
MoL
SP D
ecisi
ons
2020
MoL
SP, M
u-ni
cipal
ities
1.5.
1D
evelo
p no
rms o
n di
dact
ic m
ater
ials
• Ap
prov
ed n
orm
s on
dida
ctic
mat
eria
ls•
MoL
SP/M
oES
join
t Dec
ision
s20
18M
oLSP
, M
oES,
BD
E
1.5.
2D
evelo
pmen
t (re
visio
n) o
f di
dact
ic m
ater
ials
in a
ll in
struc
tion
lang
uage
s
• O
fficia
lly es
tabl
ished
WG
s to
deve
lop
dida
ctic
mat
eria
ls;•
Fina
ncia
l mea
ns a
lloca
ted
• D
idac
tic m
ater
ials
and
met
hodo
logy
dra
fted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d di
dact
ic re
sour
ces a
nd m
etho
dolo
gy
on th
eir u
se
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oLSP
/MoE
S jo
int D
ecisi
ons
2020
MoL
SP, M
oES
1.5.
3Pr
intin
g of d
idac
tic m
ate-
rials
• Te
nder
s pro
cedu
re im
plem
ente
d•
Nec
essa
ry n
umbe
r of c
opie
s as p
er d
idac
tic m
ater
ial
publ
ished
and
pro
vide
d to
kin
derg
arte
ns
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
);•
Fina
ncia
l doc
umen
ts;•
Acce
ptan
ce a
cts o
n pr
ovisi
on o
f the
did
actic
re
sour
ces;
• M
oES
and
MoL
SP D
ecisi
ons
2020
MoL
SP, M
oES
1.5.
4Pr
ocur
emen
t of e
quip
men
t an
d di
dact
ic re
sour
ces
• Te
nder
s pro
cedu
re im
plem
ente
d;•
All p
re-s
choo
l ins
titut
ions
pro
vide
d w
ith eq
uipm
ent a
nd
dida
ctic
reso
urce
s acc
ordi
ng to
Sta
ndar
ds a
nd N
orm
s for
ac
tiviti
es p
erfo
rmed
at i
nstit
utio
ns fo
r chi
ldre
n
• Co
ntra
ct w
ith a
pro
vide
r(s)
;•
Fina
ncia
l doc
umen
ts;•
Acts
of A
ccep
tanc
e of t
he eq
uipm
ent a
nd d
idac
tic
reso
urce
s•
MoL
SP D
ecisi
ons
2020
MoL
SP, M
u-ni
cipal
ities
, Ki
nder
gart
ens
1.5.
5Tr
aini
ng o
f kin
derg
arte
n ed
ucat
ors t
o ap
ply
dida
ctic
mat
eria
ls
• Se
rvice
pro
vide
r (-s
) sele
cted
; •
Trai
ning
pro
gram
me (
inclu
ding
all
nece
ssar
y m
odul
es
and
train
ing m
ater
ials)
is co
mpl
eted
and
pro
vide
d to
all
kind
erga
rten
;•
All k
inde
rgar
ten
educ
ator
s hav
e bee
n tra
ined
• Re
cord
s fro
m tr
aini
ngs c
ompl
eted
; •
MoE
S an
d M
oLSP
dec
ision
s20
21M
oLSP
, M
oES,
BD
E
71
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
II. I
ncre
ase
Enro
lmen
t of C
hild
ren
and
Impr
ove
Incl
usiv
enes
s of P
re-s
choo
l Edu
catio
n
2.1
Expa
nd th
e ne
twor
k of
pr
e-sc
hool
inst
itutio
ns
• Ba
sic co
nditi
ons f
or in
crea
sing
child
ren’s
enr
olm
ent i
n pr
e-sc
hool
edu
catio
n th
roug
h en
surin
g eq
ual a
cces
s ar
e in
pla
ce
• 40
new
inst
itutio
ns in
bot
h ur
ban
and
rura
l are
as
in 4
0 to
wns
/vill
ages
;•
Aro
und
3,00
0 ch
ildre
n in
volv
ed
2025
MoL
SP, M
u-ni
cipa
litie
s
2.2
Ada
pt p
re-s
choo
l in
stitu
tions
for i
nclu
sive
educ
atio
n
• Ph
ysic
al co
nditi
ons a
nd st
affs n
eces
sary
for e
nrol
men
t of
child
ren
with
ear
ly ch
ildho
od d
evel
opm
enta
l di
fficu
lties
are
in p
lace
• Es
tabl
ished
crite
ria fo
r sel
ectio
n of
at le
ast 2
0 in
clus
ive
kind
erga
rten
s;•
Build
ings
of s
elec
ted
kind
erga
rten
s ful
ly a
dapt
ed
to ch
ildre
n w
ith e
arly
child
hood
dev
elop
men
tal
diffi
culti
es;
• Pr
ofes
siona
l tea
ms c
ompo
sed
of p
edag
odist
, ps
ycho
logi
st, s
peci
al e
duca
tors
, log
oped
ist a
nd
soci
al w
orke
r for
med
in th
e se
lect
ed k
inde
rgar
tens
2025
MoL
SP, M
u-ni
cipa
litie
s, K
inde
rgar
-te
ns
2.3
Revi
se e
xist
ing
and
deve
lop
new
did
actic
m
ater
ials
for c
hild
ren
with
ear
ly ch
ildho
od
deve
lopm
enta
l diffi
culti
es
• C
onte
nt a
nd m
etho
ds a
ccor
ding
to w
hich
act
iviti
es
with
child
ren
are
carr
ied
out i
n of
pre
-sch
ool
educ
atio
n ar
e ad
apte
d to
incl
ude
child
ren
with
ear
ly
child
hood
dev
elop
men
tal d
ifficu
lties
• D
idac
tic m
ater
ials
for a
t lea
st 3
diff
eren
t typ
es o
f de
velo
pmen
tal d
ifficu
lties
in a
ll te
achi
ng la
ngua
ges
repr
esen
ted
in th
e ki
nder
gart
ens
2020
2025
MoL
SP,
MoE
S
2.4
Raise
awar
enes
s of t
he
pre-
scho
ol in
stitu
tions
’ st
aff a
nd p
aren
ts a
bout
the
nece
ssity
to a
ccep
t chi
ldre
n w
ith e
arly
child
hood
de
velo
pmen
tal d
ifficu
lties
• Su
ppor
tive
mor
al e
nviro
nmen
t and
pos
itive
pub
lic
opin
ion
for i
nclu
sive
educ
atio
n is
ensu
red
• C
once
pt o
n aw
aren
ess r
aisin
g ca
mpa
igns
de
velo
ped
and
agre
ed w
ith th
e ke
y st
akeh
olde
rs;
• At
leas
t 8 re
gion
al a
nd 2
nat
iona
l aw
aren
ess r
aisin
g ca
mpa
igns
(eve
nts)
per
yea
r pro
vide
d w
ith p
re-
scho
ol in
stitu
tions
’ sta
ff an
d pa
rent
s
2020
MoL
SP,
MoE
S
2.5
Stre
ngth
enin
g co
mpe
tenc
ies o
f sta
ff fo
r in
clus
ive
educ
atio
n an
d en
ablin
g ac
cess
to h
igh-
qual
ity E
LD fo
r chi
ldre
n w
ith e
arly
child
hood
de
velo
pmen
tal d
ifficu
lties
• A
dmin
istra
tive
base
for e
nsur
ing
incl
usiv
e ed
ucat
ion
is in
pla
ce
• Es
tabl
ished
pro
cedu
re o
f tak
ing
deci
sions
on
incl
usio
n of
child
ren
with
ear
ly ch
ildho
od
deve
lopm
enta
l diffi
culti
es in
mai
nstr
eam
ki
nder
gart
ens/
grou
ps
2020
MoL
SPM
oES
MoH
72
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.1.
1Co
nstr
uct,
reco
nstr
uct a
nd
adap
t fac
ilitie
s for
new
pr
esch
ool i
nstit
utio
ns
• Te
nder
s for
pro
cure
men
t of d
esig
n se
rvice
s and
cons
truc
-tio
n w
orks
to co
nstr
uct,
reco
nstr
uct o
r ada
pt fa
ciliti
es
orga
nise
d;•
Des
ign
for c
onstr
uctio
n w
orks
with
bud
get e
stim
ate;
• 40
new
pre
-sch
ool i
nstit
utio
ns in
new
ly b
uilt,
reco
n-str
ucte
d or
ada
pted
facil
ities
• Co
ntra
ct w
ith w
ork
prov
ider
s;•
Acts
of A
ccep
tanc
e of t
he d
esig
n se
rvice
s and
con-
struc
tion
wor
ks•
MoL
SP D
ecisi
ons
2025
MoL
SP, M
u-ni
cipal
ities
2.1.
2Pr
ovid
e the
new
pre
scho
ol
insti
tutio
ns w
ith n
eces
sary
eq
uipm
ent
• Te
nder
s for
pro
cure
men
t of e
quip
men
t org
anise
d;•
40 p
resc
hool
insti
tutio
ns p
rovi
ded
with
equi
pmen
t ac-
cord
ing t
o th
e sta
ndar
ds
• Co
ntra
ct w
ith a
pro
vide
r(s)
• Fi
nanc
ial d
ocum
ents;
• Ac
ts of
Acc
epta
nce o
f the
equi
pmen
t; •
MoL
SP D
ecisi
ons;
2025
MoL
SP, M
u-ni
cipal
ities
2.2.
1O
rgan
ise a
dapt
atio
n of
20
pre
-sch
ool i
nstit
utio
ns’
build
ings
for i
nclu
sion
of ch
ildre
n w
ith p
hysic
al
disa
bilit
ies
• Ap
prov
ed cr
iteria
for s
elect
ion
of a
t lea
st 20
kin
derg
ar-
tens
to b
e ada
pted
for i
nclu
sion
of ch
ildre
n w
ith p
hysic
al
disa
bilit
ies;
• Te
nder
pro
cedu
re im
plem
ente
d;•
Des
ign
for c
onstr
uctio
n w
orks
to a
dapt
20
pre-
scho
ol
insti
tutio
ns’ b
uild
ings
for i
nclu
sion
of ch
ildre
n w
ith
phys
ical d
isabi
litie
s, w
ith b
udge
t esti
mat
e;•
Build
ings
of a
t lea
st 20
pre
-sch
ool i
nstit
utio
ns a
dapt
ed
for i
nclu
sion
of ch
ildre
n w
ith p
hysic
al d
isabi
litie
s acc
ord-
ing t
o (in
ter)
natio
nal s
tand
ards
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
);•
Fina
ncia
l doc
umen
ts;•
Acts
of A
ccep
tanc
e of t
he d
esig
n se
rvice
s and
con-
struc
tion
wor
ks;
• M
oLSP
Dec
ision
s
2025
MoL
SP, M
u-ni
cipal
ities
, Ki
nder
gart
ens
2.2.
2Fu
lly st
aff p
rofe
ssio
nal
serv
ices o
f all
kind
erga
rten
s as
nec
essa
ry
• Co
mpe
titio
ns o
rgan
ised
for n
ew em
ploy
men
ts in
all
kind
erga
rten
s and
for s
pecia
lists
of su
ppor
t ser
vice
s, as
ne
cess
ary
• Co
mpe
titio
n do
cum
ents
(ann
ounc
emen
ts, q
uesti
on-
naire
s, re
sults
of i
nter
view
s, et
c.);
• St
aff re
cord
boo
ks o
f kin
derg
arte
ns (D
irect
ors’
Dec
i-sio
ns)
2020
MoL
SP, M
u-ni
cipal
ities
, Ki
nder
gart
ens
2.3.
1Re
vise
of e
xisti
ng a
nd
deve
lopi
ng n
ew d
idac
tic
mat
eria
ls fo
r chi
ldre
n w
ith
deve
lopm
enta
l diffi
culti
es
• Es
tabl
ished
WG
to re
vise
the d
idac
tic m
ater
ials;
• Fi
nanc
ial m
eans
allo
cate
d;•
Did
actic
reso
urce
s and
met
hodo
logy
dra
fted
and
dis-
cuss
ed w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d di
dact
ic re
sour
ces a
nd m
etho
dolo
gy
on th
eir u
se;
• D
idac
tic m
ater
ials
trans
late
d in
to a
ll te
achi
ng la
ngua
ges
repr
esen
ted
in th
e kin
derg
arte
ns
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
and
MoL
SP D
ecisi
ons
2019
MoL
SP, M
oES
73
2.3.
2Pr
intin
g did
actic
reso
urce
s•
Tend
ers p
roce
dure
impl
emen
ted;
• N
eces
sary
num
ber o
f cop
ies a
s per
did
actic
mat
eria
l pu
blish
ed a
nd p
rovi
ded
to k
inde
rgar
tens
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
));
• Fi
nanc
ial d
ocum
ents;
• Ac
cept
ance
act
s on
prov
ision
of t
he d
idac
tic re
sour
c-es
;•
MoL
SP D
ecisi
ons
2021
MoL
SP
2.4.
1D
evelo
p th
e con
cept
on
awar
enes
s rai
sing c
am-
paig
ns w
ith a
n Ac
tion
Plan
• Es
tabl
ished
WG
to d
evelo
p th
e con
cept
; •
Fina
ncia
l mea
ns a
lloca
ted;
• Co
ncep
t and
Act
ion
Plan
dra
fted
and
disc
usse
d w
ith th
e ke
y sta
keho
lder
s;•
Offi
cially
app
rove
d Co
ncep
t on
awar
enes
s rai
sing c
am-
paig
ns a
nd A
ctio
n Pl
an
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
and
MoL
SP D
ecisi
ons
2019
MoL
SP, M
oES
2.4.
2Im
plem
ent a
war
enes
s rai
s-in
g cam
paig
ns•
At le
ast 8
regi
onal
and
2 n
atio
nal a
war
enes
s rai
sing
cam
paig
ns (e
vent
s) p
er y
ear i
mpl
emen
ted
with
pre
-sc
hool
insti
tutio
ns’ s
taff
and
pare
nts;
• M
edia
cam
paig
ns w
ith p
repa
red
vide
o m
ater
ials
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Aw
aren
ess r
aisin
g cam
paig
ns im
plem
enta
tion
evi-
denc
es, (
e.g. r
ecor
ds, p
rinte
d, p
hoto
, vid
eo a
nd o
ther
m
ater
ials,
repo
rts,
inte
rvie
ws,
etc.)
;•
Acts
of A
ccep
tanc
e of t
he se
rvice
pro
visio
n;
• M
oLSP
Dec
ision
s
2019
MoL
SP, M
oES
2.5.
1D
evelo
p a
mec
hani
sm fo
r in
clusio
n of
child
ren
with
de
velo
pmen
tal d
ifficu
lties
in
mai
nstre
am p
re-s
choo
l ed
ucat
ion
• Es
tabl
ished
WG
to d
evelo
p th
e mec
hani
sm;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• Th
e mec
hani
sm d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• O
fficia
lly a
ppro
ved
mec
hani
sm fo
r inc
lusio
n of
child
ren
with
dev
elopm
enta
l diffi
culti
es in
mai
nstre
am se
cond
ary
educ
atio
n an
d pr
oced
ures
of i
ts in
trodu
ctio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES,
MoL
SP a
nd M
oH D
ecisi
ons
2020
MoL
SP,
MoE
S, M
oH
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
III.
Impr
ove
Cap
aciti
es o
f Hum
an R
esou
rces
in th
e Pr
e-sc
hool
Inst
itutio
ns
3.1
Dev
elop
and
intr
oduc
e Pr
ofes
siona
l sta
ndar
ds a
nd
Job
profi
les f
or e
duca
tors
, ca
regi
vers
, pro
fess
iona
l w
orke
rs, p
rofe
ssio
nal c
o-w
orke
rs a
nd m
anag
ers o
f pr
e-sc
hool
inst
itutio
ns
• Re
quire
men
ts to
war
ds p
re-s
choo
l ins
titut
ions
staff
s’ pr
ofes
siona
l com
pete
nces
and
job
task
s are
clea
rly
defin
ed
• O
ffici
ally
appr
oved
Pro
fess
iona
l sta
ndar
ds a
nd Jo
b pr
ofile
s20
20M
oLSP
, MoE
S,
BDE,
NEC
74
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
3.2
Impr
ove
the
com
pete
nces
of
can
dida
tes f
or e
duca
tors
an
d ca
regi
vers
• N
ovic
e ed
ucat
ors a
nd c
areg
iver
s are
cap
able
to fu
lly
perf
orm
thei
r tas
ks a
ccor
ding
to th
eir j
ob p
rofil
e an
d th
e EL
D S
tand
ards
• Re
accr
edite
d st
udy
prog
ram
mes
for e
duca
tors
•
Acc
redi
ted
trai
ning
s for
car
egiv
ers
2025
MoL
SP, M
oES,
un
iver
sitie
s
3.3
Intr
oduc
e an
d op
erat
iona
lise
a sy
stem
pr
ofes
siona
l dev
elop
men
t an
d ca
reer
adv
ance
men
t of
the
pre-
scho
ol in
stitu
tions
’ ed
ucat
ors a
nd o
ther
staff
• Pr
ofes
siona
l com
pete
nces
of p
re-s
choo
l ins
titut
ions
’ Ed
ucat
ors a
nd o
ther
staff
are
cont
inuo
usly
impr
oved
;•
Educ
ator
s are
mot
ivat
ed to
dem
onst
rate
bet
ter
perf
orm
ance
• In
trod
uced
and
ope
ratio
nal s
yste
m o
f pro
fess
iona
l de
velo
pmen
t and
car
eer a
dvan
cem
ent;
• A
dopt
ed p
rogr
amm
e fo
r pro
fess
iona
l dev
elop
men
t of
car
egiv
ers,
educ
ator
s, pr
ofes
siona
l wor
kers
, pr
ofes
siona
l co-
wor
kers
and
man
agem
ent s
taff;
• A
ccre
dite
d pr
ovid
ers o
f pro
fess
iona
l dev
elop
men
t co
urse
s for
the
staff
of p
re-s
choo
l ins
titut
ions
;•
50%
of e
duca
tors
and
car
egiv
ers i
nvol
ved
in
prof
essio
nal d
evel
opm
ent p
rogr
amm
es
2025
MoL
SP,
MoE
S, B
DE,
un
iver
sitie
s
3.4
Revi
se th
e sy
stem
of
licen
sing
of e
duca
tors
, ca
regi
vers
, pro
fess
iona
l w
orke
rs, p
rofe
ssio
nal c
o-w
orke
rs a
nd m
anag
emen
t st
aff o
f pre
-sch
ool
inst
itutio
ns
• A
ll em
ploy
ees o
f pre
-sch
ool i
nstit
utio
ns sa
tisfy
the
min
imum
requ
irem
ents
of p
rofe
ssio
nal c
ompe
tenc
es•
A n
ew li
cens
ing
syst
em co
ntai
ning
revi
sed
prer
equi
sites
for a
pply
ing
for l
icen
se, m
odifi
ed
cont
ent a
nd p
roce
dure
s of l
icen
sing
exam
s, an
d lic
ense
susp
ensio
n co
nditi
ons;
• 50
% o
f pre
-sch
ool i
nstit
utio
ns e
mpl
oyee
s pas
sed
thro
ugh
the
new
lice
nsin
g pr
oced
ures
2025
MoL
SP, M
oES,
N
EC
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.1.
1D
evelo
p Pr
ofes
siona
l Sta
n-da
rds a
nd Jo
b pr
ofiles
for
educ
ator
s, ca
regi
vers
, pro
fes-
siona
l wor
kers
, pro
fess
iona
l co
-wor
kers
and
man
ager
s of
pre-
scho
ol in
stitu
tions
• Es
tabl
ished
WG
s to
deve
lop
Prof
essio
nal S
tand
ards
and
Job
profi
les;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• Pr
ofes
siona
l Sta
ndar
ds a
nd Jo
b Pr
ofiles
dra
fted
and
dis-
cuss
ed w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d Pr
ofes
siona
l Sta
ndar
ds a
nd Jo
b Pr
ofiles
an
d in
struc
tions
on
thei
r int
rodu
ctio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oLSP
and
MoE
S D
ecisi
ons;
2020
MoL
SP,
MoL
SG,
MoE
S, B
DE
75
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.2.
1Re
vise
of e
duca
tors’
pre
-ser
-vi
ce st
udy
prog
ram
mes
ac
cord
ing t
o th
e defi
ned
prof
essio
nal c
ompe
tenc
ies
• Re
ques
t for
reac
cred
itatio
n of
stud
y pr
ogra
mm
es (p
re-s
er-
vice
trai
ning
) of e
duca
tors
app
rove
d;•
Esta
blish
ed W
G o
f ind
epen
dent
expe
rt fo
r eva
luat
ion
of th
e co
mpa
tibili
ty o
f the
stud
y pr
ogra
mm
es w
ith th
e req
uire
d ed
ucat
ors’
com
pete
nces
• Fi
nanc
ial m
eans
allo
cate
d•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• Th
e offe
red
study
pro
gram
mes
eval
uate
d by
the W
G;
• Re
vise
d stu
dy p
rogr
amm
es a
ccre
dite
d
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• Le
gal a
ct fo
r acc
redi
tatio
n of
the s
tudy
pro
gram
mes
•
Dec
ision
s of t
he H
ighe
r edu
catio
n in
stitu
tions
;
2022
MoE
S, M
oLSP
, BA
EHE,
In
stitu
tions
fo
r Hig
her
Educ
atio
n of
ed
ucat
ors
3.2.
2D
evelo
pmen
t of c
areg
iver
s’ tra
inin
g pro
gram
mes
•
Esta
blish
ed W
Gs t
o de
velo
p th
e tra
inin
g pro
gram
me;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce i
s stu
died
;•
Prog
ram
mes
for t
rain
ing o
f car
egiv
ers d
rafte
d an
d di
scus
sed
with
the k
ey st
akeh
olde
rs;
• Ac
cred
ited
prog
ram
mes
for t
rain
ing o
f car
egiv
ers
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oLSP
Dec
ision
s
2022
MoL
SP
3.3.
1D
evelo
p a
mec
hani
sm fo
r ac
cred
itatio
n of
trai
ning
pr
ovid
ers
• Es
tabl
ished
WG
to d
evelo
p th
e mec
hani
sm;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• M
echa
nism
dra
fted
and
disc
usse
d w
ith th
e key
stak
ehol
d-er
s;•
Offi
cially
app
rove
d m
echa
nism
of a
ccre
dita
tion
of tr
aini
ng
prov
ider
s and
instr
uctio
ns o
n its
intro
duct
ion
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oLSP
Dec
ision
s
2022
MoL
SP
3.3.
2Pr
ovid
e acc
redi
tatio
n of
tra
inin
g pro
vide
rs•
At le
ast 5
acc
redi
ted
train
ing p
rovi
ders
• M
oLSP
Dec
ision
s 20
22M
oLSP
3.3.
3Tr
ain
of p
re-s
choo
l ins
titu-
tions
staff
•
Tend
er p
roce
dure
impl
emen
ted;
• 50
% o
f edu
cato
rs a
nd ca
regi
vers
invo
lved
in p
rofe
ssio
nal
deve
lopm
ent p
rogr
amm
es
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Tr
aini
ng P
rogr
amm
e;•
Acts
of A
ccep
tanc
e of p
rovi
ded
train
ing s
ervi
ces;
• M
oLSP
Dec
ision
s;
2022
MoL
SP
76
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.4.
1Re
vise
lice
nsin
g sys
tem
• Es
tabl
ished
WG
to re
vise
the l
icens
ing s
yste
m
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• lic
ensin
g sys
tem
revi
sed
(con
tain
s at l
east
prer
equi
sites
for
appl
ying
for l
icens
e, m
odifi
ed co
nten
t and
pro
cedu
res o
f lic
ensin
g exa
ms,
and
licen
se su
spen
sion
cond
ition
) and
di
scus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
licen
sing s
yste
m
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oLSP
Dec
ision
s
2022
MoL
SP
3.4.
2Im
plem
ent t
he sy
stem
of
licen
sing o
f edu
cato
rs, c
are-
give
rs, p
rofe
ssio
nal w
orke
rs,
prof
essio
nal c
o-w
orke
rs a
nd
man
agem
ent s
taff
of p
re-
scho
ol in
stitu
tions
• 50
% o
f pre
-sch
ool i
nstit
utio
ns em
ploy
ees p
asse
d th
roug
h th
e ne
w li
cens
ing p
roce
dure
s•
Offi
cial r
ecor
ds o
n th
e lice
nsin
g pro
cedu
res i
mpl
emen
-ta
tion
2020
MoL
SP
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
IV. I
mpr
ove
Legi
slat
ion,
Org
anis
atio
n an
d M
anag
emen
t of P
re-s
choo
l Edu
catio
n an
d St
reng
then
Coo
pera
tion
4.1
Impr
ove
the
role
s and
po
wer
s of m
inist
ries
with
resp
onsib
ilitie
s in
gove
rnin
g pr
e-sc
hool
in
stitu
tions
Impr
ove
the
syst
em o
f pe
dago
gica
l rec
ords
kep
t in
inst
itutio
ns fo
r chi
ldre
n
• A
naly
sis co
mpl
eted
for t
he p
urpo
se o
f im
prov
ing
the
role
s and
pow
ers o
f min
istrie
s with
resp
onsib
ilitie
s in
gove
rnin
g pr
e-sc
hool
inst
itutio
ns in
the
best
inte
rest
of
child
ren
• Su
perv
ision
of e
duca
tiona
l act
iviti
es is
bas
ed o
n ad
equa
te re
flect
ion
of th
e ed
ucat
ors’
perf
orm
ance
and
th
e ch
ildre
n’s a
chie
vem
ents
• Re
vise
d lo
g of
wor
ks w
ith ch
ildre
n’s g
roup
s and
re
vise
d in
dica
tors
of c
hild
por
tfolio
2020
MoL
SP, M
oES
77
4.2
Esta
blish
a m
echa
nism
fo
r act
ual i
nvol
vem
ent o
f fa
mily
and
com
mun
ity
in th
e pl
anni
ng a
nd
impl
emen
tatio
n of
ed
ucat
iona
l wor
k an
d m
anag
emen
t of p
re-s
choo
l in
stitu
tions
• Th
e le
arni
ng n
eeds
of p
re-s
choo
l chi
ldre
n an
d in
tere
sts
of th
e co
mm
unity
are
bet
ter c
onsid
ered
• C
arrie
d ou
t ana
lysis
of t
he fu
nctio
nalit
y of
par
ents’
in
volv
emen
t in
pre-
scho
ol in
stitu
tions
edu
catio
n m
anag
emen
t pro
cess
;•
Ope
ratio
nal m
echa
nism
of p
aren
ts’ a
nd
com
mun
ity re
pres
enta
tives
’ inv
olve
men
t in
the
educ
atio
n m
anag
emen
t pro
cess
es in
pre
-sch
ool
educ
atio
n in
stitu
tions
;•
Appr
oved
Gui
delin
es fo
r the
abo
ve m
echa
nism
im
plem
enta
tion
2020
MoL
SP, M
oES
4.3
Stre
ngth
enin
g th
e co
oper
atio
n an
d bu
ildin
g pa
rtne
rshi
p w
ith p
aren
ts
thro
ugh
the
pre-
scho
ol
educ
atio
n sy
stem
• G
ener
al p
edag
ogic
cul
ture
of p
aren
ts is
impr
oved
and
co
ntrib
utes
to e
duca
tion
base
d on
fam
ily- u
pbrin
ging
of
child
ren
• Pr
ogra
mm
e of
impr
ovin
g pe
dago
gica
l cul
ture
of
pare
nts;
• Pr
ogra
mm
e pi
lote
d in
10
kind
erga
rten
s
2020
MoL
SP,
MoE
S, B
DE
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.1.
1Re
visio
n of
the s
yste
m o
f ped
-ag
ogica
l rec
ords
kep
t sys
tem
in
insti
tutio
ns fo
r chi
ldre
n
• Es
tabl
ished
WG
to re
vise
the s
yste
m o
f ped
agog
ical r
ecor
ds
and
docu
men
tatio
n;•
Fina
ncia
l mea
ns a
lloca
ted;
• N
ew sy
stem
dra
fted
and
disc
usse
d w
ith th
e key
stak
ehol
d-er
s;•
Offi
cially
app
rove
d sy
stem
of p
edag
ogica
l rec
ords
kep
t in
insti
tutio
ns fo
r chi
ldre
n (lo
g of w
orks
with
child
ren’s
gro
ups
and
revi
sed
indi
cato
rs o
f chi
ld p
ortfo
lio) a
nd in
struc
tions
fo
r its
intro
duct
ion
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents
• Fi
nanc
ial d
ocum
ents
• D
raft
revi
sed
syste
m o
f ped
agog
ical r
ecor
ds a
nd d
ocu-
men
tatio
n ke
pt in
insti
tutio
ns fo
r chi
ldre
n;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
syste
m;
• M
oLSP
and
MoE
S D
ecisi
ons
2018
MoL
SP, M
oES,
BD
E
4.2.
1An
alys
is of
the f
unct
iona
lity
of p
aren
ts’ in
volv
emen
t in
pre-
scho
ol in
stitu
tions
educ
a-tio
n m
anag
emen
t pro
cess
es
• Te
nder
pro
cedu
re im
plem
ente
d;•
Anal
ysis
resu
lts p
roce
ssed
, inc
ludi
ng re
com
men
datio
ns o
n im
prov
emen
t of m
echa
nism
for p
aren
ts’ in
volv
emen
t in
pre-
scho
ol in
stitu
tions
educ
atio
n m
anag
emen
t pro
cess
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Fi
nanc
ial d
ocum
ents;
• An
alys
is Re
port
endo
rsed
by
MoE
S an
d M
oLSP
;•
MoL
SP a
nd M
oES
Dec
ision
s
2019
MoL
SP, M
oES
78
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.2.
2D
evelo
p a
mec
hani
sm a
nd
Gui
delin
es fo
r act
ual i
nvol
ve-
men
t of f
amily
and
com
mu-
nity
in th
e pla
nnin
g and
im-
plem
enta
tion
of ed
ucat
iona
l w
ork
and
man
agem
ent o
f pr
e-sc
hool
insti
tutio
ns
• Es
tabl
ished
WG
to d
evelo
p m
echa
nism
and
the G
uide
lines
;•
Fina
ncia
l mea
ns a
lloca
ted;
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
The m
echa
nism
and
Gui
delin
es d
rafte
d an
d di
scus
sed
with
th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d m
echa
nism
for i
nvol
vem
ent o
f fam
ily
and
com
mun
ity in
the p
lann
ing a
nd im
plem
enta
tion
of ed
-uc
atio
nal w
ork
and
man
agem
ent o
f pre
-sch
ool i
nstit
utio
n an
d G
uide
lines
for t
he a
bove
mec
hani
sm im
plem
enta
tion
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
•
Dra
ft M
echa
nism
and
Gui
delin
es;
• M
oLSP
Dec
ision
s
2019
MoL
SP
4.3.
1D
evelo
p a
Nat
iona
l pr
ogra
mm
e of i
mpr
ovin
g pe
dago
gica
l cul
ture
of
pare
nts t
hrou
gh th
e pre
-sc
hool
educ
atio
n sy
stem
• O
fficia
lly es
tabl
ished
WG
s to
deve
lop
the N
atio
nal p
ro-
gram
me;
• Fi
nanc
ial m
eans
allo
cate
d;•
Nat
iona
l Pro
gram
mes
and
Act
ion
Plan
dra
fted
and
dis-
cuss
ed w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d N
atio
nal P
rogr
amm
e and
Act
ion
Plan
fo
r its
pilo
ting
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oLSP
and
MoE
S jo
int D
ecisi
ons
2020
M
oLSP
, MoE
S,
BDE,
PS
4.3.
2Pi
lot t
he P
rogr
amm
e of
impr
ovin
g ped
agog
ical
cultu
re o
f par
ents
in 1
0 ki
nder
gart
ens
• Cr
iteria
for s
elect
ion
of th
e kin
derg
arte
ns fo
r pilo
ting t
he
Prog
ram
me h
ave b
een
set;
• Li
st of
10
kind
erga
rten
s;•
Resu
lts o
f the
pro
gram
me p
ilotin
g with
reco
mm
enda
tions
on
its i
mpr
ovem
ent p
roce
ssed
• Re
port
on
the P
rogr
amm
e pilo
ting e
ndor
sed
by th
e M
oLSP
and
MoE
S20
20M
oLSP
, MoE
S,
BDE,
PS
79
7.2.
PRI
MA
RY E
DU
CATI
ON
30
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
I. Im
prov
e th
e C
onte
nt o
f Pri
mar
y Ed
ucat
ion
1.1
Dev
elop
and
intr
oduc
e a
Nat
iona
l Sta
ndar
d30 fo
r all
cycl
es P
rimar
y Ed
ucat
ion
with
clea
rly d
efine
d le
arn-
ing
outc
omes
and
with
spe-
cial
focu
s on
incl
usiv
enes
s, re
spec
t for
div
ersit
y (in
te
rms o
f gen
der,
ethn
icity
, re
ligio
n, la
ngua
ge, s
ocia
l st
atus
, int
elle
ctua
l and
ph
ysic
al a
bilit
ies)
, chi
ld
right
s, an
d de
moc
ratic
cu
lture
• Le
arni
ng o
utco
mes
for e
ach
cycl
e of
prim
ary
educ
a-tio
n ar
e cl
early
defi
ned
and
rele
vant
to th
e re
ality
and
th
e ne
eds o
f pup
ils a
ccor
ding
to th
eir a
ge ch
arac
teris
-tic
s;•
Prim
ary
Educ
atio
n co
ntrib
utes
to d
evel
opin
g th
e pu
-pi
ls’ a
bilit
ies t
o le
arn,
to so
lve
prob
lem
s, to
resp
ect f
or
dive
rsity
and
mul
ticul
tura
lism
, and
acq
uire
dem
ocra
t-ic
val
ues a
nd sk
ills
• Ap
prov
ed N
atio
nal S
tand
ard
for a
ll cy
cles
Prim
a-ry
Edu
catio
n in
line
with
the
child
ren’s
lear
ning
ne
eds a
nd th
e M
aced
onia’
s soc
iety
dev
elop
men
t pr
iorit
ies
2020
MoE
S, B
DE
1.2
Revi
se th
e cu
rric
ula
for
all g
rade
s and
the
subj
ect
prog
ram
mes
in a
ccor
danc
e w
ith th
e N
atio
nal S
tand
ard
and
intr
oduc
e it
grad
ually
in
all
grad
es
• Cu
rric
ula
for a
ll gr
ades
and
all
subj
ect p
rogr
amm
es
are
targ
eted
to a
chie
ving
the
lear
ning
out
com
es d
e-fin
ed b
y th
e N
atio
nal S
tand
ard
• Re
vise
d an
d ap
prov
ed C
urric
ula
and
prog
ram
mes
fo
r Prim
ary
Educ
atio
n m
eetin
g th
e re
quire
men
ts
of th
e N
atio
nal S
tand
ard;
• Re
vise
d an
d ap
prov
ed C
urric
ula
and
prog
ram
mes
fo
r Prim
ary
Educ
atio
n le
adin
g to
dec
reas
ing
the
num
ber o
f sub
ject
s
2020
MoE
S, B
DE
1.3
Stre
ngth
en th
e st
atus
and
im
prov
e th
e co
nten
t of
elec
tive
subj
ects
and
ext
ra-
curr
icul
ar a
ctiv
ities
bas
ed
on th
e pu
pils’
free
choi
ce.
• Pu
pils
acqu
ire w
ider
scop
e of
kno
wle
dge
and
com
pe-
tenc
es a
ccor
ding
to th
eir i
nter
ests
and
rele
vant
to th
e lo
cal e
nviro
nmen
t
• O
pera
tive
mec
hani
sm th
roug
h w
hich
the
pupi
ls se
lect
the
elec
tive
subj
ects
;•
Revi
sed
and
appr
oved
pro
gram
mes
of e
lect
ive
subj
ects
;•
Revi
sed
and
appr
oved
pro
gram
mes
for e
xtra
-cur
-ric
ular
act
iviti
es;
• Re
gula
r app
licat
ion
of E
duca
tion
on L
ife S
kills
2020
2025
MoE
S, B
DE
30
Nat
iona
l sta
ndar
ds, r
egar
dles
s of
the
deve
lopm
ent l
evel
they
refe
r to,
sha
ll in
clud
e ge
neric
com
pete
ncie
s fo
r crit
ical
thin
king
and
cap
abili
ty fo
r pro
blem
sol
ving
and
app
licat
ion
of k
now
ledg
e in
pr
actic
al s
ituat
ions
, as
wel
l as
all k
ey c
ompe
tenc
ies
(kno
wle
dge,
ski
lls a
nd a
ttitu
des)
to b
e ac
quire
d w
ithin
the
give
n ed
ucat
ion
cycl
e. A
t EU
leve
l the
re a
re 8
key
com
pete
ncie
s de
fined
con
side
red
as n
eces
sary
for p
erso
nal f
ulfil
men
t and
dev
elop
men
t, ac
tive
citiz
ensh
ip, s
ocia
l inc
lusi
on a
nd e
mpl
oyab
ility
. The
y ar
e co
mm
unic
atin
g in
a m
othe
r ton
gue,
com
mun
icat
ing
in a
fore
ign
lang
uage
, m
athe
mat
ical
com
pete
ncy
and
basi
c sc
ient
ific
and
tech
nolo
gica
l com
pete
ncie
s, di
gita
l com
pete
ncy,
lear
ning
to le
arn,
soc
ial a
nd c
ivic
com
pete
ncie
s, se
nse
of in
itiat
ive
and
entr
epre
neur
ship
, cu
ltura
l aw
aren
ess
and
expr
essi
on.
80
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
1.4
Revi
se th
e te
xtbo
oks t
o re
flect
gen
der e
qual
ity,
resp
ect f
or d
iver
sity,
mul
-tic
ultu
ral a
nd d
emoc
ratic
va
lues
• Pr
imar
y ed
ucat
ion
pupi
ls ar
e pr
ovid
ed w
ith q
ualit
y te
xtbo
oks a
s a so
urce
of a
pplic
able
kno
wle
dge
prom
ot-
ing
resp
ect f
or d
iver
sity
and
dem
ocra
tic v
alue
s
• Te
xtbo
oks f
or a
ll su
bjec
ts re
vise
d 20
20PS
№
Activ
ities
Out
put i
ndic
ator
Sour
ce o
f ver
ifica
tion
Dea
dlin
eRe
spon
sible
1.1.
1D
evelo
p th
e Nat
iona
l St
anda
rd o
n al
l cyc
les o
f Pr
imar
y ed
ucat
ion
• W
G es
tabl
ished
to d
evelo
p th
e Sta
ndar
d;•
Fina
ncia
l mea
ns a
lloca
ted;
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
Nat
iona
l Sta
ndar
d dr
afted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
Nat
iona
l Sta
ndar
d;•
Offi
cially
app
rove
d N
atio
nal S
tand
ard
and
instr
uctio
ns
on it
s int
rodu
ctio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE
1.2.
1Re
vise
Prim
ary
educ
atio
n cu
rricu
la•
WG
esta
blish
ed to
revi
se th
e cur
ricul
a•
Fina
ncia
l mea
ns a
lloca
ted;
• Cu
rricu
la d
rafte
d in
acc
orda
nce w
ith th
e Nat
iona
l St
anda
rd a
nd d
iscus
sed
with
the k
ey st
akeh
olde
rs;
• D
raft
legal
act
on
appr
oval
of t
he F
ram
ewor
k Cu
rricu
la;
• Th
e cur
ricul
a fo
r all
grad
es in
prim
ary
educ
atio
n an
d th
e ins
truc
tions
for i
ts in
trodu
ctio
n ar
e offi
cially
ap
prov
ed
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE
1.2.
2Re
vise
Prim
ary
educ
atio
n su
bjec
t pro
gram
mes
• W
Gs e
stabl
ished
to re
vise
the s
ubje
ct p
rogr
amm
es;
• Fi
nanc
ial m
eans
allo
cate
d;•
Prog
ram
mes
dra
fted
in a
ccor
danc
e with
the N
atio
nal
Stan
dard
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
Sub
ject
Pro
gram
mes
• O
fficia
lly a
ppro
ved
Subj
ect P
rogr
amm
es fo
r all
grad
es
of P
rimar
y ed
ucat
ion
and
instr
uctio
ns o
n th
eir
intro
duct
ion
• Re
port
s fro
m th
e WG
s;•
Reco
rds o
n di
scus
sion
even
ts;•
MoE
S D
ecisi
ons
2020
MoE
S, B
DE
81
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.3.
1D
evelo
p a
mec
hani
sm o
f se
lectio
n of
the e
lectiv
e su
bjec
ts by
pup
ils
• W
G es
tabl
ished
•
Mec
hani
sm d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• D
raft
legal
act
on
appr
oval
of t
he M
echa
nism
;•
Offi
cially
app
rove
d m
echa
nism
of s
elect
ion
of th
e ele
ctiv
e sub
ject
s by
pupi
ls an
d in
struc
tions
on
its
intro
duct
ion
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2019
MoE
S, B
DE,
Sc
hool
s
1.3.
2Re
vise
pro
gram
mes
of e
lec-
tive s
ubje
cts
• W
Gs e
stabl
ished
to re
vise
the p
rogr
amm
es o
f elec
tive
subj
ects;
• Fi
nanc
ial m
eans
allo
cate
d;•
Prog
ram
mes
of e
lectiv
e sub
ject
s dra
fted
in a
ccor
danc
e w
ith th
e Nat
iona
l Sta
ndar
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• D
raft
legal
act
on
appr
oval
of t
he p
rogr
amm
es;
• O
fficia
lly a
ppro
ved
Prog
ram
mes
of e
lectiv
e sub
ject
s and
in
struc
tions
on
its in
trodu
ctio
n
• Re
port
s fro
m th
e WG
s;•
Reco
rds o
n di
scus
sion
even
ts;•
MoE
S D
ecisi
ons
2020
MoE
S, B
DE
1.3.
3Re
vise
pro
gram
me f
or ex
-tra
-cur
ricul
ar a
ctiv
ities
• W
G es
tabl
ished
to re
vise
the p
rogr
amm
e;•
Fina
ncia
l mea
ns a
lloca
ted;
• Pr
ogra
mm
e dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
pro
gram
me;
• O
fficia
lly a
ppro
ved
prog
ram
me f
or ex
tra-c
urric
ular
ac
tiviti
es a
nd in
struc
tions
on
its in
trodu
ctio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE
1.3.
4Pr
ovid
e reg
ular
app
licat
ion
of E
LS a
t sch
ools
• An
alys
ed si
tuat
ion
with
the a
pplic
atio
n of
Edu
catio
n on
Li
fe S
kills
at s
choo
ls•
Prov
ided
mec
hani
sms f
or m
onito
ring t
he a
pplic
atio
n of
EL
S
• Re
port
on
the c
ondu
cted
mon
itorin
g of t
he cu
rren
t sit
uatio
n•
Mec
hani
sms d
esig
ned
to m
onito
r im
plem
enta
tion
of
ELS
at sc
hool
s
2025
BDE
1.4.
1An
alys
e tex
tboo
ks to
id
entif
y th
e defi
cienc
ies i
n th
e exi
sting
text
book
s with
re
gard
to ge
nder
equa
lity,
mul
ticul
tura
lism
, res
pect
fo
r div
ersit
y an
d de
moc
ratic
va
lues
• W
G es
tabl
ished
to a
naly
se th
e tex
tboo
ks;
• Fi
nanc
ial m
eans
allo
cate
d;•
All t
extb
ooks
for t
he re
levan
t sub
ject
s ana
lyse
d
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• Re
sults
and
reco
mm
enda
tions
offi
cial
ly a
ppro
ved
2020
PS
82
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.4.
2Re
vise
text
-boo
ks
• W
Gs e
stabl
ished
;•
Fina
ncia
l mea
ns a
lloca
ted;
• An
alys
is of
defi
cienc
ies i
n th
e exi
sting
text
book
s car
ried
out;
• Te
xt-b
ooks
dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s (in
cludi
ng su
bjec
t spe
cialis
ts);
• Te
xt-b
ooks
pas
sed
officia
l exp
ertis
e;•
Offi
cially
app
rove
d te
xt-b
ooks
read
y fo
r pub
licat
ion
• Re
port
s fro
m th
e WG
s;•
Reco
rds o
n di
scus
sion
even
ts;•
Resu
lts o
f tex
t-boo
ks’ E
xper
tise;
• M
oES
Dec
ision
s
2020
MoE
S, P
S
1.4.
3Pr
intin
g the
revi
sed
text
-bo
oks
• Te
nder
s for
pro
curin
g the
text
-boo
ks p
ublic
atio
n or
gani
sed;
• N
eces
sary
num
ber o
f cop
ies a
s per
text
-boo
k pu
blish
ed
and
prov
ided
to th
e sch
ools
• Co
ntra
ct w
ith a
serv
ice p
rovi
der(
-s);
• Ac
cept
ance
act
on
prov
ision
of t
he te
xt-b
ooks
• M
oES
Dec
ision
s
2020
MoE
S, P
S
31
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
II. I
ncre
ase
Enro
lmen
t of P
upils
, Im
prov
e In
clus
iven
ess a
nd In
tere
thni
c Int
egra
tion
of P
rim
ary
Educ
atio
n
2.1
Ada
pt P
rimar
y sc
hool
s’ bu
ildin
gs fo
r pup
ils w
ith
phys
ical
disa
bilit
ies
• Ph
ysic
al co
nditi
ons n
eces
sary
for i
nclu
sion
of p
upils
w
ith p
hysic
al d
isabi
litie
s are
in p
lace
•
Build
ings
of a
t lea
st 1
0 pr
imar
y sc
hool
s ful
ly
adap
ted
for i
nclu
sion
of p
upils
with
phy
sical
di
sabi
litie
s31
2020
MoE
S
31
Sele
ctio
n of
thes
e 10
sch
ools
sho
uld
not i
nter
fere
with
the
prin
cipl
e of
incl
usiv
enes
s an
d no
n-di
scrim
inat
ion
in p
rimar
y ed
ucat
ion
83
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
2.2
Impr
ove
cond
ition
s and
sc
hool
s’ ca
paci
ties f
or
impl
emen
ting
incl
usiv
e ed
ucat
ion
for c
hild
ren
with
sp
ecia
l edu
catio
nal n
eeds
• Th
e sc
hool
s are
an
incl
usiv
e en
viro
nmen
t for
pup
ils
with
spec
ial e
duca
tiona
l nee
ds a
nd p
rovi
de th
em fu
ll su
ppor
t
• Ap
prov
ed p
roce
dure
for i
dent
ifyin
g ch
ildre
n w
ho
are
excl
uded
from
the
educ
atio
n sy
stem
;•
Esta
blish
ed sy
stem
to e
nrol
or b
ring
back
to sc
hool
ch
ildre
n w
ho a
re e
xclu
ded
from
edu
catio
n pr
oces
s;•
Dev
elop
ed in
stru
men
ts (i
n al
l lan
guag
es o
f in
stru
ctio
n) to
follo
w th
e pr
ogre
ss o
f pup
ils w
ith
spec
ial e
duca
tiona
l nee
ds;
• Es
tabl
ished
syst
em fo
r sup
port
ing
pupi
ls w
ith
spec
ial e
duca
tiona
l nee
ds, i
nclu
ding
defi
ned
com
pete
ncie
s, th
e ro
le a
nd d
utie
s of a
ll sc
hool
staff
to
impl
emen
t inc
lusiv
e ed
ucat
ion
prac
tice;
• A
ll sc
hool
s hav
e co
ordi
natio
n in
clus
ion
team
s es
tabl
ished
for i
mpl
emen
tatio
n of
incl
usiv
e ed
ucat
ion
prac
tice;
•
Inst
ruct
ions
for t
each
ers a
re d
rafte
d to
pre
pare
pu
pils
and
pare
nts i
n ca
ses o
f inc
lusio
n of
a ch
ild
with
diff
eren
t spe
cial
edu
catio
nal n
eeds
in th
e cl
assr
oom
; •
All
teac
hers
appl
y th
e in
stru
ctio
ns to
pre
pare
pu
pils
and
pare
nts f
or o
ptim
al in
clus
ion
of a
child
w
ith sp
ecia
l edu
catio
nal n
eeds
in th
e cl
assr
oom
; •
All
pupi
ls w
ith sp
ecia
l edu
catio
nal n
eeds
incl
uded
in
ext
racu
rric
ular
act
iviti
es;
• 8
regi
onal
bod
ies e
stab
lishe
d fo
rmed
for f
unct
iona
l as
sess
men
t of t
he n
eeds
and
cap
abili
ties o
f pup
ils;
• A
dopt
ed a
nd e
stab
lishe
d na
tiona
l pro
cedu
res
and
mec
hani
sms f
or in
clud
ing
child
ren
with
di
sabi
litie
s in
prim
ary
educ
atio
n;•
At le
ast 7
0% o
f tea
cher
s and
serv
ice
expe
rts
trai
ned
on e
arly
reco
gniti
on a
nd w
ork
with
pup
ils
with
spec
ial n
eeds
by
accr
edite
d pr
ovid
ers
2018
MoL
SP,
MoE
S, S
EI,
Mun
icip
al-
ities
2.3
Esta
blish
a sy
stem
of
allo
cate
d us
e of
blo
ck
subs
idie
s fun
ds fo
r in
clus
iven
ess b
y th
e m
unic
ipal
ity a
nd th
e sc
hool
s
• Effi
cien
cy o
f fun
ding
of i
nclu
sion
and
lear
ning
pr
oces
s of t
he p
upils
with
spec
ial e
duca
tiona
l nee
ds is
im
prov
ed
• Pr
ovid
ed a
naly
sis o
f the
nee
ds o
f add
ition
al fu
nds
for p
upils
with
spec
ial e
duca
tiona
l nee
ds w
hich
are
tr
ansf
erre
d th
roug
h bl
ock
subs
idie
s; •
Offi
cial
ly ap
prov
ed p
rovi
sions
and
met
hodo
logy
at
natio
nal a
nd m
unic
ipal
leve
l on
earm
arke
d us
e of
fu
nds f
or p
upils
with
spec
ial e
duca
tiona
l nee
ds
2020
MoE
S, M
oF,
Mun
icip
al-
ities
84
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
2.4
Intr
oduc
e a
mec
hani
sm fo
r fin
anci
al a
nd o
ther
form
s of
supp
ort t
o sc
hool
s for
im
plem
entin
g in
tere
thni
c in
tegr
atio
n ac
tiviti
es
• Im
prov
ed in
tera
ctio
n be
twee
n pu
pils
from
diff
eren
t la
ngua
ges o
f ins
truc
tion
• M
echa
nism
of fi
nanc
ial s
uppo
rt ap
prov
ed b
y a
corr
espo
ndin
g le
gal a
ct;
• Pr
ovid
ed fi
nanc
ial g
rant
s;•
At le
ast 3
0% o
f mon
olin
gual
seco
ndar
y sc
hool
s in
volv
ed in
join
t ext
ra-c
urric
ular
act
iviti
es w
ith
scho
ols w
ith a
diff
eren
t ins
truc
tion
lang
uage
2020
MoE
S
2.5
Esta
blish
a su
stai
nabl
e m
odel
for c
ontin
uing
(c
ompl
etin
g) p
rimar
y ed
ucat
ion
by ch
ildre
n in
co
rrec
tiona
l fac
ilitie
s
• C
ondi
tions
for c
hild
ren
in co
rrec
tiona
l fac
ilitie
s to
cont
inue
(com
plet
e) p
rimar
y ed
ucat
ion
are
prov
ided
• Se
lect
ed a
nd ap
prov
ed M
odel
;•
Fina
ncia
l sup
port
for i
mpl
emen
ting
educ
atio
n in
co
rrec
tiona
l fac
ilitie
s pro
vide
d;
• 50
% o
f the
child
ren
from
corr
ectio
nal f
acili
ties
with
out p
rimar
y ed
ucat
ion
are
incl
uded
in
prim
ary
educ
atio
n
2020
MoE
S, M
oJ,
corr
ectio
nal
faci
litie
s
2.6
Intr
oduc
e a
sust
aina
ble
mod
el fo
r ide
ntifi
catio
n of
indi
vidu
als o
blig
ed to
co
mpl
ete
thei
r edu
catio
n,
who
are
exc
lude
d fr
om th
e pr
imar
y ed
ucat
ion
scho
ols,
and
thei
r mon
itorin
g un
til
com
plet
ion
of m
anda
tory
ed
ucat
ion
• In
divi
dual
s obl
iged
to co
mpl
ete
thei
r edu
catio
n, w
ho
are
excl
uded
from
the
prim
ary
educ
atio
n sc
hool
s hav
e be
en id
entifi
ed a
nd m
onito
red
until
com
plet
ion
of
man
dato
ry e
duca
tion
• Se
lect
ed a
nd ap
prov
ed M
odel
for i
dent
ifica
tion
of in
divi
dual
s obl
iged
to co
mpl
ete
thei
r prim
ary
educ
atio
n, w
ho a
re e
xclu
ded
from
the
educ
atio
n sy
stem
;•
Scho
lars
hips
pro
vide
d fo
r ind
ivid
uals
oblig
ed to
co
mpl
ete
thei
r prim
ary
educ
atio
n fr
om so
cial
ly
depr
ived
fam
ilies
for e
nrol
men
t at p
rimar
y sc
hool
2020
MoE
S, M
oI,
MoL
SP, m
u-ni
cipa
litie
s an
d sc
hool
s
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.1.
1Ad
apt p
rimar
y sc
hool
s’ bu
ildin
gs to
the n
eeds
of
pup
ils w
ith p
hysic
al
disa
bilit
ies
• Ap
prov
ed cr
iteria
for s
elect
ion
of a
t lea
st 10
prim
ary
scho
ols t
o be
ada
pted
for i
nclu
sion
of ch
ildre
n w
ith
phys
ical d
isabi
litie
s;•
List
of se
lecte
d sc
hool
s;•
Tend
ers f
or p
rocu
rem
ent o
f des
ign
serv
ices a
nd
cons
truc
tion
wor
ks to
ada
pt 1
0 pr
imar
y sc
hool
s’ bu
ildin
gs o
rgan
ised;
• D
esig
n fo
r con
struc
tion
wor
ks w
ith b
udge
t esti
mat
e;•
Build
ings
of a
t lea
st 10
prim
ary
scho
ols a
dapt
ed fo
r in
clusio
n of
child
ren
with
phy
sical
disa
bilit
ies a
ccor
ding
to
(int
er)n
atio
nal s
tand
ards
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
); •
Fina
ncia
l doc
umen
ts;•
Acts
of A
ccep
tanc
e of t
he d
esig
n se
rvice
s and
co
nstr
uctio
n w
orks
;•
MoE
S an
d m
unici
palit
ies D
ecisi
ons
2020
MoE
S;
mun
icip
aliti
es
85
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.2.
1D
evelo
p ac
ts re
gula
ting
inclu
sion
of ch
ildre
n ex
clude
d fro
m th
e edu
catio
n sy
stem
• W
Gs w
ith m
embe
rs fr
om re
levan
t ins
titut
ions
es
tabl
ished
; •
Fina
ncia
l mea
ns a
lloca
ted;
• O
fficia
lly a
ppro
ved
proc
edur
e for
iden
tifyi
ng ch
ildre
n w
ho a
re ex
clude
d fro
m ed
ucat
ion;
• O
fficia
lly a
ppro
ved
acts
to en
rol o
r brin
g bac
k to
scho
ol
child
ren
who
are
exclu
ded
from
educ
atio
n
• Re
port
s fro
m th
e WG
s;•
Reco
rds o
n di
scus
sion
even
ts;•
Acts
of A
ccep
tanc
e
2018
MoE
S,
MoL
SP, M
oH,
BDE
2.2.
2Es
tabl
ish m
echa
nism
s for
pr
ovid
ing s
uppo
rt to
pup
ils
with
spec
ial e
duca
tiona
l ne
eds
• W
Gs t
o de
velo
p in
strum
ents
and
defin
ing s
uppo
rt
esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Dev
elope
d in
strum
ents
(in a
ll la
ngua
ges o
f ins
truc
tion)
to
follo
w th
e pro
gres
s of p
upils
with
spec
ial e
duca
tiona
l ne
eds;
• D
efine
d ca
tego
ries o
f pup
ils th
at re
quire
supp
ort a
nd
type
s of s
uppo
rt to
be o
ffere
d at
scho
ol le
vel
• Al
l sch
ools
have
inclu
sion
team
s esta
blish
ed a
nd
func
tiona
l;•
All s
choo
ls’ A
nnua
l Pla
ns in
clude
mea
sure
s for
in
clusio
n of
pup
ils w
ith sp
ecia
l edu
catio
nal n
eeds
in
extra
curr
icula
r act
iviti
es;
• 30
% o
f pup
ils w
ith sp
ecia
l edu
catio
nal n
eeds
inclu
ded
in
extra
curr
icula
r act
iviti
es
• Re
port
s fro
m th
e WG
s;•
Reco
rds o
n di
scus
sion
even
ts;•
Acts
of A
ccep
tanc
e;•
Scho
ol re
cord
s on
inclu
sion
team
s;•
Scho
ol A
nnua
l Pla
ns;
• Sc
hool
reco
rds o
n ex
tracu
rricu
lar a
ctiv
ities
2020
MoE
S,
MoL
SP, M
oH,
BDE
2.2.
3Es
tabl
ish sy
stem
for
iden
tifica
tion
of p
upils
with
sp
ecia
l edu
catio
nal n
eeds
• W
G es
tabl
ished
to d
evelo
p th
e sys
tem
;•
Fina
ncia
l mea
ns a
lloca
ted;
• O
fficia
lly a
ppro
ved
subl
egal
act
s for
regu
latin
g the
pr
oced
ures
and
mec
hani
sms f
or in
cludi
ng ch
ildre
n w
ith
spec
ial e
duca
tiona
l nee
ds in
prim
ary
educ
atio
n;•
Offi
cially
app
rove
d Ru
leboo
k fo
r ass
essm
ent o
f the
nee
ds
and
capa
bilit
ies o
f pup
ils;
• 8
regi
onal
bod
ies e
stabl
ished
form
ed fo
r fun
ctio
nal
asse
ssm
ent o
f the
nee
ds a
nd ca
pabi
litie
s of p
upils
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• D
ocum
ents
on es
tabl
ishin
g reg
iona
l bod
ies,
MoE
S D
ecisi
ons
2018
MoE
S,
MoL
SP, M
oH,
BDE
86
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.2.
4Tr
ain
teac
hers
and
serv
ice
expe
rts o
n ea
rly re
cogn
ition
an
d w
ork
with
pup
ils w
ith
spec
ial e
duca
tiona
l nee
ds
• Pr
ovid
ers f
or tr
aini
ng tr
aine
rs se
lecte
d;•
100
teac
hers
and
serv
ice ex
pert
s tra
ined
to tr
ain
teac
hers
;•
70%
of s
ervi
ce ex
pert
s in
scho
ols t
rain
ed o
n ea
rly
reco
gniti
on a
nd w
ork
with
pup
ils w
ith sp
ecia
l ed
ucat
iona
l nee
ds;
• At
leas
t 30%
of t
each
ers t
rain
ed o
n ea
rly d
etec
tion
and
wor
k w
ith p
upils
with
spec
ial e
duca
tiona
l nee
ds th
roug
h ac
cred
ited
serv
ice p
rovi
ders
• Co
ntra
ct w
ith a
trai
ning
pro
vide
r (-s
);•
Trai
ning
pro
gram
mes
;•
Reco
rds o
n tra
inin
g pro
cess
com
plet
ed
2020
BDE
2.3.
1Pr
ovid
e ana
lysis
of
the n
eeds
of s
choo
ls/m
unici
palit
ies f
or se
rvice
s an
d fu
nds f
or p
upils
with
sp
ecia
l edu
catio
nal n
eeds
• Te
nder
for p
rocu
rem
ent o
f ana
lysis
serv
ice o
rgan
ised;
• An
alys
is re
sults
with
nec
essa
ry ca
lcula
tions
pro
cess
ed
and
pres
ente
d
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• An
alys
is Re
port
endo
rsed
by
MoE
S;•
MoE
S de
cisio
n
2019
MoE
S,
MoL
SP,
Mun
icip
aliti
es
2.3.
2D
evelo
p a
Ruleb
ook
and
met
hodo
logy
on
earm
arke
d us
e of f
unds
inte
nded
fo
r pup
ils w
ith sp
ecia
l ed
ucat
iona
l nee
ds
• W
G es
tabl
ished
;•
Ruleb
ook
and
met
hodo
logy
dra
fted
and
disc
usse
d w
ith
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
ruleb
ook
and
met
hodo
logy
on
mec
hani
sm a
t nat
iona
l lev
el on
pur
pose
ful u
se o
f fun
ds
for p
upils
with
spec
ial e
duca
tiona
l nee
ds;
• O
fficia
lly a
ppro
ved
mec
hani
sms a
t all
mun
icipa
litie
s
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
unici
palit
ies’
legal
act
s •
MoE
S D
ecisi
ons
2019
MoE
S,
Mun
icip
aliti
es
2.4.
1D
evelo
p m
echa
nism
s for
fin
ancia
l and
oth
er fo
rms
of su
ppor
t to
one-
lang
uage
an
d m
ulti-
lang
uage
scho
ols
for i
mpl
emen
ting i
nter
ethn
ic in
tegr
atio
n ac
tiviti
es
• W
G es
tabl
ished
to d
evelo
p th
e mec
hani
sms;
• Fi
nanc
ial m
eans
allo
cate
d;•
The m
echa
nism
s for
one
-lang
uage
scho
ols i
nclu
de
part
ners
hip
with
a sc
hool
with
ano
ther
lang
uage
of
instr
uctio
n;•
The m
echa
nism
s for
mul
ti-la
ngua
ge sc
hool
s ref
er to
im
plem
enta
tion
of in
-sch
ool a
ctiv
ities
•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
Mec
hani
sms;
• O
fficia
lly a
ppro
ved
mec
hani
sm o
f fina
ncia
l sup
port
to
one-
lang
uage
scho
ols
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
SM
unici
palit
ies
87
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.4.
2Im
plem
ent t
he M
echa
nism
s•
List
of th
e sch
ools
that
are
fund
ed fo
r im
plem
entin
g the
ac
tiviti
es;
• Fi
nanc
ial m
eans
allo
cate
d;•
Mec
hani
sms a
re im
plem
ente
d in
at l
east
30%
of o
ne-
lang
uage
scho
ols a
nd in
80%
of t
he m
ulti-
lang
uage
sc
hool
s
• Re
port
on
pilo
ting o
f the
Mec
hani
sm w
ith
impr
ovem
ent r
ecom
men
datio
ns;
• D
ocum
ents
on fu
ndin
g the
scho
ols;
• M
oES
Dec
ision
s;
2020
MoE
SM
unici
palit
ies
2.5.
1D
evelo
p an
d pi
lot a
mod
el fo
r edu
catio
n in
corr
ectio
nal
facil
ities
• W
G to
pro
pose
a m
odel
esta
blish
ed;
• A
mod
el in
cludi
ng a
fund
ing s
chem
e and
calcu
latio
ns o
f ne
cess
ary
finan
cial r
esou
rces
, dra
fted
and
disc
usse
d w
ith
the k
ey st
akeh
olde
rs;
• Th
e agr
eed
mod
el pi
lote
d in
corr
ectio
nal f
acili
ties a
nd
mod
ified
bas
ed o
n th
e pilo
ting r
esul
ts;•
Lega
l act
s on
impl
emen
tatio
n of
the m
odel
subm
itted
an
d ac
cept
ed.
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
and
MoJ
Dec
ision
s
2017
MoE
S, M
oJ,
corr
ectio
nal
facil
ities
2.5.
2Im
plem
ent p
rimar
y ed
ucat
ion
in co
rrec
tiona
l fa
ciliti
es
• In
trodu
ced
prog
ram
mes
for p
rimar
y ed
ucat
ion;
•
Accr
edite
d in
stitu
tions
selec
ted
for p
rovi
ding
educ
atio
n in
corr
ectio
nal f
acili
ties;
• 50
% o
f the
child
ren
from
corr
ectio
nal f
acili
ties w
ithou
t pr
imar
y ed
ucat
ion
inclu
ded
in p
rimar
y ed
ucat
ion
• Re
port
s of e
duca
tion
and
train
ing p
roce
ss a
nd th
e lea
rner
s’ ac
hiev
emen
ts•
MoE
S an
d M
oJ D
ecisi
ons
2019
MoE
S, M
oJ,
corr
ectio
nal
facil
ities
2.6.
1D
evelo
p an
d pi
lot a
m
odel
of id
entifi
catio
n of
indi
vidu
als o
blig
ed to
co
mpl
ete t
heir
educ
atio
n
• W
G fo
r dev
elopi
ng th
e mod
el es
tabl
ished
; •
Agre
ed m
odel
is pi
lote
d in
prim
ary
scho
ols a
nd m
odifi
ed
on g
roun
ds o
f pilo
ting r
esul
ts;
• Le
gal a
cts o
n m
odel
impl
emen
tatio
n su
bmitt
ed a
nd
acce
pted
• W
Gs r
epor
ts;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES,
MoI
, MoL
SP a
nd m
unic
ipal
ities
dec
ision
s; •
Annu
al st
atist
ical d
ata
on th
e per
cent
age o
f en
rolm
ent o
f ind
ivid
uals
oblig
ed to
com
plet
e the
ir ed
ucat
ion
2019
MoE
S, M
oI,
MoL
SP
Mun
icipa
lities
, sc
hool
s
2.6.
2Im
plem
ent m
odel
of
iden
tifica
tion
of in
divi
dual
s ob
liged
to co
mpl
ete t
heir
educ
atio
n
• M
odel
for i
dent
ifica
tion
intro
duce
d;
• Re
levan
t ins
titut
ions
resp
onsib
le fo
r mod
el im
plem
enta
tion
are w
orki
ng th
e ste
ps w
ithin
the m
odel;
•
Child
ren
exclu
ded
from
the e
duca
tion
syste
m a
re
enro
lled
in p
rimar
y ed
ucat
ion
• M
oES,
MoI
, MoL
SP a
nd m
unic
ipal
ities
dec
ision
s; •
Annu
al st
atist
ical d
ata
on th
e per
cent
age o
f en
rolm
ent o
f ind
ivid
uals
oblig
ed to
com
plet
e the
ir ed
ucat
ion
2020
MoE
S, M
oI,
MoL
SP
Mun
icipa
lities
, sc
hool
s
88
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e Ind
icat
orPe
riod
Resp
onsib
le
Prio
rity
III.
Impr
ove
the
Lear
ning
Env
iron
men
t and
Qua
lity
of P
rim
ary
Educ
atio
n Pr
ovis
ion
3.1
Opt
imise
the
num
ber o
f pu
pils
whe
n fo
rmin
g ne
w
clas
ses f
or th
e fir
st g
rade
• Im
prov
ed le
arni
ng e
nviro
nmen
t allo
win
g be
tter f
ocus
on
eve
ry p
upil
is in
pla
ce•
Num
ber o
f pup
ils p
er cl
ass d
oes n
ot e
xcee
d 30
2020
MoE
S,
Mun
icip
aliti
es
3.2
Dev
elop
all n
eces
sary
di
dact
ic re
sour
ces f
or al
l su
bjec
ts an
d in
all t
each
ing
lang
uage
s, an
d pr
ovid
e the
te
achi
ng st
aff w
ith th
em fo
r fre
e
• Eff
ectiv
enes
s of t
each
ing
proc
ess p
rovi
sion
rega
rdle
ss
the
teac
hing
lang
uage
is im
prov
ed•
All
teac
hers
(inc
ludi
ng th
ose
teac
hing
elec
tive
subj
ects
) pro
vide
d w
ith n
eces
sary
teac
hing
, le
arni
ng a
nd a
sses
smen
t mat
eria
ls in
all
teac
hing
la
ngua
ges
2025
PS, B
DE
3.3
Impr
ove
asse
ssm
ent f
or
lear
ning
in m
athe
mat
ics
and
natu
ral s
cien
ce
• Im
prov
ed a
chie
vem
ents
of p
upils
in m
athe
mat
ics a
nd
natu
ral s
cien
ce•
Trai
ned
teac
hers
of M
athe
mat
ics a
nd N
atur
al
scie
nce
from
30
scho
ols
• Th
e ap
proa
ch fo
r ass
essm
ent f
or le
arni
ng in
m
athe
mat
ics a
nd n
atur
al sc
ienc
e pi
lote
d in
10
scho
ols
2025
BDE
3.4
Incr
ease
the
num
ber o
f sc
hool
s with
mod
ern
cond
ition
s for
real
ising
th
e ed
ucat
iona
l pro
cess
, IB
Prog
ram
me
intr
oduc
ed,
as w
ell a
s a se
cure
scho
ol
envi
ronm
ent (
for e
.g.
scho
ol k
itche
n, sp
orts
gym
, sp
orts
pla
ygro
unds
, toi
lets
, et
c.)
• Th
e sc
hool
is a
safe
lear
ning
env
ironm
ent b
oth
for t
he
teac
hers
and
the
pupi
ls in
all
aspe
cts (
lear
ning
and
au
xilia
ry fa
cilit
ies,
trai
ning
equ
ipm
ent a
nd m
ater
ials,
as
sistiv
e te
chno
logi
es fo
r pup
ils w
ith d
isabi
litie
s, fo
od
stan
dard
s)
• 30
scho
ols r
econ
stru
cted
to e
nsur
e im
prov
ed
lear
ning
and
auxi
liary
faci
litie
s;•
IB p
rogr
amm
e in
trod
uced
in 3
prim
ary
scho
ols
• 20
scho
ols w
ith im
prov
ed te
rrai
ns, g
yms (
with
re
new
ed sp
orts
equ
ipm
ent)
and
play
grou
nds a
re
reno
vate
d •
15 sc
hool
s equ
ippe
d w
ith a
ssist
ive
tech
nolo
gies
an
d de
vice
s•
50 sc
hool
s with
equ
ippe
d an
d fu
nctio
nal c
abin
ets
and
lear
ning
mat
eria
ls fo
r all
subj
ects
2020
2025
MoE
S,
Mun
icip
aliti
es
3.5
Esta
blish
syst
em fo
r pr
ofes
siona
l orie
ntat
ion
by e
xper
t ser
vice
s in
all
scho
ols
• Pu
pils
are
able
to m
ake
info
rmed
choi
ces o
f edu
catio
n pa
thw
ays a
fter g
radu
atio
n of
Prim
ary
educ
atio
n•
Dev
elop
ed c
atal
ogue
of a
ll vo
catio
ns o
ffere
d in
V
ET sc
hool
s and
all
varie
ties o
f gra
mm
ar sc
hool
s m
ade
avai
labl
e in
all
prim
ary
scho
ols
• N
eces
sary
mea
ns a
nd to
ols o
f pro
fess
iona
l or
ient
atio
n se
rvic
es av
aila
ble
for a
ll pr
imar
y sc
hool
s (sc
hool
psy
chol
ogist
s pro
vide
d w
ith a
bilit
y te
sts)
2020
MoE
S, B
DE,
V
ETC
89
3.6
Stre
ngth
en th
e w
ork
of
pupi
ls’ b
odie
s at s
choo
l le
vel
• D
emoc
ratic
par
ticip
atio
n of
pup
ils in
scho
ols
incr
ease
d;
• D
raft
lega
l act
s 20
20M
oES,
BD
E,
City
of S
kopj
e
3.7
Mod
erni
se th
e Sy
stem
of
qual
ity a
sses
smen
t32•
Feed
back
from
all
asse
ssm
ents
of p
upils
’ ach
ieve
men
t al
low
s to
take
evi
denc
e-ba
sed
polic
y de
cisio
n •
Mod
erni
sed
syst
em o
f qua
lity
asse
ssm
ent
2020
NEC
3.8
Ensu
re p
artic
ipat
ion
of th
e co
untr
y in
the
inte
rnat
iona
l TIM
SS a
nd
PISA
stud
ies
• Em
piric
al d
ata
are
prov
ided
on
mat
hem
atic
al li
tera
cy
and
scie
nce
liter
acy
of p
upils
in p
rimar
y sc
hool
s co
mpa
red
to in
tern
atio
nal p
rosp
ects
;•
Empi
rical
dat
a ar
e pr
ovid
ed fo
r 15
year
old
pup
ils fo
r 3
area
s (re
adin
g an
d un
ders
tand
ing,
mat
hem
atic
al
liter
acy
and
natu
ral s
cien
ce li
tera
cy)
• Th
e TI
MSS
stud
y or
gani
sed
and
com
plet
ed;
• Th
e PI
SA st
udy
orga
nise
d an
d co
mpl
eted
2020
MoE
S, N
EC
32
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.1.
1Pr
epar
e am
endm
ents
to th
e leg
islat
ion
on th
e max
imum
nu
mbe
r of p
upils
per
clas
s
• Am
endm
ents
draft
ed;
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n •
MoE
S D
ecisi
ons
2019
MoE
S
3.2.
1D
evelo
p di
dact
ic m
ater
ials
in a
ll in
struc
tion
lang
uage
s•
WG
s to
deve
lop
dida
ctic
reso
urce
s esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Did
actic
mat
eria
ls an
d m
etho
dolo
gy o
f the
ir us
e dra
fted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
did
actic
mat
eria
ls•
Offi
cially
app
rove
d di
dact
ic m
ater
ials
and
met
hodo
logy
on
thei
r use
• Re
port
from
the W
Gs;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2022
MoE
S, B
DE,
PS
3.2.
2Pu
blish
and
dist
ribut
e di
dact
ic m
ater
ials
• Te
nder
s for
pro
cure
men
t of p
ublic
atio
n se
rvice
or
gani
sed;
• N
eces
sary
num
ber o
f cop
ies a
s per
did
actic
mat
eria
l pu
blish
ed a
nd p
rovi
ded
to p
rimar
y sc
hool
s
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Fi
nanc
ial d
ocum
ents;
• Ac
cept
ance
act
s on
prov
ision
of t
he d
idac
tic
mat
eria
ls;•
Teac
hing
, lea
rnin
g and
ass
essm
ent m
ater
ials
avai
labl
e for
ever
y te
ache
r;•
MoE
S D
ecisi
ons
2022
MoE
S, B
DE,
PS
32
To b
e im
plem
ente
d in
coo
rdin
atio
n w
ith th
e M
easu
re 4
.3 u
nder
the
Pilla
r of S
econ
dary
Gen
eral
Edu
catio
n
90
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.3.
1Tr
ain
teac
hers
of
Mat
hem
atics
and
Nat
ural
sc
ienc
e on
asse
ssm
ent f
or
learn
ing
• Ed
ucat
ion
mod
ules
dra
fted;
• Tr
aine
rs tr
aine
d;•
Trai
ning
for t
each
ers i
mpl
emen
ted
• Tr
aini
ng m
odul
es;
• Re
port
s on
train
ing;
• Tr
aine
d te
ache
rs o
f Mat
hem
atic
s and
Nat
ural
sc
ienc
e fro
m 3
0 sc
hool
s
2022
BDE
3.3.
2Pi
lot t
he a
ppro
ach
on
asse
ssm
ent f
or le
arni
ng in
M
athe
mat
ics a
nd N
atur
al
scie
nce
• A
sses
smen
t for
lear
ning
app
lied
in 1
0 sc
hool
s;•
Eval
uatio
n of
the p
ilotin
g effe
cts c
ompl
eted
• Ev
alua
tion
repo
rt20
22BD
E
3.4.
1O
rgan
ise fu
ll m
appi
ng
and
inve
ntor
y of
prim
ary
scho
ols’
need
s
• Te
nder
s for
pro
curin
g the
map
ping
and
inve
ntor
y of
ne
eds s
ervi
ce o
rgan
ised;
• M
appi
ng re
sults
with
iden
tified
nee
ds o
f prim
ary
scho
ols
proc
esse
d;•
Defi
ned
crite
ria fo
r sele
ctio
n of
the p
rimar
y sc
hool
s to
be
fully
equi
pped
;•
Prim
ary
scho
ols s
elect
ed a
ccor
ding
to th
e map
ping
re
sults
and
the s
elect
ion
crite
ria;
• Ca
talo
gue o
f tra
inin
g equ
ipm
ent a
nd fu
rnitu
re d
elive
red
to th
e sele
cted
prim
ary
scho
ols;
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• M
appi
ng R
epor
t end
orse
d by
MoE
S;•
Cata
logu
e of t
rain
ing e
quip
men
t and
furn
iture
de
liver
ed to
prim
ary
scho
ols;
• M
oES
Dec
ision
s;
2022
MoE
S
3.4.
2In
trodu
cing I
B pr
ogra
mm
e in
new
scho
ols
• Cr
iteria
for s
elect
ion
of sc
hool
s defi
ned;
• 3
scho
ols s
elect
ed;
• IB
pro
gram
me i
mpl
emen
ted
in th
e sele
cted
scho
ols
• M
oES
Dec
ision
•
Mun
icipa
litie
s Dec
ision
20
20M
oES,
m
unic
ipal
ities
3.4.
3O
rgan
ise re
cons
truc
tion
of
prim
ary
scho
ols’
build
ings
no
t mee
ting t
he n
orm
s of
cons
truc
tion
• Li
st of
prim
ary
scho
ols t
o be
reco
nstr
ucte
d;•
Tend
ers f
or p
rocu
ring d
esig
n an
d re
cons
truc
tion
wor
ks
orga
nise
d;•
Des
ign
for c
onstr
uctio
n w
orks
with
bud
get e
stim
ate;
• Bu
ildin
gs o
f sele
cted
40
scho
ols r
econ
struc
ted
and
mee
t th
e nor
ms o
f con
struc
tion
• Co
ntra
ct w
ith w
ork
prov
ider
(-s)
;•
Fina
ncia
l doc
umen
ts;•
Acts
of A
ccep
tanc
e of t
he d
esig
n se
rvice
s and
co
nstr
uctio
n w
orks
•
MoE
S D
ecisi
ons;
2020
MoE
S,
mun
icip
aliti
es
3.4.
4Pr
ocur
e equ
ipm
ent
• Te
nder
s for
pro
cure
men
t of e
quip
men
t org
anise
d;•
Selec
tion
resu
lts p
roce
ssed
• 15
prim
ary
scho
ols p
rovi
ded
with
equi
pmen
t and
as
sistiv
e tec
hnol
ogie
s acc
ordi
ng to
the N
atio
nal
Stan
dard
• Co
ntra
ct w
ith a
pro
vide
r(-s
);•
Acts
of a
ccep
tanc
e of w
orks
, ser
vice
s and
supp
ly
(inclu
ding
insta
llatio
n an
d sta
ff tra
inin
g)•
MoE
S D
ecisi
ons
2020
MoE
S
91
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.5.
1D
evelo
p a
conc
ept f
or
prof
essio
nal o
rient
atio
n of
pu
pils
• W
G es
tabl
ished
to d
evelo
p th
e con
cept
;•
Fina
ncia
l mea
ns a
lloca
ted;
• Ap
prov
ed C
once
pt in
cludi
ng th
e req
uire
d in
strum
ents
for t
estin
g pup
il’s a
bilit
ies a
nd ca
talo
gue o
f all
voca
tions
off
ered
in V
ET sc
hool
s and
all
varie
ties o
f gra
mm
ar
scho
ols
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE,
V
ETC
3.5.
2Pu
rcha
se a
nd st
anda
rdise
ps
ycho
logi
cal t
ests
to
be u
sed
for p
rofe
ssio
nal
orie
ntat
ion
• Te
nder
on
proc
urem
ent o
f psy
chol
ogica
l tes
ts or
gani
sed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Tests
pur
chas
ed;
• Te
sts st
anda
rdise
d to
be u
sed
for p
upils
in M
aced
onia
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
);•
Reco
rds o
n pu
rcha
sing t
he te
sts•
Reco
rd o
n sta
ndar
disin
g the
tests
•
MoE
S D
ecisi
ons
2020
MoE
S
3.6.
1In
trod
uce
lega
l am
endm
ents
to st
reng
then
pa
rtic
ipat
ion
of p
upils
’ bo
dies
in th
e w
ork
of
scho
ols
• D
raft
legal
am
endm
ents;
•
Lega
l am
endm
ents
prop
osal
•
Prop
osal
of M
oES;
• Am
endi
ng th
e leg
al fr
amew
ork
2018
MoE
S
3.7.
1D
evelo
p Co
ncep
t on
syste
m
of q
ualit
y as
sess
men
t•
WG
esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Appr
oved
conc
ept w
ith d
irect
ions
how
to a
naly
se
the r
esul
ts of
all
adm
inist
ered
tests
(nat
iona
l and
in
tern
atio
nal)
• Re
port
s fro
m th
e WG
;•
Reco
rds o
n di
scus
sion
even
ts;•
MoE
S D
ecisi
ons
2019
MoE
S,N
EC
3.7.
2In
trodu
ce sy
stem
of q
ualit
y as
sess
men
t•
Com
para
tive a
naly
sis o
f the
inte
rnat
iona
l tes
ts re
sults
;•
WG
to p
repa
re re
com
men
datio
ns fo
r im
prov
emen
t es
tabl
ished
;•
Fina
ncia
l mea
ns a
lloca
ted;
• Re
com
men
datio
ns fo
r im
prov
emen
ts of
the e
duca
tiona
l sy
stem
• Re
port
on
the i
nter
natio
nal t
ests
resu
lts;
• In
tegr
al re
port
with
reco
mm
enda
tions
2020
MoE
S,N
EC
3.8.
1O
rgan
ise a
nd im
plem
ent
the T
IMSS
stud
y•
Offi
cially
sign
ed a
gree
men
t for
par
ticip
atio
n in
the
TIM
SS;
• Pi
lot t
estin
g car
ried
out;
• Th
e mai
n te
sting
carr
ied
out
• Re
port
from
the c
ondu
cted
pilo
t tes
ting;
•
Repo
rt fr
om th
e con
duct
ed m
ain
testi
ng;
• M
oES
deci
sions
2020
MoE
S, N
EC
92
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
IV. I
mpr
ove
Cap
aciti
es o
f Hum
an R
esou
rces
in th
e Pr
imar
y Sc
hool
s
4.1
Dev
elop
and
impl
emen
t a
polic
y fo
r enr
olm
ent o
f hi
gher
seco
ndar
y sc
hool
ac
hiev
ers i
n te
ache
r tr
aini
ng fa
culti
es
• Q
ualit
y of
futu
re te
ache
rs is
impr
oved
• Ap
prov
ed p
olic
y do
cum
ent f
or se
lect
ion
of p
upils
fo
r tea
cher
trai
ning
facu
lties
;•
Scho
lars
hip
awar
ded
and
othe
r ben
efits
use
d
2020
MoE
S,
Facu
lties
of
Peda
gogy
4.2
Impr
ove
the
teac
hers
’ an
d se
rvic
es e
xper
ts’
pre-
serv
ice
trai
ning
stud
y pr
ogra
mm
es in
acc
orda
nce
with
pro
fess
iona
l sta
ndar
ds
• N
ovic
e te
ache
rs h
ave
acqu
ired
the
com
pete
nces
that
ar
e re
quire
d by
the
prof
essio
nal a
nd n
atio
nal s
tand
ards
•
Impr
oved
stud
y pr
ogra
mm
es a
re ap
prov
ed b
y th
e Bo
ard
of A
ccre
dita
tion
and
Eval
uatio
n of
Hig
her
Educ
atio
n
2020
MoE
S,
Teac
her
trai
ning
Fa
culti
es
4.3
Stre
ngth
en th
e sy
stem
of
supp
ort t
o, m
onito
ring
and
men
tors
hip
of, n
ovic
e te
ache
rs a
nd n
ovic
e se
rvic
e ex
pert
s
• N
ovic
e te
ache
rs a
nd n
ovic
e se
rvic
e ex
pert
s rec
eive
su
ppor
t nec
essa
ry fo
r the
ir da
ily w
ork
• Es
tabl
ished
mec
hani
sms f
or a
due
men
tors
hip
of n
ovic
e te
ache
rs a
nd n
ovic
e se
rvic
e ex
pert
s in
clud
ing
impr
oved
ped
agog
ical
reco
rds a
nd
docu
men
tatio
n;•
100
men
tors
sele
cted
acc
ordi
ng to
the
stan
dard
s fo
r pro
fess
iona
l and
car
eer d
evel
opm
ent a
nd
trai
ned;
• A
nnua
lly at
leas
t 90%
of n
ovic
e-te
ache
rs a
cqui
re
title
of t
each
er
2020
MoE
S,
Scho
ols
4.4
Appl
y th
e sy
stem
for
care
er a
dvan
cem
ent i
n th
e oc
cupa
tion
(teac
her/
expe
rt
co-w
orke
r-m
ento
r and
te
ache
r/ex
pert
co-w
orke
r-co
unse
llor)
• Te
ache
rs a
re m
otiv
ated
to d
emon
stra
te b
ette
r job
pe
rfor
man
ce;
• Pr
ofes
siona
l com
pete
nces
of t
he te
ache
rs a
re
cont
inuo
usly
impr
oved
• Le
gisla
tivel
y in
trod
uced
and
ope
ratio
nal
syst
em o
f tea
cher
s’ an
d ot
her s
taffs
’ pro
fess
iona
l de
velo
pmen
t and
car
eer a
dvan
cem
ent;
• 50
% o
f tea
cher
s inv
olve
d in
pro
cess
es fo
r pr
ofes
siona
l and
car
rier d
evel
opm
ent
• Pr
ogra
mm
es a
ccre
dite
d by
the
BDE;
• 0.
5 %
of t
each
ers p
rom
oted
to m
ento
rs a
nd
coun
sello
rs
2020
MoE
S, B
DE,
Sc
hool
s
4.5
Stre
ngth
en th
e ex
pert
se
rvic
es in
scho
ols w
ith
all n
eces
sary
pro
files
and
re
view
ing
thei
r wor
k du
ties
acco
rdin
g to
pro
fess
iona
l co
mpe
tenc
ies
Pupi
ls an
d te
ache
rs re
ceiv
e co
ntin
uous
supp
ort f
rom
ex
pert
serv
ices
• Ap
prov
ed n
orm
s on
the
num
ber a
nd ty
pe o
f ex
pert
serv
ices
in th
e pr
imar
y sc
hool
s;•
70%
of s
choo
ls co
mpl
etel
y st
affed
with
the
serv
ice
expe
rts a
ccor
ding
with
the
norm
s
2020
MoE
S, B
DE
93
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.1.
1Re
vise
selec
tion
crite
ria fo
r fa
culti
es o
f ped
agog
y•
WG
to d
evelo
p cr
iteria
and
mec
hani
sm fo
r the
ir im
plem
enta
tion
esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Appr
oved
pol
icy
docu
men
t for
selec
tion
of p
upils
for
peda
gogi
cal f
acul
ties
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents
• Po
licy
pape
r
2019
MoE
S,
facu
lties
of
peda
gogy
4.1.
2Pr
ovid
e sch
olar
ship
s for
hi
gher
seco
ndar
y sc
hool
ac
hiev
ers t
o stu
dy a
t fa
culti
es o
f ped
agog
y
• Pu
blic
anno
unce
men
t for
the s
chol
arsh
ip o
ppor
tuni
ties
• Sc
hola
rshi
p aw
arde
d an
d ot
her b
enefi
ts us
ed
• Re
cord
of p
ublic
ann
ounc
emen
t;•
Reco
rd o
n ca
ndid
ates
’ sec
onda
ry-s
choo
l ac
hiev
emen
t;•
Fina
ncia
l doc
umen
ts;•
Cont
ract
s with
scho
lars
hip
recip
ient
s
2019
MoE
S
4.2.
1Re
vise
Tea
cher
s’ (P
re-
serv
ice) s
tudy
pro
gram
mes
• Es
tabl
ished
WG
of i
ndep
ende
nt ex
pert
for e
valu
atio
n of
the c
ompa
tibili
ty o
f the
stud
y pr
ogra
mm
es w
ith th
e te
ache
r com
pete
nces
’ req
uire
men
ts;•
Fina
ncia
l mea
ns a
lloca
ted;
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
Revi
sed
study
pro
gram
mes
eval
uate
d by
the W
G;
• Re
ques
t for
reac
cred
itatio
n of
the s
tudy
pro
gram
mes
for
pre-
serv
ice te
ache
r tra
inin
g;•
Revi
sed
study
pro
gram
mes
acc
redi
ted
• Re
port
from
the W
G;
• D
raft
revi
sed
study
pro
gram
mes
;•
Reco
rds o
n di
scus
sion
even
ts;•
Lega
l act
for a
ccre
dita
tion
of th
e stu
dy p
rogr
amm
es;
• D
ecisi
ons o
f the
teac
hing
facu
lties
2019
MoE
S,
BAEH
E,
Teac
her
train
ing
facu
lties
,
4.3.
1Re
vise
the m
echa
nism
of
supp
ort t
o, m
onito
ring
and
men
tors
hip
of, n
ovice
te
ache
rs a
nd n
ovice
serv
ice
expe
rts
• Th
e pro
cess
of t
rain
ing t
he te
ache
rs is
impl
emen
ted
at
the u
nive
rsiti
es, i
n ac
cord
ance
with
the r
evise
d St
udy
prog
ram
me a
nd S
ubje
ct p
rogr
amm
es;
• M
ento
rshi
p of
nov
ices i
s im
plem
ente
d at
scho
ols i
n ac
cord
ance
with
the n
ew m
echa
nism
• D
ecisi
ons o
f sch
ool d
irect
ors f
or a
ppro
val o
f men
tors
’ w
ork
prog
ram
mes
;•
Ruleb
ooks
on
Men
tors
hip;
• Re
cord
s of m
ento
rshi
p an
d th
e pro
cess
of m
ento
rshi
p of
nov
ices i
n al
l sch
ools;
• Re
cord
s of t
each
ers’
licen
ce is
suan
ce
2019
MoE
S, B
DE,
sc
hool
s
4.3.
2Ap
plica
tion
of th
e m
echa
nism
of s
uppo
rt to
, m
onito
ring a
nd m
ento
rshi
p of
, tea
cher
s and
serv
ice
expe
rts w
ho a
re n
ovice
s in
all s
choo
ls
• M
ento
ring o
f nov
ices i
s on-
goin
g in
the s
choo
ls ac
cord
ing w
ith th
e new
mec
hani
sm•
Scho
ol p
rincip
als’
deci
sions
on
appr
oval
of W
ork
prog
ram
mes
for m
ento
rs;
• Ru
leboo
ks o
n m
ento
rshi
p;•
Reco
rds o
n no
vice
-teac
hers’
and
nov
ice se
rvice
ex
pert
s’ m
ento
ring a
nd m
onito
ring p
roce
ss in
all
scho
ols;
• Re
cord
s on
teac
hers
’ lice
nce i
ssua
nce
2019
Scho
ols
94
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.4.
1D
evelo
p G
uide
lines
on
care
er a
dvan
cem
ent i
n th
e oc
cupa
tion
• O
fficia
lly es
tabl
ished
WG
;•
Fina
ncia
l mea
ns a
lloca
ted;
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
Gui
delin
es in
cludi
ng ca
lcula
tions
on
the n
eces
sary
fu
nds f
or fi
nanc
ial i
ncen
tives
of t
each
ers,
draft
ed a
nd
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Dra
ft leg
al a
ct o
n ap
prov
al a
nd in
trodu
ctio
n of
the
Gui
delin
es o
n ca
reer
adv
ance
men
t in
the o
ccup
atio
n;•
Offi
cially
app
rove
d G
uide
lines
and
instr
uctio
ns o
n its
in
trodu
ctio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
BDE,
MoE
S
4.4.
2Ap
plica
tion
of th
e sys
tem
of
care
er a
dvan
cem
ent
• 50
% o
f tea
cher
s pas
sed
prof
essio
nal d
evelo
pmen
t co
urse
s;•
0.5
% o
f tea
cher
s hav
e got
sala
ry in
crea
se d
ue to
en
hanc
ed (a
dvan
ced)
cate
gory
• Te
ache
rs p
rofe
ssio
nal d
evelo
pmen
t pla
ns in
all
scho
ols;
• Re
cord
s on
teac
hers’
trai
ning
s;•
Dec
ision
s on
teac
hers’
sala
ry in
crea
se;
• Fi
nanc
ial d
ocum
ents
2020
MoE
S, B
DE
4.5.
1D
evelo
p no
rms o
n th
e nu
mbe
r and
type
of e
xper
t se
rvice
s in
the p
rimar
y sc
hool
s
• W
G to
dev
elop
the n
orm
s esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Nor
ms d
rafte
d an
d di
scus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
norm
s on
the n
umbe
r and
type
of
expe
rt se
rvice
s in
the p
rimar
y sc
hool
s
• Re
port
from
the W
G;
• D
raft
legal
act
on
appr
oval
and
intro
duct
ion
of th
e no
rms;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE
4.5.
2Fu
lly st
aff p
rofe
ssio
nal
serv
ices i
n al
l sch
ools
• Co
mpe
titio
ns o
rgan
ised
in a
ll sc
hool
s and
pro
fess
iona
l w
orke
rs h
ired
• Co
mpe
titio
n do
cum
ents
(ann
ounc
emen
ts,
ques
tionn
aire
s, re
sults
of i
nter
view
s, et
c.);
• St
aff re
cord
boo
ks o
f sch
ools
(Dire
ctor
s’ D
ecisi
ons)
2022
MoE
S
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
V. I
ncre
ase
Effec
tiven
ess o
f Pri
mar
y Ed
ucat
ion
Org
anis
atio
n an
d M
anag
emen
t
5.1
Intr
oduc
e m
echa
nism
of
pilo
ting
and
asse
ssm
ents
of
inno
vatio
ns in
prim
ary
educ
atio
n an
d al
loca
te
fund
s for
supp
ortin
g th
ose
inno
vatio
ns
• Im
pact
and
sust
aina
bilit
y of
inno
vatio
ns in
trod
uced
in
prim
ary
educ
atio
n is
impr
oved
•
Ope
ratio
nal m
echa
nism
of p
ilotin
g an
d as
sess
men
ts o
f inn
ovat
ions
2020
2025
MoE
S
95
5.2
Revi
se th
e sy
stem
of
licen
sing
of p
rimar
y sc
hool
s prin
cipa
ls
• Pr
inci
pals
of p
rimar
y sc
hool
s sat
isfy
the
min
imum
re
quire
men
ts o
f pro
fess
iona
l com
pete
nces
thus
en
surin
g be
tter l
earn
ing
envi
ronm
ent a
nd c
ultu
re,
man
agem
ent a
nd le
ader
ship
• O
pera
tive
syst
em fo
r lic
ensin
g a
ll pr
inci
pals
of
prim
ary
scho
ols
2020
NEC
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
5.1.
1И
згот
вува
ње н
а ме
хани
зам
за
пило
тир
ање и
про
ценк
а на
ино
ваци
ите ш
то
се
внес
уваа
т в
о ос
новн
ото
обра
зова
ние
• O
fficia
lly es
tabl
ished
WG
;•
Fina
ncia
l mea
ns a
lloca
ted;
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
Mec
hani
sm d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• D
raft
legal
act
on
appr
oval
of t
he M
echa
nism
;•
Offi
cially
app
rove
d m
echa
nism
of p
ilotin
g and
as
sess
men
ts of
inno
vatio
ns in
prim
ary
educ
atio
n an
d in
struc
tion
on it
s im
plem
enta
tion
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE
5.1.
2О
пред
елув
ање с
редс
тва
за
евал
уаци
ја н
а еф
ект
ите о
д ин
овац
иит
е ко
и се
вов
еден
и во
ос
новн
ото
обра
зова
ние
• Ed
ucat
ion
budg
ets o
f con
sequ
ent y
ears
cont
ain
allo
catio
n of
nec
essa
ry fu
nds f
or in
nova
tions
in p
rimar
y ed
ucat
ion
• Re
port
s on
the e
ffect
s of p
ilote
d in
nova
tions
•
MoE
S D
ecisi
ons
2022
MoE
S,
5.2.
1Ре
види
рањ
е на
сист
емот
за
лиц
енци
рањ
е на
дире
ктор
ите н
а ос
новн
ите у
чили
шт
а
• O
fficia
lly es
tabl
ished
WG
to re
vise
the l
icens
ing s
yste
m;
• Fi
nanc
ial m
eans
allo
cate
d;•
Lice
nsin
g sys
tem
revi
sed
(con
tain
s at l
east
prer
equi
sites
fo
r app
lyin
g for
lice
nse,
mod
ified
cont
ent a
nd p
roce
dure
s of
lice
nsin
g exa
ms,
and
licen
se su
spen
sion
cond
ition
s)
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Actio
n Pl
an o
n im
plem
enta
tion
of li
cens
ing p
roce
dure
s;•
Offi
cially
app
rove
d sy
stem
of p
rimar
y sc
hool
prin
cipal
s’ lic
ensin
g
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
2020
MoE
S, N
EC
5.2.
2О
бука
за д
ирек
тор
ите
на о
снов
нит
е учи
лиш
та
за к
онт
инуи
ран
проф
есио
нале
н ра
звој
• Al
l prim
ary
scho
ols’
prin
cipal
s and
cand
idat
es tr
aine
d •
Cont
ract
with
a se
rvice
pro
vide
r (-s
));
• Re
cord
s on
impl
emen
ted
train
ings
;•
Acts
of A
ccep
tanc
e of t
he tr
aini
ng p
rovi
sion;
• M
oES
Dec
ision
s
96
7.3
SECO
ND
ARY
GEN
ERA
L ED
UCA
TIO
N (G
ram
mar
Sch
ools
, Art
Sch
ools
and
Sch
ools
for C
hild
ren
wth
Spe
cial
Edu
cati
onal
Nee
ds)
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
I. Im
prov
e th
e C
onte
nt o
f Sec
onda
ry G
ener
al E
duca
tion
1.1
Dev
elop
and
intr
oduc
e a
Nat
iona
l Sta
ndar
d fo
r Se
cond
ary
Educ
atio
n
• Le
arni
ng o
utco
mes
of S
econ
dary
edu
catio
n ar
e cl
early
de
fined
and
rele
vant
to th
e ac
tual
situ
atio
n an
d ne
eds
of p
upils
acc
ordi
ng to
thei
r age
char
acte
ristic
s and
to
the
Mac
edon
ia’s s
ocie
ty d
evel
opm
ent p
riorit
ies;
• Se
cond
ary
Educ
atio
n co
ntrib
utes
to k
now
ledg
e of
hu
man
righ
ts, r
espe
ct fo
r div
ersit
y an
d pr
actic
e of
de
moc
ratic
val
ues b
y pu
pils
• Ap
prov
ed N
atio
nal S
tand
ard
for S
econ
dary
Ed
ucat
ion
base
d on
the
Nat
iona
l Sta
ndar
d fo
r Pr
imar
y Ed
ucat
ion,
with
clea
rly d
efine
d le
arni
ng
outc
omes
and
with
spec
ial f
ocus
on
incl
usiv
enes
s, m
ultic
ultu
ralis
m, r
espe
ct fo
r div
ersit
y (in
term
s of
gend
er, e
thni
city
, rel
igio
n, la
ngua
ge, s
ocia
l sta
tus,
inte
llect
ual a
nd p
hysic
al a
bilit
ies)
, chi
ld ri
ghts
, and
de
moc
ratic
cul
ture
2020
MoE
S, B
DE
1.2
Revi
se th
e cu
rric
ula
and
the
subj
ect p
rogr
amm
es
in a
ccor
danc
e w
ith th
e N
atio
nal S
tand
ard
• Cu
rric
ula
and
all s
ubje
ct p
rogr
amm
es a
re ta
rget
ed
to a
chie
ving
the
lear
ning
out
com
es d
efine
d by
the
Nat
iona
l Sta
ndar
d an
d en
sure
cont
inui
ty w
ith th
e pr
imar
y ed
ucat
ion
• Ap
prov
ed a
nd in
trod
uced
Cur
ricul
a m
eetin
g th
e re
quire
men
ts o
f the
Nat
iona
l Sta
ndar
d;•
Appr
oved
subj
ect p
rogr
amm
es m
eetin
g th
e re
-qu
irem
ents
of t
he N
atio
nal S
tand
ard
2025
MoE
S, B
DE
1.3
Revi
se th
e te
xtbo
oks
acco
rdin
g to
the
Nat
iona
l St
anda
rd a
nd th
e su
bjec
t pr
ogra
mm
es
• Se
cond
ary
educ
atio
n pu
pils
are
prov
ided
with
qua
lity
and
up-t
o-da
te te
xtbo
oks a
s a so
urce
of m
oder
n an
d re
leva
nt k
now
ledg
e an
d as
a to
ol o
f pro
mot
ing
mul
ticul
tura
lism
, res
pect
for d
iver
sity
and
dem
ocra
tic
valu
es
• Re
vise
d le
gisla
tion
on d
evel
opm
ent a
nd p
ublis
hing
th
e te
xtbo
oks;
• C
arrie
d ou
t ana
lysis
of d
efici
enci
es in
the
exist
ing
text
book
s;•
Publ
ished
all
new
text
book
s nec
essa
ry fo
r the
firs
t ye
ar o
f sec
onda
ry g
ener
al e
duca
tion
2020
2015
MoE
S, P
S
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.1.
1O
rgan
ise d
evelo
pmen
t th
e Nat
iona
l Sta
ndar
d on
G
ymna
sium
Edu
catio
n
• O
fficia
lly es
tabl
ished
WG
to d
evelo
p N
atio
nal S
tand
ard;
• Fi
nanc
ial m
eans
allo
cate
d•
Nat
iona
l Sta
ndar
d dr
afted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
Nat
iona
l Sta
ndar
d;•
Offi
cially
app
rove
d N
atio
nal S
tand
ard
and
instr
uctio
ns
on it
s int
rodu
ctio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE
97
1.2.
1D
evelo
p cu
rricu
la a
nd
subj
ect p
rogr
amm
es
• Cu
rricu
lum
with
a d
efine
d nu
mbe
r of s
ubje
cts a
nd th
e to
tal n
umbe
r of h
ours
(per
wee
k an
d ye
ar) f
or ea
ch
subj
ect d
evelo
ped;
•
WG
s for
dev
elopi
ng su
bjec
t pro
gram
mes
esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Subj
ect p
rogr
amm
es d
evelo
ped
and
disc
usse
d w
ith k
ey
stake
hold
ers;
• D
raft
legal
act
on
appr
oval
of t
he S
ubje
ct P
rogr
amm
es
deve
lope
d;•
Subj
ect p
rogr
amm
es w
ith d
idac
tic re
com
men
datio
ns fo
r th
eir i
ntro
duct
ion
are o
fficia
lly a
ppro
ved
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
on
adop
tion
of th
e Cur
ricul
a;•
MoE
S D
ecisi
on o
n ad
optio
n of
subj
ect p
rogr
amm
es
2022
MoE
S, B
DE
1.3.
1Re
vise
legi
slatio
n on
de
velo
pmen
t and
pub
lishi
ng
of th
e tex
tboo
ks a
nd o
ther
te
achi
ng m
ater
ials
• O
fficia
lly es
tabl
ished
WG
to d
evelo
p am
endm
ents
to th
e leg
islat
ion;
• Fi
nanc
ial m
eans
allo
cate
d;•
Amen
dmen
ts dr
afted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Dra
ft leg
al a
cts o
n am
endm
ents
to th
e leg
islat
ion;
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2018
MoE
S, P
S
1.3.
2D
evelo
p te
xt-b
ooks
and
ad
ditio
nal t
each
ing
mat
eria
ls an
d di
gita
l co
nten
t for
firs
t yea
r co
mm
on su
bjec
ts in
ac
cord
ance
with
the r
evise
d su
bjec
t pro
gram
mes
• Fi
nanc
ial m
eans
allo
cate
d;•
Text
-boo
ks p
asse
d ex
pert
ass
essm
ent b
y re
view
ers;
• O
fficia
lly a
ppro
ved
text
-boo
ks re
ady
for p
ublic
atio
n
• Re
port
s fro
m th
e exp
ert r
evie
wer
s;•
Reco
rds o
n di
scus
sion
even
ts;•
Resu
lts o
f tex
t-boo
ks’ e
xper
t ass
essm
ent;
• M
oES
deci
sions
2022
MoE
S, P
S
1.3.
3Pu
blish
the t
ext-b
ooks
ac
cord
ing t
o th
e rev
ised
legisl
atio
n
• N
eces
sary
num
ber o
f cop
ies a
s per
text
-boo
k pu
blish
ed
and
prov
ided
to sc
hool
s•
Cont
ract
with
a se
rvice
pro
vide
r (-s
);•
Fina
ncia
l doc
umen
ts;•
Acce
ptan
ce a
ct o
n pr
ovisi
on o
f the
text
-boo
ks;
• M
oES
Dec
ision
s
2022
MoE
S, P
S
98
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
II. I
ncre
ase
Enro
lmen
t and
Ret
entio
n of
Pup
ils a
nd Im
prov
e In
clus
iven
ess a
nd In
tere
thni
c Int
egra
tion
in S
econ
dary
Edu
catio
n
2.1
Impr
ove
cond
ition
s of
seco
ndar
y sc
hool
s for
eq
ual a
cces
s for
all
pupi
ls
• Ph
ysic
al co
nditi
ons f
or e
nrol
men
t of p
upils
with
ph
ysic
al d
isabi
litie
s are
in p
lace
• C
arrie
d ou
t ful
l map
ping
of s
econ
dary
scho
ols
with
iden
tified
opp
ortu
nitie
s of i
nclu
sion
of p
upils
w
ith p
hysic
al d
isabi
litie
s;•
At le
ast 5
seco
ndar
y sc
hool
s ful
ly a
dapt
ed fo
r in
clus
ion
of p
upils
with
phy
sical
disa
bilit
ies
2020
MoE
S, M
u-ni
cipa
litie
s, C
ity o
f Sko
-pj
e, sc
hool
s
2.2
Esta
blish
a m
echa
nism
for
enro
lmen
t of p
upils
with
sp
ecia
l edu
catio
nal n
eeds
in
mai
nstr
eam
seco
ndar
y ed
ucat
ion
• A
dmin
istra
tive
and
info
rmat
ion
base
for e
nsur
ing
incl
usiv
e ed
ucat
ion
is in
pla
ce
• Es
tabl
ished
pro
cedu
re o
f tak
ing
deci
sions
on
incl
usio
n/no
n-in
clus
ion
of ch
ildre
n w
ith
disa
bilit
ies i
n m
ains
trea
m se
cond
ary
scho
ols
2020
MoE
S, M
u-ni
cipa
litie
s, C
ity o
f Sko
-pj
e, sc
hool
s
2.3
Intr
oduc
e a
mec
hani
sm fo
r fin
anci
al a
nd o
ther
form
s of
supp
ort t
o sc
hool
s for
im
plem
entin
g in
tere
thni
c in
tegr
atio
n ac
tiviti
es
• Im
prov
ed in
tera
ctio
n be
twee
n pu
pils
from
diff
eren
t la
ngua
ges o
f ins
truc
tion
• M
echa
nism
of fi
nanc
ial s
uppo
rt ap
prov
ed b
y a
corr
espo
ndin
g le
gal a
ct;
• Pr
ovid
ed fi
nanc
ial g
rant
s;•
At le
ast 3
0% o
f one
-lang
uage
seco
ndar
y sc
hool
s in
volv
ed in
join
t ext
ra-c
urric
ular
act
iviti
es w
ith
scho
ols w
ith a
diff
eren
t ins
truc
tion
lang
uage
;•
At le
ast 8
0% o
f mul
ti-la
ngua
ge sc
hool
s org
anise
ex
trac
urric
ular
act
iviti
es w
ith p
upils
from
diff
eren
t in
stru
ctio
n la
ngua
ges
2020
MoE
S, M
oF,
Mun
icip
al-
ities
, City
of
Sko
pje,
scho
ols
2.4
Esta
blish
a su
stai
nabl
e m
odel
for c
ontin
uing
(c
ompl
etin
g) se
cond
ary
educ
atio
n by
pup
ils in
co
rrec
tiona
l fac
ilitie
s
• C
ondi
tions
for p
upils
in co
rrec
tiona
l fac
ilitie
s to
cont
inue
(com
plet
e) se
cond
ary
gene
ral e
duca
tion
are
prov
ided
• Se
lect
ed a
nd ap
prov
ed M
odel
;•
Fina
ncia
l sup
port
for c
orre
ctio
nal f
acili
ties
prov
ided
;•
30%
of t
he p
upils
in co
rrec
tiona
l fac
ilitie
s with
pr
imar
y ed
ucat
ion
part
icip
ate
in se
cond
ary
educ
atio
n
2020
MoE
S, M
oJ,
corr
ectio
nal
faci
litie
s
99
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.1.
1Pr
ovid
e ful
l map
ping
of
seco
ndar
y sc
hool
s’ ph
ysica
l co
nditi
ons
• Te
nder
s for
pro
cure
men
t of s
econ
dary
scho
ols f
ull
map
ping
serv
ice o
rgan
ised;
• M
appi
ng re
sults
with
iden
tified
opp
ortu
nitie
s of,
and
need
s for
, inc
lusio
n of
pup
ils w
ith p
hysic
al d
isabi
litie
s
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• M
appi
ng R
epor
t end
orse
d by
MoE
S;•
MoE
S D
ecisi
ons
2018
MoE
S,
Mun
icip
aliti
es,
City
of S
kopj
e, sc
hool
s
2.1.
2Ad
apt 5
seco
ndar
y sc
hool
s’ bu
ildin
gs fo
r inc
lusio
n of
pup
ils w
ith p
hysic
al
disa
bilit
ies
• Ap
prov
ed cr
iteria
for s
elect
ion
of a
t lea
st 5
seco
ndar
y sc
hool
s to
be a
dapt
ed fo
r inc
lusio
n of
child
ren
with
ph
ysica
l disa
bilit
ies;
• Li
st of
selec
ted
scho
ols;
• Te
nder
s for
pro
cure
men
t of d
esig
n se
rvice
s and
co
nstr
uctio
n w
orks
to a
dapt
5 se
cond
ary
scho
ols’
build
ings
for i
nclu
sion
of ch
ildre
n w
ith p
hysic
al
disa
bilit
ies o
rgan
ised;
• D
esig
n fo
r con
struc
tion
wor
ks w
ith b
udge
t esti
mat
e co
mpl
eted
;•
Build
ings
of a
t lea
st 5
seco
ndar
y sc
hool
s ada
pted
for
inclu
sion
of ch
ildre
n w
ith p
hysic
al d
isabi
litie
s acc
ordi
ng
to (i
nter
)nat
iona
l sta
ndar
ds
• Co
ntra
ct w
ith d
esig
n an
d co
nstr
uctio
n co
mpa
nies
;•
Acts
of A
ccep
tanc
e of t
he d
esig
n se
rvice
s and
co
nstr
uctio
n w
orks
;•
MoE
S D
ecisi
ons
2020
MoE
S,
Mun
icip
aliti
es,
City
of S
kopj
e, sc
hool
s
2.2.
1D
evelo
p a
mec
hani
sm fo
r en
rolm
ent o
f pup
ils w
ith
spec
ial e
duca
tiona
l nee
ds
in m
ains
tream
seco
ndar
y ed
ucat
ion
• W
G es
tabl
ished
to d
evelo
p th
e mec
hani
sm;
• Fi
nanc
ial m
eans
allo
cate
d;•
The m
echa
nism
dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s; •
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
Mec
hani
sm;
• O
fficia
lly a
ppro
ved
mec
hani
sm fo
r inc
lusio
n of
pup
ils
with
spec
ial e
duca
tiona
l nee
ds in
mai
nstre
am se
cond
ary
educ
atio
n an
d in
struc
tions
on
its in
trodu
ctio
n;•
Amen
dmen
ts to
the s
ub-le
gal a
cts d
rafte
d
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES,
MoL
SP a
nd M
oH D
ecisi
ons
2020
MoE
S,
MoL
SP, B
DE,
M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
100
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.3.
1D
evelo
p m
echa
nism
s for
fin
ancia
l and
oth
er fo
rms
of su
ppor
t to
one-
lang
uage
an
d m
ulti-
lang
uage
scho
ols
for i
mpl
emen
ting i
nter
ethn
ic in
tegr
atio
n ac
tiviti
es
• W
Gs e
stabl
ished
;•
Fina
ncia
l mea
ns a
lloca
ted;
• Th
e mec
hani
sms f
or o
ne-la
ngua
ge sc
hool
s inc
lude
pa
rtne
rshi
p w
ith a
scho
ol w
ith a
noth
er la
ngua
ge o
f in
struc
tion;
• Th
e mec
hani
sms f
or m
ulti-
lang
uage
scho
ols r
efer
to
impl
emen
tatio
n of
in-s
choo
l act
iviti
es;
• D
raft
legal
act
on
appr
oval
of t
he M
echa
nism
s;•
Offi
cially
app
rove
d m
echa
nism
of fi
nanc
ial s
uppo
rt to
on
e-la
ngua
ge sc
hool
s;•
Offi
cially
app
rove
d m
echa
nism
of fi
nanc
ial s
uppo
rt to
m
ulti-
lang
uage
scho
ols
• W
G R
epor
t;•
Reco
rds o
n di
scus
sion
even
ts;•
Fina
ncia
l doc
umen
ts;•
MoE
S D
ecisi
ons
2020
MoE
S,
Mun
icip
aliti
es,
City
of S
kopj
e, sc
hool
s
2.3.
2Im
plem
ent t
he M
echa
nism
s•
List
of th
e sch
ools
that
are
fund
ed fo
r im
plem
entin
g the
ac
tiviti
es;
• Fi
nanc
ial m
eans
allo
cate
d;•
Mec
hani
sms a
re im
plem
ente
d in
at l
east
30%
of o
ne-
lang
uage
scho
ols a
nd in
80%
of t
he m
ulti-
lang
uage
sc
hool
s
• Re
port
on
pilo
ting o
f the
Mec
hani
sm w
ith
impr
ovem
ent r
ecom
men
datio
ns;
• D
ocum
ents
on fu
ndin
g the
scho
ols;
• M
oES
Dec
ision
s
2020
MoE
S, M
oF
Mun
icip
aliti
es,
City
of S
kopj
e, sc
hool
s
2.4.
1D
evelo
p an
d pi
lot a
mod
el fo
r sec
onda
ry ed
ucat
ion
in
corr
ectio
nal f
acili
ties
• W
G to
pro
pose
a m
odel
esta
blish
ed;
• A
mod
el in
cludi
ng a
fund
ing s
chem
e and
calcu
latio
ns o
f ne
cess
ary
finan
cial r
esou
rces
, dra
fted
and
disc
usse
d w
ith
the k
ey st
akeh
olde
rs;
• Th
e agr
eed
mod
el pi
lote
d in
corr
ectio
nal f
acili
ties a
nd
mod
ified
bas
ed o
n th
e pilo
ting r
esul
ts;•
Lega
l act
s on
impl
emen
tatio
n of
the m
odel
subm
itted
an
d ac
cept
ed.
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
and
MoJ
Dec
ision
s
2020
MoE
S, M
oJ
2.4.
2Im
plem
ent s
econ
dary
ed
ucat
ion
in co
rrec
tiona
l fa
ciliti
es
• In
trodu
ced
prog
ram
mes
for s
econ
dary
educ
atio
n;
• Ac
cred
ited
insti
tutio
ns se
lecte
d fo
r pro
vidi
ng ed
ucat
ion
in
corr
ectio
n fa
ciliti
es;
• 30
% o
f the
pup
ils in
corr
ectio
n fa
ciliti
es w
ith p
rimar
y ed
ucat
ion
part
icipa
te in
seco
ndar
y ed
ucat
ion
• Re
port
s of e
duca
tion
and
train
ing p
roce
ss a
nd th
e lea
rner
s’ ac
hiev
emen
ts;•
MoE
S an
d M
oJ d
ecisi
ons
2020
MoE
S, M
oJ,
corr
ectio
nal
facil
ities
101
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
III.
Impr
ove
Cap
aciti
es o
f Hum
an R
esou
rces
in th
e Se
cond
ary
Scho
ols
3.1
Ope
ratio
nalis
e th
e es
tabl
ished
syst
em o
f te
ache
rs’ p
rofe
ssio
nal
deve
lopm
ent a
nd c
aree
r ad
vanc
emen
t
• Pr
ofes
siona
l com
pete
nces
of t
he te
ache
rs a
re
cont
inuo
usly
impr
oved
;•
Teac
hers
are
mot
ivat
ed to
dem
onst
rate
bet
ter
perf
orm
ance
• Le
gisla
tivel
y in
trod
uced
and
ope
ratio
nal s
yste
m
of te
ache
rs’ p
rofe
ssio
nal d
evel
opm
ent a
nd c
aree
r ad
vanc
emen
t;•
Ado
pted
in-s
choo
l tra
inin
g pr
ogra
mm
e
2025
MoE
S, B
DE
3.2
Revi
se th
e sy
stem
of
licen
sing
of S
econ
dary
sc
hool
prin
cipa
ls
• A
ll pr
inci
pals
of se
cond
ary
scho
ols s
atisf
y th
e m
inim
um re
quire
men
ts o
f pro
fess
iona
l com
pete
nces
• O
ffici
ally
appr
oved
Job
profi
les o
f Sec
onda
ry
scho
ols’
prin
cipa
ls;•
A n
ew li
cens
ing
syst
em co
ntai
ning
revi
sed
prer
equi
sites
for a
pply
ing
for l
icen
se, m
odifi
ed
cont
ent a
nd p
roce
dure
s of l
icen
sing
exam
s, an
d lic
ense
susp
ensio
n co
nditi
ons
2020
NEC
3.3
Fully
staff
the
prof
essio
nal
serv
ices
with
all
nece
ssar
y sp
ecia
lists
acc
ordi
ng to
th
e ne
eds o
f the
scho
ols
(rep
rese
ntat
ion
of
inst
ruct
ion
lang
uage
s and
th
e nu
mbe
r of p
upils
)
• Ed
ucat
ion
is ac
com
pani
ed w
ith co
mpl
ete
scop
e of
su
ppor
t ser
vice
s nec
essa
ry fo
r pup
ils’ q
ualit
y le
arni
ng
and
deve
lopm
ent p
roce
ss
• C
ompl
ete
map
ping
impl
emen
ted
in a
ll sc
hool
s to
iden
tify
the
leve
l of p
rofe
ssio
nal s
ervi
ces’
staffi
ng;
• Fu
lly st
affed
pro
fess
iona
l ser
vice
s in
all s
choo
ls
2025
Mun
icip
ali-
ties,
City
of
Skop
je, s
choo
ls
3.4
Stre
ngth
en th
e sy
stem
of
supp
ort t
o, m
onito
ring
and
men
tors
hip
of, n
ovic
e te
ache
rs
• N
ovic
e te
ache
rs re
ceiv
e su
ppor
t nec
essa
ry fo
r the
ir da
ily w
ork
• Es
tabl
ished
mec
hani
sms f
or a
due
men
tors
hip
of
novi
ce te
ache
rs in
clud
ing
impr
oved
ped
agog
ical
re
cord
s and
doc
umen
tatio
n on
the
novi
ce
empl
oyee
s•
100
men
tors
sele
cted
acc
ordi
ng to
the
stan
dard
s fo
r pro
fess
iona
l and
car
rier d
evel
opm
ent a
nd
trai
ned;
• A
nnua
lly at
leas
t 90%
of n
ovic
e-te
ache
rs a
cqui
re
title
of t
each
er
2020
2025
MoE
S, B
DE,
sc
hool
s
102
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.1.
1O
pera
tiona
lise t
he sy
stem
of
teac
hers’
pro
fess
iona
l de
velo
pmen
t and
care
er
adva
ncem
ent
• 80
% o
f tea
cher
s atte
nded
subj
ect b
ased
ann
ual r
egio
nal
mee
tings
;•
50%
of t
each
ers p
asse
d pr
ofes
siona
l dev
elopm
ent
train
ing
• Re
cord
on
the m
eetin
gs;
• Re
cord
s on
teac
hers’
trai
ning
s;•
Teac
hers
pro
fess
iona
l dev
elopm
ent p
lans
in sc
hool
s;•
Fina
ncia
l doc
umen
ts
2022
MoE
S, B
DE
3.2.
1O
rgan
ise re
visio
n of
Se
cond
ary
scho
ol p
rincip
als’
licen
sing s
yste
m
• W
G to
revi
se th
e lice
nsin
g sys
tem
esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Lice
nsin
g sys
tem
revi
sed
(con
tain
s at l
east
prer
equi
sites
fo
r app
lyin
g for
lice
nse,
mod
ified
cont
ent a
nd p
roce
dure
s of
lice
nsin
g exa
ms,
and
licen
se su
spen
sion
cond
ition
s)
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Mod
ules
for t
he ca
ndid
ates
trai
ning
dev
elope
d;•
Requ
irem
ents
and
crite
ria fo
r ent
erin
g the
trai
ning
pr
oces
s rev
ised;
• Ac
tion
Plan
on
impl
emen
tatio
n of
lice
nsin
g pro
cedu
res;
• O
fficia
lly a
ppro
ved
syste
m o
f sch
ool p
rincip
als’
licen
sing
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• D
raft
legal
act
on
appr
oval
and
intro
duct
ion
of
revi
sed
licen
sing s
yste
m;
• M
oES
Dec
ision
s
2020
MoE
S, N
EC
3.2.
2O
rgan
ise tr
aini
ng o
f Se
cond
ary
scho
ols’
prin
cipal
s for
cont
inuo
us
prof
essio
nal d
evelo
pmen
t
• Al
l Sec
onda
ry sc
hool
s’ pr
incip
als a
nd ca
ndid
ates
trai
ned
• •
Cont
ract
with
a se
rvice
pro
vide
r (-s
);•
Reco
rds o
n im
plem
ente
d tra
inin
gs;
• Ac
ts of
Acc
epta
nce o
f the
trai
ning
pro
visio
n;•
MoE
S D
ecisi
ons
3.3.
1D
evelo
p Jo
b pr
ofiles
for
serv
ice sp
ecia
lists
in sc
hool
s •
WG
to d
evelo
p th
e Job
Pro
files
esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Job
Profi
les d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• D
raft
legal
act
on
appr
oval
of J
ob P
rofil
es;
• O
fficia
lly a
ppro
ved
Job
Profi
les a
nd in
struc
tions
on
thei
r in
trodu
ctio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE
3.3.
2Pr
ovid
e sec
onda
ry sc
hool
s m
appi
ng to
iden
tify
the
level
of p
rofe
ssio
nal s
ervi
ces’
staffi
ng
• Te
nder
s for
pro
cure
men
t of s
econ
dary
scho
ols m
appi
ng
serv
ice to
iden
tify
the l
evel
of p
rofe
ssio
nal s
ervi
ces’
staffi
ng o
rgan
ised;
• M
appi
ng re
sults
pro
cess
ed, w
ith id
entifi
ed le
vel o
f pr
ofes
siona
l ser
vice
s’ sta
ffing
and
reco
mm
enda
tions
pr
ovid
ed o
n em
ploy
men
t of t
he m
issin
g sta
ff
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• M
appi
ng R
epor
t end
orse
d by
MoE
S;•
MoE
S de
cisio
n
2020
MoE
S
103
3.3.
3Fu
lly st
aff p
rofe
ssio
nal
serv
ices i
n al
l Sec
onda
ry
scho
ols
• Co
mpe
titio
ns fo
r em
ploy
men
t of s
pecia
lists
of su
ppor
t se
rvice
s org
anise
d in
all
scho
ols;
• Em
ploy
men
t of n
ew st
aff o
rgan
ised
• Co
mpe
titio
n do
cum
ents
(ann
ounc
emen
ts,
ques
tionn
aire
s, re
sults
of i
nter
view
s, et
c.);
• St
aff re
cord
boo
ks o
f sch
ools
(Dire
ctor
s’ D
ecisi
ons)
2025
Mun
icip
ali-
ties,
City
of
Skop
je
3.4.
1Re
vise
the m
echa
nism
of
supp
ort t
o, m
onito
ring
and
men
tors
hip
of n
ovice
s (te
ache
rs a
nd se
rvice
ex
pert
s)
• W
G es
tabl
ished
;•
Fina
ncia
l mea
ns a
lloca
ted;
• M
echa
nism
revi
sed
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
mec
hani
sm d
evelo
ped;
• O
fficia
lly a
ppro
ved
mec
hani
sm o
f sup
port
to,
mon
itorin
g and
men
tors
hip
of, n
ovice
teac
hers
an
d no
vice
serv
ice ex
pert
s and
instr
uctio
ns o
n its
in
trodu
ctio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
M
oES,
BD
E,
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
IV. I
mpr
ove
the
Lear
ning
Env
iron
men
t and
Qua
lity
of E
duca
tion
Serv
ices
Pro
visi
on
4.1
Opt
imise
org
anisa
tion
of
the
wor
k of
scho
ols a
nd
arra
ngem
ent o
f cla
sses
• Im
prov
ed le
arni
ng e
nviro
nmen
t allo
win
g be
tter f
ocus
on
eve
ry p
upil
is in
pla
ce;
• Sc
hool
s’ fa
cilit
ies a
nd p
upils
’ out
-of-
scho
ol ti
me
are
used
mor
e effi
cien
tly
• C
arrie
d ou
t ful
l map
ping
of s
econ
dary
scho
ols
with
iden
tified
opp
ortu
nitie
s of o
ptim
isatio
n an
d ex
pans
ion
of fa
cilit
ies;
• N
umbe
r of p
upils
per
clas
s not
exce
edin
g 30
2020
MoE
S, M
oF,
Mun
icip
al-
ities
, City
of
Sko
pje,
Scho
ols
4.2
Enab
ling
free
of c
harg
e In
-te
rnet
acc
ess t
o te
xt b
ooks
an
d le
arni
ng a
ids
• Te
xt b
ooks
and
lear
ning
aid
s are
cont
inuo
usly
acc
essi-
ble
on th
e In
tern
et•
Cop
y rig
hts h
ave
been
pro
vide
d fo
r ope
n re
sour
ces
2022
MoE
S
4.3
Stre
ngth
en fu
nctio
ning
of
pupi
l bod
ies a
t sch
ool l
evel
• Im
prov
ed d
emoc
ratic
par
ticip
atio
n of
pup
ils in
sc
hool
s•
Dra
ft le
gal a
cts d
evel
oped
20
20M
oES,
Mu-
nici
palit
ies,
City
of S
ko-
pje,
Scho
ols
4.4
Mod
erni
se th
e sy
stem
for
qual
ity a
sses
smen
t •
Feed
back
from
all
asse
ssm
ents
of p
upils
’ per
form
ance
al
low
s to
take
evi
denc
e-ba
sed
polic
y de
cisio
n •
Intr
oduc
ed n
atio
nal s
yste
m o
n qu
ality
ass
essm
ent
2020
MoE
S, N
EC
4.5
Ensu
re p
artic
ipat
ion
of th
e co
untr
y in
the
inte
rnat
iona
l PI
SA st
udy
• Va
lid e
mpi
rical
dat
a ar
e pr
ovid
ed o
n th
e ca
paci
ties o
f 15
-yea
r old
pup
ils (c
ompa
red
to in
tern
atio
nal p
ros-
pect
s) to
ent
er li
fe a
nd co
ntin
ue e
duca
tion,
or e
nter
th
e la
bour
mar
ket
• Th
e PI
SA st
udy
orga
nise
d an
d co
mpl
eted
2020
MoE
S, N
EC
104
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
4.6
Esta
blish
a ce
ntre
for t
al-
ente
d pu
pils
• Ta
lent
ed p
upils
hav
e op
port
uniti
es to
dev
elop
thei
r po
tent
ials
• M
echa
nism
s dev
elop
ed fo
r ide
ntify
ing
tale
nted
pu
pils;
• C
entr
e fo
r tal
ente
d pu
pils
esta
blish
ed
2025
MoE
S
4.7
Esta
blish
a m
echa
nism
for
pilo
ting
and
eval
uatio
n of
in
nova
tions
in se
cond
ary
educ
atio
n an
d pr
ovid
ing
fund
s for
supp
ort o
f inn
o-va
tions
• Im
prov
ed im
pact
and
sust
aina
bilit
y of
inno
vatio
ns
intr
oduc
ed in
seco
ndar
y ed
ucat
ion
• M
echa
nism
for p
ilotin
g an
d ev
alua
tion
of in
nova
-tio
ns is
func
tiona
l 20
2020
25M
oES
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.1.
1An
alys
e the
situ
atio
n w
ith
the n
umbe
r of s
choo
ls an
d nu
mbe
r of p
upils
in cl
ass
• Te
nder
s for
pro
cure
men
t of a
naly
sis se
rvice
org
anise
d;•
Anal
ysis
resu
lts w
ith re
com
men
datio
ns p
roce
ssed
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• An
alys
is Re
port
endo
rsed
by
MoE
S;•
MoE
S D
ecisi
ons
2018
MoE
S, M
unic
-ip
aliti
es, C
ity
of S
kopj
e
4.1.
2Pr
ovid
e sec
onda
ry
scho
ols f
ull m
appi
ng to
id
entif
y op
port
uniti
es fo
r op
timisa
tion
and
expa
nsio
n of
facil
ities
• Te
nder
s dos
sier f
or p
rocu
rem
ent o
f sec
onda
ry sc
hool
s fu
ll m
appi
ng se
rvice
org
anise
d;•
Selec
tion
resu
lts p
roce
ssed
;•
Map
ping
resu
lts w
ith id
entifi
ed o
ppor
tuni
ties o
f op
timisa
tion
and
expa
nsio
n of
facil
ities
pro
cesse
d
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Fi
nanc
ial d
ocum
ents;
• M
appi
ng R
epor
t end
orse
d by
MoE
S;
• M
oES
Dec
ision
s
2019
MoE
S
4.1.
3Pr
epar
e am
endm
ents
to th
e leg
islat
ion
on th
e max
imum
nu
mbe
r of p
upils
per
clas
s
• Am
endm
ents
draft
ed;
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n •
MoE
S de
cisio
ns
2020
MoE
S
4.2.
1Te
nder
for s
uppl
y of
in
tern
et a
cces
s and
acc
ess t
o te
xtbo
oks a
nd te
achi
ng a
ids
• Ca
ll pu
blish
ed
• Co
ntra
ct w
ith a
serv
ice p
rovi
ded
2019
MoE
S
4.3.
1.
Intro
duce
lega
l am
endm
ents
to st
reng
then
pup
il bo
dies
pa
rtici
patio
n in
the s
choo
l w
ork
• D
raft
legal
am
endm
ents
deve
lope
d;
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n •
MoE
S de
cisio
ns20
18M
oES
105
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.4.
1Im
plem
ent t
he sy
stem
for
qual
ity a
sses
smen
t•
Com
para
tive a
naly
sis o
f res
ults
achi
eved
on
the
grad
uatio
n ex
am;
• Co
mpa
rativ
e ana
lysis
of r
esul
ts ac
hiev
ed o
n th
e in
tern
atio
nal t
ests;
• O
fficia
lly es
tabl
ished
WG
for d
evelo
pmen
t of
reco
mm
enda
tions
for i
mpr
ovem
ents;
• Fi
nanc
ial m
eans
allo
cate
d;•
Reco
mm
enda
tions
for i
mpr
ovin
g the
educ
atio
n sy
stem
; •
Syste
m fo
r qua
lity
asse
ssm
ent e
stabl
ished
• Re
port
on
the a
naly
sis o
f res
ults
achi
eved
on
the
grad
uatio
n ex
am;
• Re
port
on
the a
naly
sis o
f res
ults
achi
eved
on
the
inte
rnat
iona
l tes
ts;•
Inte
gral
repo
rt w
ith re
com
men
datio
ns
2020
MoE
S, N
EC
4.5.
1Im
plem
ent t
he P
ISA
stud
y•
Offi
cially
sign
ed a
gree
men
t for
par
ticip
atio
n in
the
PISA
;•
Pilo
t tes
ting c
arrie
d ou
t; •
The m
ain
testi
ng ca
rrie
d ou
t
• Re
port
on
pilo
t tes
ting;
•
Repo
rt o
n th
e mai
n te
sting
; •
MoE
S de
cisio
n
2020
MoE
S, N
EC
4.6.
1D
evelo
p a
conc
ept o
f the
Ce
ntre
for t
alen
ted
pupi
ls •
WG
for c
once
pt d
evelo
pmen
t esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;
• Th
e con
cept
of t
he C
entre
inclu
ding
obj
ectiv
es,
task
s, w
ork
prin
ciples
, wor
king
cond
ition
s and
job
syste
mat
izat
ion
is de
velo
ped
and
disc
usse
d w
ith a
ll ke
y sta
keho
lder
s; •
The c
once
pt is
offi
cially
dev
elope
d an
d gu
ideli
nes f
or it
s in
trodu
ctio
n ar
e dra
fted
• Re
port
s fro
m W
G;
• D
raft
conc
ept s
ubm
itted
for a
ppro
val;
• M
oES
deci
sions
2018
MoE
S
4.6.
2Es
tabl
ish th
e Cen
tre7
and
prov
ide n
eces
sary
cond
ition
s •
The A
ct o
n es
tabl
ishm
ent a
nd o
rgan
isatio
nal s
truc
ture
ac
cept
ed;
• Th
e ten
der f
or p
rovi
sion
of go
ods a
nd eq
uipm
ent
orga
nise
d;
• Pr
emise
s, eq
uipm
ent,
furn
iture
and
fund
s are
pro
vide
d
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
); •
Acts
of a
ccep
tanc
e of t
he w
ork
and
the
proc
urem
ents;
•
MoE
S de
cisio
ns
2019
MoE
S
4.6.
3Em
ploy
nec
essa
ry st
aff in
th
e Cen
tre
• Co
mm
issio
n on
selec
tion
of st
aff es
tabl
ished
; •
Tend
er fo
r tra
inin
g ser
vice
s for
staff
org
anise
d;
• St
aff fu
lly tr
aine
d ac
cord
ing t
o re
quire
men
ts in
the
conc
ept a
nd sy
stem
atisa
tion
• D
ecisi
ons o
n em
ploy
men
t of s
taff;
•
Cont
ract
with
serv
ice p
rovi
der (
-s);
• Tr
aini
ng p
rogr
amm
e and
mat
eria
ls;
• Ac
ts on
acc
epta
nce t
he co
nditi
ons f
or tr
aini
ng;
• Re
port
s fro
m tr
aini
ng;
• M
oES
deci
sions
2019
MoE
S
106
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.6.
4D
evelo
p m
echa
nism
s for
id
entifi
catio
n an
d su
ppor
t of
talen
ted
pupi
ls
• M
echa
nism
s dev
elope
d an
d di
scus
sed
with
key
sta
keho
lder
s •
Repo
rts f
rom
the C
entre
; •
Dra
ft leg
al a
cts f
or a
dopt
ion
of m
echa
nism
s; •
Repo
rts f
rom
disc
ussio
n m
eetin
gs;
• D
ecisi
ons o
f Cen
tre p
rincip
al
2019
MoE
S
4.6.
5Id
entif
y an
d su
ppor
t ta
lente
d pu
pils
• Fi
rst g
ener
atio
n of
talen
ted
pupi
ls id
entifi
ed a
nd
inclu
ded
in su
ppor
ted
activ
ities
•
Repo
rts o
n th
e ide
ntifi
catio
n pr
oces
s; •
Repo
rts o
n su
ppor
t act
iviti
es;
• Re
port
s fro
m th
e Cen
tre a
s pro
of o
f ach
ievi
ng th
e cr
iteria
set u
p by
the M
echa
nism
s
2020
MoE
S
4.7.
1.D
evelo
p m
echa
nism
for
pilo
ting a
nd ev
alua
tion
of
inno
vatio
ns in
trodu
ced
to
seco
ndar
y ed
ucat
ion
• W
G es
tabl
ished
; •
Fina
ncia
l mea
ns a
lloca
ted;
•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• M
echa
nism
dev
elope
d an
d di
scus
sed
with
key
sta
keho
lder
s; •
Dra
ft leg
al a
ct fo
r app
rova
l of m
echa
nism
dev
elope
d;
• M
echa
nism
for p
ilotin
g and
eval
uatio
n of
inno
vatio
ns
in se
cond
ary
educ
atio
n an
d in
struc
tions
on
its
intro
duct
ion
are o
fficia
lly a
ppro
ved
• W
G re
port
s; •
Repo
rts f
rom
disc
ussio
n m
eetin
gs;
• M
oES
deci
sions
2020
MoE
S, B
DE
4.7.
2.Al
loca
te fu
nds f
or
eval
uatio
n of
the e
ffect
s of
inno
vatio
ns in
trodu
ced
in
seco
ndar
y ed
ucat
ion
• Ed
ucat
ion
budg
ets i
n fo
llow
ing y
ears
inclu
de fu
nds
nece
ssar
y fo
r inn
ovat
ions
in se
cond
ary
scho
ol
• Re
port
s of e
ffect
s of p
ilote
d in
nova
tions
; •
MoE
S de
cisio
ns
2022
MoE
S
33 33
If or
gani
zed
with
in a
ny o
f the
exi
stin
g pu
blic
inst
itutio
ns.
107
7.4
VO
CATI
ON
AL
EDU
CATI
ON
AN
D T
RAIN
ING
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
I. H
arm
onis
e Vo
catio
nal E
duca
tion
and
Trai
ning
with
the
Labo
ur M
arke
t Nee
ds
1.1
Intr
oduc
e a
flexi
ble
and
effici
ent m
echa
nism
fo
r dev
elop
men
t of
occu
patio
nal s
tand
ards
an
d qu
alifi
catio
n st
anda
rds
base
d on
lear
ning
ou
tcom
es m
eetin
g th
e la
bour
mar
ket n
eeds
• C
onte
nt o
f VET
can
be
prom
ptly
ada
pted
to th
e ch
angi
ng sk
ill n
eeds
in th
e La
bour
Mar
ket
• Re
gula
tion
on d
evel
opm
ent a
nd re
visio
n of
oc
cupa
tiona
l sta
ndar
ds a
nd q
ualifi
catio
n st
anda
rds
base
d on
lear
ning
out
com
es a
ccor
ding
to M
QF;
• H
uman
and
fina
ncia
l res
ourc
es a
lloca
ted
to
cont
inuo
us im
plem
enta
tion
of th
e m
echa
nism
;•
Occ
upat
iona
l sta
ndar
ds a
nd q
ualifi
catio
n st
anda
rds b
ased
on
lear
ning
out
com
es d
evel
oped
ac
cord
ing
to M
QF
2020
2025
MoE
S, B
DE,
V
ETC
1.2
Dev
elop
mod
ular
cur
ricul
a in
acc
orda
nce w
ith th
e new
qu
alifi
catio
n st
anda
rds
base
d on
lear
ning
ou
tcom
es
• Le
arni
ng w
ithin
the
VET
syst
em is
org
anise
d in
a m
ore
flexi
ble
and
effec
tive
way
in te
rms o
f co
mpe
tenc
es a
cqui
sitio
n an
d ta
rget
ed to
ach
ievi
ng th
e le
arni
ng o
utco
mes
defi
ned
by th
e st
anda
rds
• M
odul
ar c
urric
ula
deve
lope
d, ap
prov
ed a
nd
intr
oduc
ed (i
nclu
ding
all
nece
ssar
y te
achi
ng,
lear
ning
and
ass
essm
ent m
ater
ials)
corr
espo
ndin
g to
qua
lifica
tion
stan
dard
s and
fore
seei
ng
acqu
isitio
n of
the
key
com
pete
nces
2020
2025
MoE
S, B
DE
VET
C
1.3
Esta
blish
inst
itutio
nal
soci
al p
artn
ersh
ip at
ce
ntra
l and
inst
itutio
nal
leve
ls
• D
ecisi
on-m
akin
g pr
oces
s and
the
VET
syst
em
deve
lopm
ent a
re su
ppor
ted
by w
ider
rang
e of
st
akeh
olde
rs, i
nclu
ding
the
busin
ess c
omm
unity
• Es
tabl
ished
and
fully
ope
ratio
nal t
ripar
tite
Nat
iona
l VET
and
AE
Cou
ncil
base
d on
the
prin
cipl
es o
f Soc
ial P
artn
ersh
ip
2025
MoE
S, M
oE,
MoL
SP,
VET
C, S
ocia
l Pa
rtne
rs
1.4
Esta
blish
a m
echa
nism
of
qua
lifica
tions
and
skill
ne
eds i
dent
ifica
tion
• V
ET sy
stem
is co
ntin
uous
ly in
form
ed a
bout
the
up-t
o-da
te d
eman
d on
the
wor
k fo
rce
and
qual
ifica
tions
and
sk
ill n
eeds
to b
e us
ed fo
r VET
pol
icy
deve
lopm
ent
• In
stitu
tiona
lised
and
fully
staff
ed S
kills
O
bser
vato
ry;
• At
leas
t 16
Sect
oria
l Com
mitt
ees f
or Q
ualifi
catio
ns
with
resp
onsib
ility
to p
rom
ote
and
deve
lop
the
sect
or a
nd w
ith a
spec
ial r
ole
in id
entif
ying
of
(adv
ising
on)
the
dem
and
of n
ew a
nd re
visio
n of
ex
istin
g qu
alifi
catio
ns;
• Re
vise
d Re
gist
er o
f VET
Qua
lifica
tions
2020
2015
MoE
S, M
oE,
MoL
SP,
VET
C, S
ocia
l Pa
rtne
rs
1.5
Esta
blish
a sy
stem
of V
ET
grad
uate
s’ pe
rman
ent
Trac
er S
tudy
• In
form
atio
n on
gra
duat
es’ f
urth
er e
duca
tiona
l and
/or
empl
oym
ent p
athw
ays (
care
er a
dvan
cem
ent)
allo
ws t
o ta
ke e
vide
nce-
base
d po
licy
deci
sion
• O
pera
tiona
l sys
tem
of V
ET g
radu
ates
’ Tra
cer
Stud
y;•
Ana
lyse
d in
form
atio
n fr
om tr
acin
g gr
adua
tes o
f ea
ch p
revi
ous s
choo
l yea
r
2020
MoE
S, B
DE,
V
ETC
108
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
1.6
Esta
blish
mod
ern
and
effec
tive
syst
em fo
r pos
t-se
cond
ary
educ
atio
n
• Po
st-s
econ
dary
edu
catio
n is
refo
rmed
in a
ccor
danc
e w
ith th
e M
QF
• Re
vise
d C
once
pt o
n po
st-s
econ
dary
edu
catio
n;•
Revi
sed
legi
slativ
e fr
amew
ork
of p
ost-
seco
ndar
y ed
ucat
ion;
• 16
occ
upat
iona
l sta
ndar
ds d
evel
oped
• 12
mod
ular
cur
ricul
a (in
clud
ing
all n
eces
sary
te
achi
ng, l
earn
ing
and
asse
ssm
ent m
ater
ials)
co
rres
pond
ing
to q
ualifi
catio
n st
anda
rds a
nd
fore
seei
ng a
cqui
sitio
n of
the
key
com
pete
nces
ba
sed
on le
arni
ng o
utco
mes
, dev
elop
ed, a
ppro
ved
and
intr
oduc
ed
2020
MoE
S, B
DE,
V
ETC
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.1.
1D
evelo
p oc
cupa
tiona
l sta
ndar
ds a
ccor
ding
to th
e la
bour
mar
ket n
eeds
• W
G to
dev
elop
proc
edur
es fo
r dev
elopi
ng o
ccup
atio
nal
stand
ards
esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Proc
edur
es fo
r dev
elopi
ng o
ccup
atio
nal s
tand
ards
dr
afted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Appr
oved
pro
cedu
res f
or d
evelo
ping
occ
upat
iona
l sta
ndar
ds;
• At
leas
t 50
expe
rts i
nclu
ding
repr
esen
tativ
es o
f em
ploy
ers
train
ed o
n de
velo
ping
occ
upat
iona
l sta
ndar
ds;
• Se
lecte
d oc
cupa
tions
for w
hich
the s
tand
ards
to b
e de
velo
ped;
• Bu
sines
s com
mun
ity a
nd so
cial p
artn
ers i
nclu
ded
in th
e pr
epar
atio
n of
the o
ccup
atio
nal s
tand
ards
;•
Dev
elope
d an
d va
lidat
ed o
ccup
atio
nal s
tand
ards
for a
t lea
st 10
0 oc
cupa
tions
• Re
port
s fro
m th
e WG
s;•
Reco
rds o
n di
scus
sion
even
ts;•
Fina
ncia
l doc
umen
ts;•
Acts
of A
ccep
tanc
e of t
he tr
aini
ng p
rovi
sion;
• Re
cord
s on
impl
emen
ted
train
ings
;•
MoE
S an
d M
oLSP
Dec
ision
s
2025
MoE
S, M
oLSP
, V
ETC,
BD
E,
Oth
er re
levan
t in
stitu
tions
1.1.
2D
evelo
p qu
alifi
catio
n sta
ndar
ds b
ased
on
learn
ing
outc
omes
acc
ordi
ng to
MQ
F
• Se
lecte
d qu
alifi
catio
ns fo
r whi
ch th
e sta
ndar
ds to
be
deve
lope
d;•
WG
s esta
blish
ed co
nsist
ing o
f tra
ined
expe
rts a
nd
repr
esen
tativ
es o
f em
ploy
ers;
• St
anda
rds d
rafte
d in
acc
orda
nce w
ith th
e app
rove
d m
etho
dolo
gy a
nd v
alid
ated
by
key
stake
hold
ers;
• O
fficia
lly a
ppro
ved
qual
ifica
tion
stand
ards
bas
ed o
n lea
rnin
g out
com
es a
nd in
struc
tions
on
thei
r int
rodu
ctio
n
• Re
port
s fro
m th
e WG
s;•
Reco
rds o
n di
scus
sion
even
ts;•
Reco
rds o
n im
plem
ente
d tra
inin
gs;
• Fi
nanc
ial d
ocum
ents;
• Ac
ts of
Acc
epta
nce o
f the
trai
ning
pro
visio
n;•
MoE
S D
ecisi
ons
2020
2025
MoE
S, B
DE,
V
ETC,
Oth
er
relev
ant
insti
tutio
ns
109
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.2.
1D
evelo
p an
d in
trodu
ce
Mod
ular
curr
icula
(in
cludi
ng a
ll ne
cess
ary
teac
hing
, lea
rnin
g and
as
sess
men
t mat
eria
ls)
• W
Gs e
stabl
ished
to d
evelo
p m
odul
ar cu
rricu
la;
• Fi
nanc
ial m
eans
allo
cate
d;•
Curr
icula
dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Offi
cially
app
rove
d at
leas
t 120
0-13
00 m
odul
ar
curr
icula
and
instr
uctio
ns o
n th
eir i
ntro
duct
ion;
• O
fficia
lly a
ppro
ved
addi
tiona
l at l
east
50 m
odul
ar
curr
icula
• Re
port
s fro
m th
e WG
s;•
Reco
rds o
n di
scus
sion
even
ts;•
MoE
S an
d V
ETC
Dec
ision
s
2020
2025
MoE
S, B
DE,
V
ETC,
Oth
er
relev
ant
insti
tutio
ns
1.2.
2Tr
aini
ng fo
r deli
verin
g m
odul
ar cu
rricu
la•
Tend
ers f
or p
rocu
rem
ent o
f tra
inin
g ser
vice
s org
anise
d;•
All t
each
ers i
nvol
ved
in d
elive
ry o
f mod
ular
curr
icula
tra
ined
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
);•
Acts
of A
ccep
tanc
e of t
he tr
aini
ng p
rovi
sion;
• Re
cord
s on
impl
emen
ted
train
ings
;•
MoE
S D
ecisi
ons
2022
MoE
S, V
ETC
1.3.
1D
evelo
p a
Conc
ept o
n So
cial p
artn
ersh
ip in
VET
• W
Gs t
o de
velo
p th
e Con
cept
esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Conc
ept i
nclu
ding
a m
echa
nism
of i
ts im
plem
enta
tion,
dr
afted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d Co
ncep
t of S
ocia
l par
tner
ship
in
VET
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
•
Fina
ncia
l doc
umen
ts;•
MoE
S D
ecisi
ons
2022
MoE
S, M
oE,
MoL
SP, S
ocia
l pa
rtne
rs
1.3.
2Tr
ansfo
rm th
e exi
sting
VET
Co
uncil
and
the C
ounc
il fo
r Adu
lt Ed
ucat
ion
via
mer
ging
into
a tr
ipar
tite
cons
ulta
tive b
ody
base
d on
th
e prin
ciples
of s
ocia
l par
t-ne
rshi
p an
d re
spon
sible
for
VET
and
Adu
lt Ed
ucat
ion
• Ta
sk a
nd re
spon
sibili
ty o
f the
new
ly es
tabl
ished
Cou
ncil
clear
ly d
efine
d;•
Appr
oved
Leg
al a
cts o
n es
tabl
ishm
ent o
f the
Cou
ncil
• M
inut
es o
f Nat
iona
l VET
Cou
ncil’s
mee
ting
• M
oES
deci
sions
20
18M
oES,
MoE
, M
oLSP
, Soc
ial
part
ners
1.4.
1Es
tabl
ish th
e Ski
lls o
bser
-va
tory
34 a
nd en
sure
its
func
tioni
ng
• In
stitu
tiona
lised
and
fully
staff
ed S
kills
Obs
erva
tory
• M
oES
deci
sions
2025
M
oES,
MoE
, M
oLSP
, Soc
ial
Part
ners
1.4.
2Es
tabl
ish M
QF
Man
age-
men
t Inf
orm
atio
n Sy
stem
•
Offi
cially
app
rove
d in
tegr
ated
regi
ster a
nd su
b-re
giste
rs
for V
ET Q
ualifi
catio
ns w
hich
is in
line
with
MQ
F •
Reco
rds o
n di
scus
sion
even
ts;•
MoE
S D
ecisi
ons
2025
MoE
S, M
oE,
MoL
SP, S
ocia
l pa
rtne
rs
110
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.4.
3St
reng
then
hum
an ca
pacit
y fo
r man
agem
ent o
f the
VET
su
b-re
giste
r
• IT
equi
pmen
t pro
vide
d;•
Trai
ned
staff
for u
pdat
ing t
he V
ET su
b-re
giste
r •
Acts
of a
ccep
tanc
e of e
quip
men
t;•
Reco
rds o
n im
plem
ente
d tra
inin
g20
25M
oES,
MoE
, M
oLSP
, Soc
ial
part
ners
1.4.
4Es
tabl
ish fu
nctio
nal S
ecto
r Sk
ills C
omm
ittee
s•
Dev
elope
d ru
les a
nd g
uide
lines
for f
unct
ioni
ng o
f the
co
mm
ittee
s;•
Offi
cially
esta
blish
ed a
t lea
st 8
Sect
or S
kill
Com
mitt
ees
with
a re
spon
sibili
ty to
pro
mot
e and
dev
elop
the s
ecto
rs
and
with
a sp
ecia
l rol
e in
iden
tifyi
ng o
f (ad
visin
g on)
the
dem
and
of n
ew a
nd re
visio
n of
exist
ing q
ualifi
catio
ns;
• Co
mpl
eted
trai
ning
for c
omm
ittee
mem
bers
• M
oES
deci
sions
20
20M
oES,
MoE
, M
oLSP
, Soc
ial
Part
ners
1.5.
1O
rgan
ise d
evelo
pmen
t of a
M
echa
nism
on
VET
gra
d-ua
tes’
perm
anen
t Tra
cer
Stud
y9
• W
Gs e
stabl
ished
to d
evelo
p sta
ndar
ds;
• Fi
nanc
ial m
eans
allo
cate
d;•
Mec
hani
sm d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• O
fficia
lly a
ppro
ved
Mec
hani
sm o
n V
ET g
radu
ates
’ pe
rman
ent T
race
r Stu
dy sy
stem
intro
duct
ion
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, V
ETC
1.5.
2In
trodu
ce M
echa
nism
on
grad
uate
s’ pe
rman
ent T
rac-
er S
tudy
in V
ET sc
hool
s
• O
fficia
lly es
tabl
ished
mec
hani
sms o
f gra
duat
es’ T
race
r St
udy
in a
ll V
ET sc
hool
s; •
Dat
a on
Tra
cer S
tudi
es’ r
esul
ts co
llect
ed a
nd a
naly
sed
• V
ET sc
hool
s’ D
irect
ors’
deci
sions
;•
Dat
a on
Tra
cer S
tudi
es;
• An
alyt
ical r
epor
ts w
ith re
com
men
datio
ns fo
r all
cons
eque
nt a
cade
mic
year
s
2020
MoE
S,
Mun
icip
aliti
es,
city
of S
kopj
e, sc
hool
s
1.6.
1Re
vise
and
upd
ate C
once
pt
on p
ost-s
econ
dary
educ
a-tio
n
• Co
ncep
t on
post-
seco
ndar
y ed
ucat
ion
revi
sed
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Dra
ft leg
al a
cts o
n am
endm
ents
to th
e leg
islat
ion
on
post-
seco
ndar
y V
ET in
acc
orda
nce w
ith th
e Eur
opea
n sta
ndar
ds;
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n
• M
oES
deci
sion
2018
MoE
S
1.6.
2D
evelo
p pr
oced
ures
for
harm
onisi
ng th
e pos
t-sec
-on
dary
educ
atio
n w
ith th
e M
QF
• Es
tabl
ished
WG
to d
evelo
p th
e pro
cedu
res;
• Pr
oced
ures
dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Appr
oved
pro
cedu
res f
or h
arm
onisi
ng th
e pos
t-se
cond
ary
educ
atio
n w
ith th
e MQ
F
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2018
MoE
S
111
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.6.
3A
sses
s edu
catio
nal n
eeds
w
ithin
the p
ost-s
econ
dary
ed
ucat
ion
acco
rdin
g to
the
labo
ur m
arke
t dem
ands
• Ta
ilore
d tra
inin
g and
adv
ice o
n th
e ass
essm
ent p
rovi
ded;
• W
ritte
n re
com
men
datio
ns a
nd m
etho
dolo
gies
for
asse
ssm
ent d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers
• Re
cord
s on
the i
mpl
emen
ted
train
ing;
• M
oES
Dec
ision
s 20
18M
oES
1.6.
4Pr
epar
e Gui
delin
es fo
r de
velo
pmen
t of t
each
ing
curr
icula
for p
ost-s
econ
dary
ed
ucat
ion
• G
uide
lines
dra
fted
in in
coop
erat
ion
with
the p
rivat
e se
ctor
and
the s
ocia
l par
tner
s;•
Appr
oved
Gui
delin
es fo
r dev
elopm
ent o
f tea
chin
g cu
rricu
la fo
r pos
t-sec
onda
ry ed
ucat
ion
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2018
MoE
S
1.6.
5D
evelo
p cu
rricu
la fo
r po
st-se
cond
ary
(inclu
ding
al
l nec
essa
ry te
achi
ng,
learn
ing a
nd a
sses
smen
t m
ater
ials)
• Es
tabl
ished
WG
s to
deve
lop
the c
urric
ula;
• Cu
rricu
la d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• Fi
nanc
ial m
eans
allo
cate
d;•
Appr
oved
curr
icula
for h
arm
onisi
ng th
e pos
t-sec
onda
ry
educ
atio
n w
ith th
e MQ
F
• 12
curr
icula
(inc
ludi
ng a
ll ne
cess
ary
teac
hing
, lea
rnin
g and
ass
essm
ent m
ater
ials)
2020
MoE
S, V
ETC,
AEC
1.6.
6Im
plem
ent p
rom
otio
nal
and
awar
enes
s rai
sing
activ
ities
• Al
l reg
ions
cove
red
by p
rom
otio
nal e
vent
s (ra
dio,
te
levisi
on, p
rint m
edia
and
inte
rnet
cam
paig
ns•
Awar
enes
s rai
sing c
ampa
igns
impl
emen
tatio
n ev
iden
ces,
(e.g.
reco
rds,
prin
ted,
pho
to, v
ideo
and
ot
her m
ater
ials,
repo
rts,
inte
rvie
ws,
etc.)
;
2019
MoE
S
3435
34
Activ
ities
as
they
are
pla
nned
by
the
WB
fund
ed S
kills
dev
elop
men
t and
inno
vatio
n su
ppor
t pro
ject
.35
A
s pa
rt o
f the
Ski
lls O
bser
vato
ry p
lann
ed w
ithin
the
Skill
s de
velo
pmen
t and
inno
vatio
n su
ppor
t pro
ject
fund
ed b
y th
e W
orld
Ban
k.
112
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
II. I
mpr
ove
Lear
ning
Env
iron
men
t and
Qua
lity
of V
ocat
iona
l Edu
catio
n an
d Tr
aini
ng
2.1
Opt
imise
the
syst
em o
f in
clus
ive
voca
tiona
l edu
ca-
tion
and
trai
ning
• Effi
cien
cy a
nd e
ffect
iven
ess o
f the
VET
syst
em is
im
prov
ed in
term
s of e
xpen
ditu
res a
nd re
leva
nce
to
the
loca
l, re
gion
al a
nd n
atio
nal l
abou
r mar
kets
• C
arrie
d ou
t ful
l map
ping
of V
ET sc
hool
s with
an
alys
is of
mai
n fe
atur
es o
f loc
al a
nd re
gion
al
Labo
ur M
arke
ts;
• Ap
prov
ed A
ctio
n Pl
an o
n O
ptim
isatio
n of
the
VET
scho
ols n
etw
ork
and
dist
ribut
ion
of o
ffere
d qu
alifi
catio
ns;
• Re
orga
nisa
tion
mea
sure
s im
plem
ente
d ac
cord
ing
to th
e A
P;•
Net
wor
k of
VET
scho
ols o
pera
ting
acco
rdin
g to
the
need
s of t
he lo
cal e
cono
mic
s and
loca
l de
velo
pmen
t pla
ns
2020
MoE
S, M
u-ni
cipa
litie
s, C
ity o
f Sko
pje,
scho
ols
2.2
Prov
ide
voca
tiona
l sch
ools
with
nec
essa
ry fa
cilit
ies,
equi
pmen
t, to
ols a
nd
mat
eria
ls fo
r suc
cess
ful i
m-
plem
enta
tion
of th
eore
tical
an
d pr
actic
al tr
aini
ng
• Te
achi
ng a
nd le
arni
ng p
roce
ss is
supp
orte
d w
ith a
ll m
eans
nec
essa
ry fo
r ach
ievi
ng e
stab
lishe
d le
arni
ng
outc
omes
• C
arrie
d ou
t ful
l inv
ento
ry o
f the
nee
ds o
f VET
sc
hool
s and
pro
pose
d ca
talo
gue
of tr
aini
ng
equi
pmen
t and
furn
iture
to b
e de
liver
ed to
VET
sc
hool
s; •
At le
ast 2
0 V
ET sc
hool
s equ
ippe
d ac
cord
ing
to th
e Q
ualifi
catio
ns S
tand
ards
and
the
new
Nor
ms
2025
MoE
S, B
DE,
V
ETC
, Mu-
nici
palit
ies,
City
of S
kopj
e, sc
hool
s
2.3
Build
a q
ualit
y as
sura
nce
(lear
ning
out
com
es a
sses
s-m
ent)
syst
em co
mpa
tible
w
ith E
QAV
ET
• C
ompe
tenc
es o
f VET
gra
duat
es a
re in
line
with
the
empl
oyer
s’ re
quire
men
ts a
nd co
mpa
tible
with
the
refe
renc
es e
stab
lishe
d in
acc
orda
nce
with
EQ
AVET
• D
efine
d sy
stem
of q
ualit
y co
ntro
l in
VET
;•
Dip
lom
a su
pple
men
t iss
ued
to a
ll V
ET g
radu
ates
in
acc
orda
nce
with
MQ
F
2022
MoE
S, B
DE,
V
ETC
2.4
Intr
oduc
e m
echa
nism
of
effe
ctiv
e w
ork-
base
d le
arni
ng
• V
ET st
uden
ts36
acq
uire
pra
ctic
al sk
ills r
elev
ant t
o th
e re
al n
eeds
in w
orki
ng e
nviro
nmen
ts;
• Th
e bu
sines
s com
mun
ity is
act
ivel
y pa
rtic
ipat
ing
in
VET
impl
emen
tatio
n
• Ap
prov
ed C
once
pt o
n w
ork-
base
d le
arni
ng;
• St
reng
then
ed c
apac
ities
of p
ract
ical
trai
ning
pr
ovid
ers i
nclu
ding
thos
e fr
om e
nter
prise
s;•
At le
ast 5
0% o
f stu
dent
s hav
e ap
plie
d at
leas
t 1/3
of
prac
tical
trai
ning
with
in th
e bu
sines
s com
mun
ity
by m
eans
of w
ork-
base
d le
arni
ng
2020
MoE
S, B
DE,
V
ETC
2.5
Dev
elop
a sy
stem
of q
uali-
ty a
sses
smen
t•
Feed
back
from
all
asse
ssm
ents
of s
tude
nts’
achi
evem
ent a
llow
s to
take
evi
denc
e-ba
sed
polic
y de
cisio
n
• In
trod
uced
syst
em o
f qua
lity
asse
ssm
ent
2020
MoE
S, N
EC
113
2.6
Ensu
re p
artic
ipat
ion
of th
e co
untr
y in
the
inte
rnat
ion-
al P
ISA
stud
y
• Va
lid e
mpi
rical
dat
a ar
e pr
ovid
ed o
n th
e ca
paci
ties
of 1
5-ye
ar o
ld p
upils
(com
pare
d to
inte
rnat
iona
l pr
ospe
cts)
to e
nter
life
and
cont
inue
edu
catio
n, o
r en
ter t
he la
bour
mar
ket
• Th
e PI
SA st
udy
orga
nise
d an
d co
mpl
eted
2020
MoE
S, N
EC
2.7
Esta
blish
VET
Cen
tres
of
Exce
llenc
e•
Effici
ency
of V
ET re
form
s is e
nsur
ed th
roug
h ce
ntra
lisat
ion
of in
vest
men
ts a
nd co
ncen
trat
ion
of
resu
lts;
• In
trod
uctio
n an
d di
ssem
inat
ion
of V
ET in
nova
tions
ba
sed
on th
e be
st in
tern
atio
nal p
ract
ices
is p
rom
oted
• 5
VET
Cen
tres
of E
xcel
lenc
e offi
cial
ly e
stab
lishe
d,
fully
equ
ippe
d fo
r pro
visio
n of
hig
h qu
ality
VET
an
d pi
lote
d
2020
MoE
S,
mun
icip
aliti
es,
City
of S
kopj
e, sc
hool
s
36
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.1.
1Ca
rry
out a
full
map
ping
of
VET
scho
ols
• Te
nder
s for
pur
chas
ing s
ervi
ce o
n fu
ll m
appi
ng a
nd
inve
ntor
y of
VET
scho
ols o
rgan
ised;
• M
appi
ng re
sults
with
iden
tified
mai
n fe
atur
es o
f loc
al
and
regi
onal
Lab
our M
arke
ts an
d re
levan
ce a
naly
sis
proc
esse
d
• Co
ntra
ct w
ith a
serv
ice p
rovi
der(
-s);
• M
appi
ng R
epor
t end
orse
d by
MoE
S;•
MoE
S D
ecisi
ons
2018
MoE
S,
Mun
icip
aliti
es,
City
of S
kopj
e, sc
hool
s
2.1.
2O
rgan
ise d
evelo
pmen
t of
an
Actio
n Pl
an fo
r op
timisa
tion
of v
ocat
iona
l ed
ucat
ion
and
train
ing a
nd
distr
ibut
ion
of v
ocat
ions
• O
fficia
lly es
tabl
ished
WG
to d
evelo
p th
e met
hodo
logy
;•
Fina
ncia
l mea
ns a
lloca
ted;
• M
ain
feat
ures
of l
ocal
and
regi
onal
Lab
our M
arke
ts stu
died
;•
Actio
n Pl
an o
f Opt
imisa
tion
draft
ed a
nd d
iscus
sed
with
th
e key
stak
ehol
ders
;•
Appr
oved
Act
ion
Plan
of O
ptim
isatio
n of
voc
atio
nal
educ
atio
n an
d tra
inin
g net
wor
k an
d di
strib
utio
n of
vo
catio
ns
• Re
port
from
the W
G;
• D
raft
Actio
n Pl
an;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s on
appr
oval
of t
he A
ctio
n Pl
an
2018
MoE
S,
Mun
icip
aliti
es,
City
of S
kopj
e, sc
hool
s
2.1.
3Im
plem
ent o
ptim
isatio
n m
easu
res a
ccor
ding
to th
e Ac
tion
Plan
• O
ptim
ised
voca
tiona
l edu
catio
n an
d tra
inin
g net
wor
k an
d di
strib
utio
n of
voc
atio
ns
• M
oES
Dec
ision
s 20
20M
oES,
M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
36
Her
eina
fter
, “st
uden
ts” m
ean
not o
nly
thos
e in
volv
ed in
form
al v
ocat
iona
l edu
catio
n bu
t als
o al
l cat
egor
ies
of le
arne
rs, i
nclu
ding
adu
lts in
volv
ed in
any
type
of c
ours
e pr
ovid
ed b
y th
e VE
T sy
stem
.
114
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.2.
1D
evelo
p ne
w n
orm
s for
the
educ
atio
nal f
acili
ties a
nd
the e
quip
men
t for
VET
in
stitu
tions
• W
G es
tabl
ished
to d
evelo
p th
e nor
ms;
• Fi
nanc
ial m
eans
allo
cate
d;•
Nor
ms o
n ed
ucat
iona
l fac
ilitie
s and
the e
quip
men
t for
V
ET in
stitu
tions
acc
ordi
ng to
the fi
eld o
f int
eres
t and
oc
cupa
tiona
l pro
file,
in li
ne w
ith th
e new
pla
ns a
nd
prog
ram
mes
of t
he cu
rricu
lum
dra
fted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Appr
oved
Nor
ms o
f fac
ilitie
s and
equi
pmen
t
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2018
MoE
S, V
ETC
2.2.
2O
rgan
ise fu
ll in
vent
ory
of
the V
ET sc
hool
s’ ne
eds
• Te
nder
s for
pro
cure
men
t of V
ET sc
hool
s’ ne
eds i
nven
tory
se
rvice
org
anise
d;•
Inve
ntor
y re
sults
with
iden
tified
nee
ds o
f VET
scho
ols
proc
esse
d;•
Defi
ned
crite
ria fo
r sele
ctio
n of
the V
ET sc
hool
s to
be
fully
equi
pped
;•
VET
scho
ols s
elect
ed a
ccor
ding
to th
e inv
ento
ry re
sults
an
d th
e sele
ctio
n cr
iteria
;•
Cata
logu
e of t
rain
ing e
quip
men
t and
furn
iture
deli
vere
d to
the s
elect
ed V
ET in
stitu
tions
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• M
appi
ng R
epor
t end
orse
d by
MoE
S;•
Cata
logu
e of t
rain
ing e
quip
men
t and
furn
iture
to b
e de
liver
ed to
VET
insti
tutio
ns;
• M
oES
Dec
ision
s
2018
MoE
S, B
DE,
V
ETC,
M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
2.2.
3Pr
ocur
e equ
ipm
ent
• Te
nder
s for
pro
cure
men
t of e
quip
men
t org
anise
d;•
Selec
tion
resu
lts p
roce
ssed
;•
20 V
ET sc
hool
s pro
vide
d w
ith eq
uipm
ent a
ccor
ding
to
the r
evise
d no
rms a
nd st
anda
rds
• Co
ntra
ct w
ith a
pro
vide
r (-s
));
• Fi
nanc
ial d
ocum
ents;
• Ac
ts of
Acc
epta
nce o
f the
equi
pmen
t;•
MoE
S D
ecisi
ons
2025
MoE
S, B
DE,
V
ETC,
M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
2.3.
1D
evelo
p m
etho
dolo
gy,
stand
ards
and
gui
delin
e for
Q
ualit
y as
sura
nce i
n V
ET
• W
G es
tabl
ished
to d
evelo
p th
e met
hodo
logy
, sta
ndar
ds
and
met
hodo
logy
;•
Fina
ncia
l mea
ns a
lloca
ted;
• M
etho
dolo
gy d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• St
anda
rds a
nd g
uide
line c
ompa
tible
with
EQ
AVET
dr
afted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d m
etho
dolo
gy, s
tand
ards
and
gu
ideli
ne fo
r Qua
lity
cont
rol i
n V
ET re
ady
for p
ilotin
g
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE,
V
ETC
115
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.3.
2Pi
lot a
nd o
fficia
lly
intro
duce
the s
yste
ms o
f qu
ality
ass
uran
ce in
VET
• Im
prov
emen
t nee
ds o
f the
met
hodo
logy
, sta
ndar
ds a
nd
guid
eline
s Sta
ndar
ds a
nd g
uide
line f
or Q
ualit
y co
ntro
l in
VET
iden
tified
;•
Offi
cially
intro
duce
d an
d op
erat
iona
l sys
tem
of q
ualit
y co
ntro
l in
VET
• Re
port
on
pilo
ting t
he m
etho
dolo
gy, s
tand
ards
and
gu
ideli
nes;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE,
V
ETC
2.3.
3Pr
ovid
e Dip
lom
a su
pplem
ent t
o al
l VET
gr
adua
tes a
ccor
ding
to th
e M
QF
• O
fficia
lly a
ppro
ved
form
and
regu
latio
n on
pre
para
tion
and
issui
ng o
f Dip
lom
a su
pplem
ent t
o V
ET g
radu
ates
• D
iplo
ma
supp
lemen
ts re
gistr
atio
n an
d iss
uing
re
cord
s in
the V
ET sc
hool
s •
MoE
S D
ecisi
ons
2020
M
oES,
BD
E,
VET
C
2.4.
1D
evelo
p a
Conc
ept o
n w
ork-
base
d lea
rnin
g•
WG
esta
blish
ed to
dev
elop
the C
once
pt a
nd
corr
espo
ndin
g am
endm
ents
to th
e leg
islat
ion;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• Th
e Con
cept
dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Offi
cially
app
rove
d Co
ncep
t on
wor
k-ba
sed
learn
ing
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n (if
ne
cess
ary)
;•
MoE
S D
ecisi
ons
2020
MoE
S, B
DE,
V
ETC
2.4.
2Pr
ovid
e tra
inin
gs o
n w
ork-
base
d lea
rnin
g for
V
ET sc
hool
staff
and
or
gani
satio
ns w
here
the
train
ings
will
take
pla
ce
• Te
nder
s for
pro
cure
men
t of t
rain
ing s
ervi
ces o
rgan
ised;
• St
reng
then
ed ca
pacit
ies a
t lea
st 3
peop
le fro
m ea
ch
VET
scho
ol (A
dviso
rs, I
nspe
ctor
s, et
c.) a
nd a
t lea
st on
e m
ento
r fro
m ea
ch h
ost o
rgan
isatio
n
• Co
ntra
ct w
ith th
e org
anisa
tions
for w
ork-
base
d lea
rnin
g;•
Acts
of A
ccep
tanc
e of t
he tr
aini
ng p
rovi
sion;
• Re
cord
s on
impl
emen
ted
train
ings
;•
MoE
S D
ecisi
ons
2020
MoE
S, B
DE,
V
ETC
2.4.
3O
rgan
ise p
rovi
sion
of
VET
stud
ents
wor
k-ba
sed
learn
ing a
ccor
ding
to th
e Co
ncep
t
• At
leas
t 60%
of s
tude
nts i
nvol
ved
in w
ork-
base
d lea
rnin
g in
corr
espo
ndin
g org
anisa
tions
, etc
.•
Cont
ract
s sig
ned
betw
een
the V
ET sc
hool
s and
or
gani
satio
ns;
• V
ET sc
hool
s’ D
irect
ors D
ecisi
ons;
• V
ET st
uden
ts w
ork-
base
d lea
rnin
g pla
ns;
• Re
cord
s on
part
icipa
tion
in w
ork-
base
d lea
rnin
g
2020
MoE
S, B
DE,
V
ETC,
M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
2.5.
1D
evelo
p Co
ncep
t on
syste
m
of q
ualit
y as
sess
men
t•
WG
esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Appr
oved
conc
ept w
ith d
irect
ions
on
how
to a
naly
se
the r
esul
ts of
all
adm
inist
ered
tests
(nat
iona
l and
in
tern
atio
nal)
and
thei
r use
to ev
alua
te th
e qua
lity
of
the e
duca
tion
syste
m a
nd m
ake e
vide
nce b
ased
pol
icy
deci
sions
• Re
port
of t
he W
G
• Re
cord
s on
disc
ussio
n ev
ents;
•
Fina
ncia
l doc
umen
ts;•
MoE
S D
ecisi
ons
2020
MoE
S, N
EC
116
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.5.
2Im
plem
entin
g the
syste
m o
f qu
ality
ass
essm
ent
• Co
mpa
rativ
e ana
lysis
of t
he re
sults
ach
ieve
d on
the
Mat
ura
Exam
s•
Com
para
tive a
naly
sis o
f the
resu
lts a
chie
ved
on th
e in
tern
atio
nal t
ests
• W
G es
tabl
ish to
pre
pare
reco
mm
enda
tions
for
impr
ovem
ent;
• Fi
nanc
ial m
eans
allo
cate
d;•
Reco
mm
enda
tions
for i
mpr
ovem
ents
of th
e edu
catio
nal
syste
m
• Re
port
on
the a
naly
sis o
f the
resu
lts a
chie
ved
on th
e M
atur
a Ex
ams
• Re
port
on
the a
naly
sis o
f the
resu
lts a
chie
ved
on th
e in
tern
atio
nal t
ests
• In
tegr
al re
port
with
reco
mm
enda
tions
2020
MoE
S, N
EC
2.6.
1Im
plem
ent t
he P
ISA
stud
y•
Offi
cially
sign
ed a
gree
men
t for
par
ticip
atio
n in
the
PISA
;•
Pilo
t tes
ting c
arrie
d ou
t; •
The m
ain
testi
ng ca
rrie
d ou
t
• Re
port
on
pilo
t tes
ting;
•
Repo
rt o
n th
e mai
n te
sting
;•
MoE
S de
cisio
n
2020
MoE
S, N
EC
2.7.
1D
evelo
p a
Conc
ept o
n V
ET
Cent
res o
f Exc
ellen
ce•
Esta
blish
ed W
G to
dev
elop
the c
once
pt;
• Fi
nanc
ial m
eans
allo
cate
d;•
Conc
ept d
rafte
d an
d di
scus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
Conc
ept o
n V
ET C
entre
s of
Exce
llenc
e
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2018
MoE
S, V
ETC
2.7.
2O
fficia
lly re
cogn
ise th
e VET
Ce
ntre
s of E
xcell
ence
• D
efine
d cr
iteria
for s
elect
ion
of th
e VET
insti
tutio
ns;
• Se
lecte
d in
stitu
tions
are
offi
cially
reco
gnise
d as
VET
Ce
ntre
s of E
xcell
ence
with
spec
ific p
rovi
sions
in th
eir
statu
tes
• M
oES
deci
sions
2018
MoE
S
2.7.
3Pr
ovid
e nee
ds a
sses
smen
t of
the V
ET in
stitu
tions
/sc
hool
s to
beco
me C
entre
s of
Exc
ellen
ce
• Te
nder
for p
rocu
rem
ent o
f ser
vice
s org
anise
d;•
Resu
lts o
f the
nee
ds a
sses
smen
t with
reco
mm
enda
tion
on
impr
ovem
ent o
f sele
cted
VET
insti
tutio
ns/s
choo
ls
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• N
eeds
ass
essm
ent R
epor
t end
orse
d by
MoE
S20
18M
oES,
VET
C
2.7.
4Pr
ovid
e ref
urbi
shm
ent,
equi
pmen
t and
did
actic
re
sour
ces
• Te
nder
pro
cedu
re fo
r pro
cure
men
t of s
ervi
ces
impl
emen
ted;
• D
esig
n fo
r con
struc
tion
wor
ks to
refu
rbish
5 V
ET
insti
tutio
ns/s
choo
ls w
ith b
udge
t esti
mat
e;•
Build
ings
of 5
VET
insti
tutio
ns re
furb
ished
;•
Nec
essa
ry eq
uipm
ent i
s pro
vide
d to
the s
elect
ed 5
VET
in
stitu
tions
;•
Mod
ern
dida
ctic
reso
urce
s pro
cure
d an
d pr
ovid
ed
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Fi
nanc
ial d
ocum
ents;
• Ac
ts of
Acc
epta
nce o
f the
des
ign
serv
ices a
nd
cons
truc
tion
wor
ks;
• M
oES
Dec
ision
s
2020
MoE
S, V
ETC
117
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.7.
5Tr
aini
ng o
f the
staff
• Te
nder
pro
cedu
re fo
r pro
cure
men
t of s
ervi
ces
impl
emen
ted;
• Al
l tea
cher
s and
man
ager
s of t
he V
ET C
entre
s of
Exce
llenc
e tra
ined
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Tr
aini
ng P
rogr
amm
e;•
Acts
of A
ccep
tanc
e of p
rovi
ded
train
ing s
ervi
ces;
• M
oES
Dec
ision
s
2022
MoE
S, V
ETC
, m
unic
ipal
ities
, C
ity o
f Sko
pje,
scho
ols
2.7.
6Pi
lot V
ET C
entre
s of
Exce
llenc
e•
Pilo
ting o
f VET
Cen
tres o
f Exc
ellen
ce in
pro
gres
s•
Reco
rds o
n pi
lotin
g pro
cess
2020
MoE
S, V
ETC
, V
ET C
entr
es
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
III.
Incr
ease
Enr
olm
ent i
n Vo
catio
nal E
duca
tion
and
Trai
ning
3.1
Intr
oduc
e vo
catio
nal
orie
ntat
ion
and
care
er
guid
ance
and
coun
selli
ng
serv
ices
in a
ll V
ET sc
hool
s
• V
ET G
radu
ates
are
abl
e to
mak
e in
form
ed ch
oice
s of
educ
atio
n or
car
eer p
athw
ays
• A
Gui
de o
n, a
nd n
eces
sary
tool
s for
pro
visio
n of
, pro
fess
iona
l orie
ntat
ion
and
care
er g
uida
nce
serv
ices
dev
elop
ed a
nd m
ade
avai
labl
e fo
r all
VET
sc
hool
s;•
A sc
hool
team
trai
ned
in p
rovi
ding
pro
fess
iona
l or
ient
atio
n an
d ca
reer
gui
danc
e se
rvic
es•
An
empl
oyee
trai
ned
for c
aree
r cou
nsel
lor p
ositi
on
2020
MoE
S, B
DE,
V
ETC
, M
unic
ipal
ities
, C
ity o
f Sko
pje,
scho
ols
3.2
Impr
ove
the
syst
em o
f en
rolm
ent i
n Se
cond
ary
Voca
tiona
l Edu
catio
n
• V
ET sy
stem
enr
ols h
ighe
r num
ber o
f stu
dent
with
be
tter a
cade
mic
pro
gres
sion
• A
dopt
ed C
once
pt o
n en
rolm
ent i
n Se
cond
ary
Voca
tiona
l Edu
catio
n•
Am
endm
ents
to th
e le
gisla
tion
draft
ed in
ac
cord
ance
with
the
Con
cept
on
enro
lmen
t in
Seco
ndar
y Vo
catio
nal E
duca
tion
2020
MoE
S, B
DE,
V
ETC
, M
unic
ipal
ities
, C
ity o
f Sko
pje,
scho
ols
3.3
Rede
finin
g M
atur
a ex
ams i
n V
ET se
cond
ary
educ
atio
n
• C
ompl
etio
n of
VET
seco
ndar
y ed
ucat
ion
is fa
cilit
ated
an
d en
rolm
ent i
n hi
gher
edu
catio
n fo
r gra
duat
es is
en
able
d
• N
ew C
once
pt fo
r sta
te a
nd v
ocat
iona
l Mat
ura
exam
and
fina
l exa
m fo
r VET
gra
duat
es d
evel
oped
20
20M
oES,
BD
E,
VET
C, N
EC,
Mun
icip
aliti
es,
City
of S
kopj
e, sc
hool
s
3.4
Ensu
re p
artic
ipat
ion
of V
ET st
uden
ts in
in
tern
atio
nal s
kill-
and
ot
her c
onte
sts
• At
trac
tiven
ess a
nd v
alue
of s
kille
d ac
tiviti
es a
nd o
f V
ET in
gen
eral
is im
prov
ed•
10 st
uden
ts p
artic
ipat
ed in
Wor
ld S
kills
;•
30 st
uden
ts p
artic
ipat
ed in
oth
er re
gion
al a
nd
inte
rnat
iona
l com
petit
ions
2020
M
oES,
M
unic
ipal
ities
, C
ity o
f Sko
pje,
scho
ols
118
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
3.5
Esta
blish
a su
stai
nabl
e m
odel
for p
rovi
ding
vo
catio
nal e
duca
tion
and
trai
ning
for p
upils
in
corr
ectio
nal f
acili
ties
• C
ondi
tions
for p
upils
in co
rrec
tiona
l fac
ilitie
s to
part
icip
ate
in v
ocat
iona
l edu
catio
n an
d tr
aini
ng a
re
prov
ided
• Se
lect
ed a
nd ap
prov
ed M
odel
;•
Fina
ncia
l sup
port
for i
mpl
emen
ting
educ
atio
n in
co
rrec
tiona
l fac
ilitie
s pro
vide
d;•
30%
of t
he p
upils
in co
rrec
tiona
l fac
ilitie
s with
pr
imar
y ed
ucat
ion
part
icip
ate
in se
cond
ary
educ
atio
n
2020
2025
MoE
S, M
oJ,
Cor
rect
iona
l fa
cilit
ies
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.1.
1Pr
ovid
e all
VET
scho
ols
with
care
er g
uida
nce
serv
ices
• Sc
hool
team
tra
ined
to p
rovi
de p
rofe
ssio
nal o
rient
atio
n an
d ca
reer
gui
danc
e ser
vice
s ;•
An em
ploy
ee tr
aine
d fo
r car
eer c
ouns
ellor
pos
ition
; •
Stat
us a
nd te
rms o
f ref
eren
ce fo
r car
eer g
uida
nce
pers
ons a
re re
gula
ted
• D
ocum
ents
for t
eam
s esta
blish
ed
• D
ocum
ents
for s
elect
ion
of a
per
son
resp
onsib
le fo
r ca
reer
gui
danc
e; •
Reco
rds o
n co
mpl
eted
trai
ning
s
2020
MoE
S, B
DE,
V
ETC,
M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
3.2.
1D
evelo
p a
Conc
ept o
n en
rolm
ent i
n Se
cond
ary
Voca
tiona
l Edu
catio
n
• W
G es
tabl
ished
to d
evelo
p th
e Con
cept
;•
Fina
ncia
l mea
ns a
lloca
ted;
• Co
ncep
t inc
ludi
ng a
mec
hani
sm o
f its
impl
emen
tatio
n,
draft
ed a
nd d
iscus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
Conc
ept o
n en
rolm
ent i
n Se
cond
ary
Voca
tiona
l Edu
catio
n;•
Dra
ft leg
al a
cts o
n am
endm
ents
to th
e leg
islat
ion
subm
itted
to th
e GoR
M (i
f nec
essa
ry)
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n su
bmitt
ed to
the G
oRM
(if n
eces
sary
) •
MoE
S D
ecisi
ons
2020
MoE
S, B
DE,
V
ETC,
M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
3.3.
1D
evelo
p a
Conc
ept o
n St
ate M
atur
a (V
ocat
iona
l M
atur
a) a
nd fi
nal e
xam
s fo
r VET
gra
duat
es
• W
G es
tabl
ished
to d
evelo
p th
e Con
cept
;•
Fina
ncia
l mea
ns a
lloca
ted;
• Co
ncep
t inc
ludi
ng a
naly
sis o
f the
curr
ent s
ituat
ion
draft
ed a
nd d
iscus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
Conc
ept o
n St
ate M
atur
a (V
ocat
iona
l Mat
ura)
and
fina
l exa
ms f
or V
ET
grad
uate
s;•
Dra
ft leg
al a
cts o
n am
endm
ents
to th
e leg
islat
ion
subm
itted
to th
e GoR
M (i
f nec
essa
ry)
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, B
DE,
V
ETC,
NEC
, M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
3.4.
1Ap
ply
to m
embe
rshi
p of
“W
orld
Ski
lls”
• An
aut
hori
sed
natio
nal i
nstit
utio
n is
a m
embe
r of t
he
“Wor
ld S
kills
Eur
ope”
• M
embe
rshi
p ce
rtifi
cate
2019
Mun
icip
aliti
es,
City
of S
kopj
e, sc
hool
s
119
3.4.
2Pa
rtici
pate
in “W
orld
Ski
lls”
or “E
uroS
kills
201
8”•
At le
ast 1
0 V
ET sc
hool
s’ stu
dent
par
ticip
ated
in “W
orld
Sk
ills”
or “
Euro
Skill
s 201
9”•
Reco
rds o
n pa
rtici
patio
n20
19M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
3.4.
3Pa
rtici
pate
in o
ther
re
gion
al a
nd in
tern
atio
nal
com
petit
ions
for V
ET
stude
nts
• At
leas
t 30
VET
scho
ols’
stude
nt p
artic
ipat
ed in
regi
onal
an
d in
tern
atio
nal c
ompe
titio
ns fo
r VET
stud
ents
• Re
cord
s on
part
icipa
tion
2020
M
unic
ipal
ities
, Ci
ty o
f Sko
pje,
scho
ols
3.5.
1D
evelo
p an
d pi
lot a
mod
el fo
r edu
catio
n in
corr
ectio
nal
facil
ities
• W
G es
tabl
ished
to p
ropo
se a
mod
el;•
A m
odel
inclu
ding
a fu
ndin
g sch
eme a
nd ca
lcula
tions
of
nece
ssar
y fin
ancia
l res
ourc
es, d
rafte
d an
d di
scus
sed
with
th
e key
stak
ehol
ders
;•
The a
gree
d m
odel
pilo
ted
in co
rrec
tiona
l fac
ilitie
s and
m
odifi
ed b
ased
on
the p
ilotin
g res
ults;
• Le
gal a
cts o
n im
plem
enta
tion
of th
e mod
el su
bmitt
ed
and
acce
pted
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
and
MoJ
Dec
ision
s
2020
MoE
S, M
oJ
3.5.
2Im
plem
ent v
ocat
iona
l ed
ucat
ion
and
train
ing i
n co
rrec
tiona
l fac
ilitie
s
• In
trodu
ced
prog
ram
mes
for v
ocat
iona
l edu
catio
n an
d vo
catio
nal t
rain
ing;
•
Accr
edite
d in
stitu
tions
selec
ted
for p
rovi
ding
seco
ndar
y V
ET ed
ucat
ion/
train
ing i
n co
rrec
tiona
l fac
ilitie
s;•
30%
of t
he p
upils
in co
rrec
tiona
l fac
ilitie
s with
prim
ary
educ
atio
n pa
rtici
pate
in se
cond
ary
educ
atio
n
• Re
port
s of e
duca
tion
and
train
ing p
roce
ss a
nd th
e lea
rner
s’ ac
hiev
emen
ts •
MoE
S an
d M
oJ D
ecisi
ons
2021
MoE
S, M
oJ,
Corr
ectio
nal
facil
ities
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
IV. I
mpr
ove
Cap
aciti
es o
f Hum
an R
esou
rces
4.1
Intr
oduc
e an
d op
erat
ion-
alise
a sy
stem
of t
each
ers’
prof
essio
nal d
evel
opm
ent
and
care
er a
dvan
cem
ent
• Pr
ofes
siona
l com
pete
nces
of t
he te
ache
rs a
re co
ntin
u-ou
sly im
prov
ed;
• Te
ache
rs a
re m
otiv
ated
to d
emon
stra
te b
ette
r per
for-
man
ce
• Le
gisla
tivel
y in
trod
uced
and
ope
ratio
nal s
yste
m
of te
ache
rs’ p
rofe
ssio
nal d
evel
opm
ent a
nd c
aree
r ad
vanc
emen
t;•
The
prog
ram
me
for p
rofe
ssio
nal d
evel
opm
ent
trai
ning
ado
pted
2025
BDE,
VET
C,
NEC
120
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
4.2
Impr
ove
the
syst
em o
f lic
ensin
g of
VET
scho
ol
prin
cipa
ls
• Pr
inci
pals
of a
ll V
ET sc
hool
s sat
isfy
the
min
imum
re
quire
men
ts o
f pro
fess
iona
l com
pete
nces
•
Offi
cial
ly ap
prov
ed P
rofe
ssio
nal s
tand
ards
and
Job
profi
les o
f VET
scho
ols’
prin
cipa
ls;•
A n
ew li
cens
ing
syst
em co
ntai
ning
revi
sed
prer
eq-
uisit
es fo
r app
lyin
g fo
r lic
ense
, mod
ified
cont
ent a
nd
proc
edur
es o
f lic
ensin
g ex
ams,
and
licen
se su
spen
-sio
n co
nditi
ons
2020
NEC
4.3
Fully
staff
the
supp
ort
serv
ices
•
Educ
atio
n an
d Tr
aini
ng is
acc
ompa
nied
with
com
plet
e sc
ope
of su
ppor
t ser
vice
s nec
essa
ry fo
r stu
dent
s’ qu
ality
le
arni
ng a
nd d
evel
opm
ent p
roce
ss
• O
ffici
ally
appr
oved
Job
profi
les f
or sp
ecia
lists
of
supp
ort s
ervi
ces;
• Fu
lly st
affed
pro
fess
iona
l ser
vice
s in
all V
ET
scho
ols
2020
2025
MoE
S, V
ETC
, M
unic
ipal
ities
, C
ity o
f Sko
pje
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.1.
1O
pera
tiona
lise t
he sy
stem
of
teac
hers’
pro
fess
iona
l de
velo
pmen
t and
care
er
adva
ncem
ent
• 50
% o
f tea
cher
s pas
sed
prof
essio
nal d
evelo
pmen
t cou
rses
• Te
ache
rs p
rofe
ssio
nal d
evelo
pmen
t pla
ns in
all
VET
sc
hool
s;•
Reco
rds o
n te
ache
rs’ tr
aini
ngs;
• Fi
nanc
ial d
ocum
ents
2020
MoE
S,
MoF
, ZEL
S,
Mun
icip
aliti
es,
City
of S
kopj
e
4.2.
1O
rgan
ise re
visio
n of
VET
sc
hool
prin
cipal
s’ lic
ensin
g sy
stem
• W
G es
tabl
ished
to re
vise
the l
icens
ing s
yste
m;
• Fi
nanc
ial m
eans
allo
cate
d;•
Lice
nsin
g sys
tem
revi
sed
(con
tain
s at l
east
prer
equi
sites
fo
r app
lyin
g for
lice
nse,
mod
ified
cont
ent a
nd p
roce
dure
s of
lice
nsin
g exa
ms,
and
licen
se su
spen
sion
cond
ition
s)
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Mod
ules
for t
he ca
ndid
ates
trai
ning
dev
elope
d;•
Requ
irem
ents
and
crite
ria fo
r ent
erin
g the
trai
ning
pr
oces
s rev
ised;
• Ac
tion
Plan
on
impl
emen
tatio
n of
lice
nsin
g pro
cedu
res
com
plet
ed;
• O
fficia
lly a
ppro
ved
syste
m o
f VET
scho
ol p
rincip
als’
licen
sing
• Re
port
from
the W
G;
• D
raft
legal
act
on
appr
oval
and
intro
duct
ion
of
revi
sed
licen
sing s
yste
m;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, N
EC
121
4.3.
1D
evelo
p Jo
b pr
ofiles
for
spec
ialis
ts of
supp
ort
serv
ices
• W
Gs e
stabl
ished
to d
evelo
p th
e Job
Pro
files
;•
Fina
ncia
l mea
ns a
lloca
ted;
• Jo
b Pr
ofiles
dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f Job
Pro
files
;•
Offi
cially
app
rove
d Jo
b Pr
ofiles
and
instr
uctio
ns o
n th
eir
intro
duct
ion
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, V
ETC
4.3.
2Fu
lly st
aff p
rofe
ssio
nal
serv
ices i
n al
l VET
scho
ols
• Co
mpe
titio
ns o
rgan
ised
in a
ll V
ET sc
hool
s and
for
spec
ialis
ts of
supp
ort s
ervi
ces
• Co
mpe
titio
n do
cum
ents
(ann
ounc
emen
ts,
ques
tionn
aire
s, re
sults
of i
nter
view
s, et
c.);
• St
aff re
cord
boo
ks o
f sch
ools
(Dire
ctor
s’ D
ecisi
ons)
2025
Mun
icip
aliti
es,
City
of S
kopj
eSc
hool
s
122
7.5
HIG
HER
ED
UCA
TIO
N, R
ESEA
RCH
AN
D IN
NO
VATI
ON
S
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
I. E
nsur
e Q
ualit
y an
d Eff
ectiv
enes
s of H
ighe
r Edu
catio
n in
acc
orda
nce
with
Eur
opea
n go
od p
ract
ices
1.1
Refo
rm th
e Bo
ard
for A
ccre
dita
tion
and
Eval
uatio
n of
Hig
her
Educ
atio
n
• Pr
e-co
nditi
ons f
or e
ffici
ent h
ighe
r edu
catio
n ac
cred
itatio
n an
d ev
alua
tion
are
in p
lace
• Re
quire
d le
gal a
men
dmen
ts co
mpl
eted
;•
Seco
ndar
y ac
ts a
dopt
ed
2020
MoE
S
1.2
Impr
ove
the
mec
hani
sm
for a
ccre
dita
tion
of
univ
ersit
ies a
nd th
e sy
stem
fo
r ext
erna
l eva
luat
ion
• Pr
e- co
nditi
ons f
or e
xter
nal q
ualit
y ev
alua
tion
of
high
er e
duca
tion
are
in p
lace
• A
ccre
dita
tion
Boar
d is
a m
embe
r of t
he E
urop
ean
Ass
ocia
tion
for Q
ualit
y A
ssur
ance
in H
ighe
r Ed
ucat
ion
(EN
QA
)
2020
BAEH
E/bo
dies
1.3
Impr
ove
syst
ems o
f in
tern
al q
ualit
y as
sura
nce
in h
ighe
r edu
catio
n
• Pr
e-co
nditi
ons f
or p
rovi
ding
qua
lity
cont
rol a
t un
iver
sitie
s are
in p
lace
•
Self-
eval
uatio
n pr
oced
ure
impr
oved
; •
Mec
hani
sms f
or m
onito
ring
the
impl
emen
tatio
n of
acc
redi
ted
stud
y pr
ogra
mm
es a
nd m
eetin
g th
e ac
cred
itatio
n cr
iteria
dur
ing
the
stud
y pr
ogra
mm
e im
plem
enta
tion
are
in p
lace
• Ap
prov
ed st
anda
rds a
nd g
uide
line
in li
ne w
ith
ENQ
A E
SG;
• Q
ualit
y as
sura
nce
cent
res e
stab
lishe
d in
all
univ
ersit
ies
2020
BAEH
E/bo
dies
1.4
Esta
blish
inte
rnal
and
ex
tern
al e
valu
atio
n of
the
wor
k of
the
body
(-ie
s)
for a
ccre
dita
tion
and
eval
uatio
n
• Pr
e-co
nditi
ons f
or e
ffect
ive
func
tioni
ng o
f the
bod
y (-
ies)
for a
ccre
dita
tion
and
eval
uatio
n ar
e en
sure
d•
Ope
ratio
nal m
echa
nism
for q
ualit
y as
sura
nce
of
the
wor
k bo
dy (-
ies)
20
20BA
EHE/
bodi
es
1.5
Opt
imise
the
Hig
her
educ
atio
n ne
twor
k (u
nive
rsiti
es/fa
culti
es)
and
dist
ribut
ion
of st
udy
prog
ram
mes
• Effi
cien
cy a
nd e
ffect
iven
ess o
f the
Hig
her e
duca
tion
syst
em is
impr
oved
in te
rms o
f exp
endi
ture
s and
re
leva
nce
to th
e lo
cal,
regi
onal
and
nat
iona
l lab
our
mar
kets
• Ap
prov
ed A
ctio
n Pl
an o
f Opt
imisa
tion;
• Im
plem
ente
d op
timisa
tion
mea
sure
s acc
ordi
ng to
th
e A
P
2020
MoE
S,
univ
ersit
ies
123
1.6
Intr
oduc
e m
echa
nism
of
wor
k-ba
sed
lear
ning
for
stud
ents
in o
rgan
isatio
ns
(ent
erpr
ises,
inst
itutio
ns,
etc.)
• St
uden
ts a
cqui
re p
ract
ical
skill
s rel
evan
t to
the
real
w
ork
requ
irem
ents
• C
arrie
d ou
t ana
lysis
of u
nive
rsity
stud
ents’
pr
actic
al tr
aini
ng;
• Ap
prov
ed C
once
pt o
n w
ork-
base
d le
arni
ng;
• A
men
dmen
ts to
the
legi
slatio
n dr
afted
in
acco
rdan
ce w
ith th
e C
once
pt o
n w
ork-
base
d le
arni
ng;
• A
ll un
iver
sitie
s hav
e es
tabl
ished
a re
gist
ry o
f st
uden
ts’ p
ract
ice
impl
emen
ted
2020
MoE
S,
univ
ersit
ies
1.7
Intr
oduc
e ca
reer
gui
danc
e an
d co
unse
lling
serv
ices
at
all U
nive
rsiti
es
• G
radu
ates
are
abl
e to
mak
e in
form
ed ch
oice
s of c
aree
r pa
thw
ays
• A
Gui
de o
n, a
nd n
eces
sary
tool
s for
pro
visio
n of
, car
eer g
uida
nce
and
coun
selli
ng se
rvic
es
deve
lope
d an
d m
ade
avai
labl
e fo
r all
univ
ersit
ies;
• C
aree
r Cen
tres
est
ablis
hed
and
fully
staff
ed at
all
univ
ersit
ies
2020
MoE
S,
univ
ersit
ies
1.8
Dec
reas
e th
e st
uden
t/pr
ofes
sor r
atio
• Eff
ectiv
enes
s of l
earn
ing
proc
ess i
n U
nive
rsiti
es is
in
crea
sed
thro
ugh
bette
r foc
us o
n ev
ery
stud
ent i
s in
plac
e
• Re
vise
d Ru
les o
n th
e nu
mbe
r of e
nrol
led
stud
ents
at
uni
vers
ities
;•
Stud
ents
gro
ups f
orm
ed a
ccor
ding
to th
e ne
w ru
les
• In
crea
sed
num
ber o
f tea
chin
g st
aff at
uni
vers
ities
2020
2025
Uni
vers
ities
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.1.
1Ad
just
accr
edita
tion
proc
edur
es a
nd fu
nctio
ning
of
the b
ody
(-ie
s) fo
r ac
cred
itatio
n an
d ev
alua
tion
in H
ighe
r Ed
ucat
ion
to b
ecom
e a
mem
ber o
f EN
QA
and
EQ
AR
• D
efine
d cle
ar cr
iteria
and
revi
sed
proc
edur
es fo
r ac
cred
itatio
n;•
Revi
sed
mem
bers
hip
in b
ody
(-ie
s) fo
r acc
redi
tatio
n an
d ev
alua
tion
in H
ighe
r Edu
catio
n;•
Mem
bers
of b
ody
(-ie
s) fo
r acc
redi
tatio
n an
d ev
alua
tion
in H
ighe
r Edu
catio
n tra
ined
on
prov
ision
of
accr
edita
tion
proc
edur
es a
ccor
ding
to th
e defi
ned
crite
ria
• Pr
ogra
mm
e, m
ater
ials,
etc.;
• Re
cord
s o tr
aini
ng p
rovi
sion;
•
MoE
S D
ecisi
on
2019
MoE
S,
BAEH
E/
bodi
es
124
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.2.
1D
evelo
p m
etho
dolo
gy,
stand
ards
and
gui
delin
e for
Q
ualit
y as
sura
nce c
entre
s
• W
G es
tabl
ished
to d
evelo
p th
e met
hodo
logy
, sta
ndar
ds
and
guid
eline
s;•
Fina
ncia
l mea
ns a
lloca
ted;
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
Met
hodo
logy
dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Stan
dard
s and
gui
delin
e in
line w
ith E
NQ
A d
rafte
d an
d di
scus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
met
hodo
logy
on
Qua
lity
assu
ranc
e ce
ntre
s mec
hani
sm re
ady
for p
ilotin
g;•
Offi
cially
app
rove
d St
anda
rds a
nd g
uide
line o
n Q
ualit
y as
sura
nce r
eady
for p
ilotin
g
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2019
MoE
S,
BAEH
E/bo
dies
1.3.
1In
trodu
ce th
e sys
tem
s of
inte
rnal
qua
lity
assu
ranc
e in
hig
her e
duca
tion
• Im
prov
emen
t nee
ds o
f the
met
hodo
logy
Sta
ndar
ds a
nd
guid
eline
on
Qua
lity
assu
ranc
e ide
ntifi
ed;
• O
fficia
lly in
trodu
ced
and
oper
atio
nal s
yste
m o
f int
erna
l qu
ality
ass
uran
ce
• St
anda
rds a
nd g
uide
line o
n Q
ualit
y as
sura
nce w
ith
impr
ovem
ent r
ecom
men
datio
ns;
• U
nive
rsity
Rec
tors’
Dec
ision
s
2019
BAEH
E/bo
dies
, un
iver
sitie
s
1.4.
1D
evelo
p m
echa
nism
of
inte
rnal
and
exte
rnal
ev
alua
tion
of th
e wor
k of
the b
ody
(-ie
s) fo
r ac
cred
itatio
n an
d ev
alua
tion
of H
ighe
r Ed
ucat
ion
• W
G es
tabl
ished
und
er th
e bod
y (-
ies)
for a
ccre
dita
tion
and
eval
uatio
n of
Hig
her E
duca
tion
to d
evelo
p th
e m
echa
nism
;•
Mec
hani
sm in
cludi
ng a
met
hodo
logy
and
gui
delin
es
for i
nter
nal a
nd ex
tern
al ev
alua
tion
of b
ody
(-ie
s)
for a
ccre
dita
tion
and
eval
uatio
n of
Hig
her E
duca
tion
draft
ed a
nd d
iscus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
Mec
hani
sm
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• BA
EHE/
bodi
es d
ecisi
on
2019
BAEH
E/bo
dies
1.4.
2Pi
lot a
nd o
fficia
lly
intro
duce
the m
echa
nism
of
the b
ody
(-ie
s) fo
r ac
cred
itatio
n an
d ev
alua
tion
of H
ighe
r Ed
ucat
ion
wor
ks’
eval
uatio
n
• Im
prov
emen
t nee
ds o
f the
mec
hani
sm id
entifi
ed;
• O
fficia
lly in
trodu
ced
and
oper
atio
nal t
he b
ody
(-ie
s)
for a
ccre
dita
tion
and
eval
uatio
n of
Hig
her E
duca
tion
activ
ities
inte
rnal
and
exte
rnal
qua
lity
assu
ranc
e
• Re
port
on
pilo
ting t
he m
etho
dolo
gy;
• St
anda
rds a
nd g
uide
line o
n Q
ualit
y as
sura
nce w
ith
impr
ovem
ent r
ecom
men
datio
ns;
• U
nive
rsity
Rec
tors’
Dec
ision
s
2020
BAEH
E/bo
dies
, un
iver
sitie
s
125
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.5.
1O
rgan
ise m
appi
ng o
f the
cu
rren
t stu
dy p
rogr
amm
es
and
eval
uate
thei
r rele
vanc
e to
the l
abou
r mar
ket n
eeds
• Te
nder
s for
pro
cure
men
t of u
nive
rsiti
es st
udy
prog
ram
mes
map
ping
and
eval
uatio
n se
rvice
org
anise
d;•
Met
hodo
logy
for e
valu
atio
n of
the a
pplic
abili
ty o
f the
cu
rricu
la d
evelo
ped;
• M
appi
ng re
sults
with
all
curr
ent s
tudy
pro
gram
mes
(c
ycles
1 &
2) p
roce
ssed
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Fi
nanc
ial d
ocum
ents;
• M
appi
ng a
nd ev
alua
tion
Repo
rt en
dors
ed b
y M
oES;
• M
oES
Dec
ision
s
2018
MoE
S,un
iver
sitie
s
1.5.
2O
rgan
ise d
evelo
pmen
t of
an
Actio
n Pl
an fo
r op
timisa
tion
of H
ighe
r ed
ucat
ion
netw
ork
(uni
vers
ities
) and
di
strib
utio
n of
stud
y pr
ogra
mm
es
• W
G es
tabl
ished
to d
evelo
p th
e Act
ion
Plan
;•
Fina
ncia
l mea
ns a
lloca
ted;
• M
ain
feat
ures
of l
ocal
and
regi
onal
Lab
our M
arke
ts stu
died
;•
Actio
n Pl
an o
f Opt
imisa
tion
draft
ed a
nd d
iscus
sed
with
th
e key
stak
ehol
ders
;•
Appr
oved
Act
ion
Plan
of O
ptim
isatio
n of
Hig
her
educ
atio
n ne
twor
k an
d di
strib
utio
n of
stud
y pr
ogra
mm
es
• Re
port
from
the W
G;
• D
raft
Actio
n Pl
an;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2019
MoE
S,
BAEH
E/bo
dies
, U
nive
rsiti
es
1.5.
3Im
plem
ent o
ptim
isatio
n m
easu
res a
ccor
ding
to th
e Ac
tion
Plan
• O
ptim
ised
Hig
her e
duca
tion
netw
ork
(uni
vers
ities
) and
di
strib
utio
n of
stud
y pr
ogra
mm
es•
Uni
vers
ities
’ Rec
tors
dec
ision
s;•
MoE
S D
ecisi
ons
2020
MoE
S,
BAEH
E/bo
dies
, U
nive
rsiti
es
1.5.
4O
ptim
ise H
ighe
r Edu
catio
n stu
dy p
rogr
amm
es
acco
rdin
g to
the l
abou
r m
arke
t nee
ds
• Ac
cred
ited
study
pro
gram
mes
of U
nive
rsiti
es (c
ycles
1 &
2)
in li
ne w
ith th
e lab
our m
arke
t nee
ds re
quire
men
ts•
BAEH
E/bo
dies
dec
ision
s;•
Uni
vers
ities
’ Rec
tors
Dec
ision
s20
20BA
EHE/
bodi
es,
Uni
vers
ities
1.6.
1Pr
ovid
e uni
vers
ity st
uden
ts’
prac
tical
trai
ning
ana
lysis
•
WG
s on
prac
tical
trai
ning
ana
lysis
esta
blish
ed;
• An
alys
is re
sults
with
iden
tified
opp
ortu
nitie
s for
im
prov
emen
t of u
nive
rsity
stud
ents’
pra
ctica
l tra
inin
g pr
oces
sed
• Re
port
from
WG
; •
Uni
vers
ities
’ Rec
tors
dec
ision
s; •
MoE
S de
cisio
ns
2020
MoE
S,
Uni
vers
ities
126
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.6.
2D
evelo
p a
Conc
ept o
n w
ork-
base
d lea
rnin
g•
WG
esta
blish
ed to
dev
elop
the C
once
pt a
nd
corr
espo
ndin
g am
endm
ents
to th
e leg
islat
ion;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• Th
e Con
cept
dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Offi
cially
app
rove
d Co
ncep
t on
wor
k-ba
sed
learn
ing;
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• U
nive
rsiti
es’ R
ecto
rs d
ecisi
ons;
• M
oES
deci
sions
2019
MoE
S,
Uni
vers
ities
1.7.
1D
evelo
p a
mod
el fo
r self
-fin
ancin
g and
func
tioni
ng
of th
e Car
eer C
entre
s
• Ap
prov
ed m
odel
of C
aree
r Cen
tres’
func
tioni
ng•
MoE
S D
ecisi
ons
2019
MoE
S,
Uni
vers
ities
1.7.
2O
rgan
ise tr
aini
ngs f
or
Uni
vers
ities
Car
eer C
entre
s’ sta
ffs
• At
leas
t 50
peop
le tra
ined
for w
ork
in th
e car
eer c
entre
s•
Trai
ning
pro
gram
me a
nd m
ater
ials;
• Re
cord
s on
train
ing p
rovi
sion
2019
MoE
S,
Uni
vers
ities
1.7.
3O
pera
tiona
lise C
aree
r Ce
ntre
s in
univ
ersit
ies
• Ca
reer
Cen
tres f
ully
staff
ed a
nd o
pera
ting a
ccor
ding
w
ith th
e app
rove
d m
odel
in a
ll un
iver
sitie
s•
Staff
reco
rd b
ooks
of U
nive
rsiti
es (R
ecto
rs’ d
ecisi
ons);
• An
nual
Wor
k Pl
ans a
nd R
epor
ts of
Car
eer C
entre
s20
19M
oES,
U
nive
rsiti
es
1.8.
1Re
vise
rules
on
stude
nt-
teac
her r
atio
at u
nive
rsiti
es•
WG
esta
blish
ed to
revi
se th
e rul
es o
n stu
dent
-teac
her
ratio
and
corr
espo
ndin
g am
endm
ents
to th
e leg
islat
ion;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• Ru
les o
n stu
dent
-teac
her r
atio
at u
nive
rsiti
es re
vise
d an
d di
scus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
rules
on
stude
nt-te
ache
r rat
io in
un
iver
sitie
s
• Re
cord
s on
disc
ussio
n ev
ents;
• U
nive
rsiti
es’ R
ecto
rs d
ecisi
ons;
• M
oES
deci
sions
2025
MoE
S,
BAEH
E/bo
dies
, U
nive
rsiti
es
1.8.
2Re
arra
nge s
tude
nts g
roup
s in
Uni
vers
ities
acc
ordi
ng to
th
e new
rules
• N
umbe
r of s
tude
nts i
n gr
oups
corr
espo
nds t
he
requ
irem
ents
of th
e new
rules
•
Uni
vers
ities
stud
ents’
reco
rd b
ooks
2020
MoE
S,
BAEH
E/bo
dies
, U
nive
rsiti
es
1.8.
31.
8.3
Incr
easin
g the
num
ber
of te
achi
ng st
aff a
nd
asso
ciate
s
• U
nive
rsity
nee
ds a
sses
smen
t pro
vide
d fo
r em
ploy
men
t of
teac
hers
and
ass
ocia
tes ;
• Fi
nanc
ial s
uppo
rt p
rovi
ded
for n
ew em
ploy
men
ts;•
New
teac
hing
staff
and
ass
ocia
tes e
mpl
oyed
(at l
east
20%
of t
he id
entifi
ed n
eeds
)
• N
eeds
ass
essm
ent d
ocum
ent f
rom
all
univ
ersit
ies
• M
oES
and
MF
Dec
ision
s•
Publ
ic an
noun
cem
ents
• W
ork
cont
ract
s
2025
MoE
S, M
F,
Uni
vers
ities
127
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
II. I
mpr
ove
the
Con
tent
of H
ighe
r Edu
catio
n
2.1
Intr
oduc
e a
syst
em o
f qu
alifi
catio
n st
anda
rds
base
d on
lear
ning
ou
tcom
es a
nd d
evel
op
stan
dard
s of t
he m
ost
prio
rity
qual
ifica
tions
• M
inim
um re
quire
men
ts to
war
ds th
e co
nten
t and
ou
tcom
es o
f Hig
her E
duca
tion
are
esta
blish
ed•
Ado
pted
regu
latio
n on
dev
elop
men
t and
revi
sion
of co
mpe
tenc
e-ba
sed
qual
ifica
tion
stan
dard
s;•
Stan
dard
s for
10%
of t
he o
ffere
d qu
alifi
catio
ns
deve
lope
d an
d ap
prov
ed
2020
MoE
S,
Uni
vers
ities
2.2
Esta
blish
a sy
stem
of
grad
uate
s’ pe
rman
ent
Trac
er S
tudy
• In
form
atio
n on
gra
duat
es’ f
urth
er e
duca
tiona
l and
/or
empl
oym
ent p
athw
ays (
care
er a
dvan
cem
ent)
allo
ws t
o ta
ke e
vide
nce-
base
d po
licy
deci
sion
• Le
gisla
tivel
y de
fined
prin
cipl
es o
f hig
her e
duca
tion
grad
uate
s’ Tr
acer
Stu
dy;
• O
pera
tiona
l sys
tem
of g
radu
ates
’ Tra
cer S
tudy
de
fined
;•
Ana
lyse
d in
form
atio
n fr
om tr
acin
g gr
adua
tes o
f ea
ch p
revi
ous a
cade
mic
yea
r
2020
MoE
S,
Uni
vers
ities
2.3
Stre
ngth
en n
etw
orki
ng
with
fore
ign
univ
ersit
ies
• A
cade
mic
dev
elop
men
t and
mob
ility
of U
nive
rsiti
es’
teac
hing
staff
and
stud
ents
is im
prov
ed in
the
cont
ext
of E
urop
ean
Hig
her E
duca
tion
Are
a an
d in
tern
atio
nal
high
er e
duca
tion
envi
ronm
ent
• 80
% o
f all
univ
ersit
ies a
nd/o
r fac
ultie
s inv
olve
d in
net
wor
ks w
ith fo
reig
n (E
urop
ean)
uni
vers
ities
’ ne
twor
k or
in th
e Er
asm
us+
prog
ram
me;
• 80
%of
the
Eras
mus
+ fu
nds a
lloca
ted
for
Mac
edon
ia u
sed
for p
rofe
ssor
s and
stud
ents
ex
chan
ge p
rogr
amm
es
2020
MoE
S,
Nat
iona
l A
genc
y fo
r Eu
rope
an
educ
atio
nal
prog
ram
mes
an
d m
obili
ty,
Uni
vers
ities
2.4
Esta
blish
a S
kills
O
bser
vato
ry•
The
high
er e
duca
tion
syst
em is
cont
inuo
usly
info
rmed
ab
out t
he u
p-to
-dat
e de
man
d on
qua
lifica
tions
and
sk
ill n
eeds
to b
e us
ed fo
r hig
her e
duca
tion
polic
y de
velo
pmen
t
• In
stitu
tiona
lised
and
fully
staff
ed S
kills
O
bser
vato
ry20
20M
oES
128
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.1.
1D
evelo
p m
etho
dolo
gy a
nd
regu
latio
n on
com
pete
nce-
base
d qu
alifi
catio
n sta
ndar
ds (d
evelo
pmen
t, in
trodu
ctio
n an
d re
visio
n of
sta
ndar
ds)
• W
G es
tabl
ished
to d
evelo
p th
e met
hodo
logy
and
re
gula
tion;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• M
etho
dolo
gy a
nd re
gula
tion
draft
ed a
nd d
iscus
sed
with
th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d m
etho
dolo
gy a
nd re
gula
tion
on
com
pete
nce-
base
d qu
alifi
catio
n sta
ndar
ds d
evelo
pmen
t, in
trodu
ctio
n an
d re
visio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S,
BAEH
E/bo
dies
, U
nive
rsiti
es
2.1.
2D
evelo
p qu
alifi
catio
n sta
ndar
ds
• Se
lecte
d qu
alifi
catio
ns fo
r whi
ch th
e sta
ndar
ds a
re to
be
deve
lope
d;•
WG
s esta
blish
ed to
dev
elop
stand
ards
;•
Wor
k G
roup
s mem
bers
trai
ned
to d
evelo
p co
mpe
tenc
e-ba
sed
qual
ifica
tion
stand
ards
;•
Fina
ncia
l mea
ns a
lloca
ted;
• Co
mpe
tenc
e-ba
sed
qual
ifica
tion
stand
ards
for 1
0% o
f th
e offe
red
qual
ifica
tions
dra
fted
in a
ccor
danc
e with
the
appr
oved
met
hodo
logy
and
disc
usse
d w
ith st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
com
pete
nce-
base
d qu
alifi
catio
n sta
ndar
ds re
ady
to b
e int
rodu
ced
• Re
port
from
the W
G;
• Re
cord
s on
the t
rain
ing;
• Re
cord
s on
valid
atio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S,
BAEH
E/bo
dies
, U
nive
rsiti
es
2.2.
1St
reng
then
Uni
vers
ities
’ ca
pacit
ies f
or d
evelo
ping
an
d m
aint
aini
ng th
e al
umni
dat
a ba
se
• O
pera
tiona
l Alu
mni
dat
a ba
se in
all
univ
ersit
ies
• IT
bas
ed fu
nctio
ning
dat
a ba
ses i
n un
iver
sitie
s20
20M
oES,
Uni
vers
ities
2.2.
2In
trodu
ce M
etho
dolo
gy
on g
radu
ates
’ per
man
ent
Trac
er S
tudy
• D
ata
on T
race
r Stu
dies
’ res
ults
colle
cted
and
ana
lyse
d•
Dat
a on
Tra
cer S
tudi
es;
• An
alyt
ical r
epor
ts fo
r con
sequ
ent a
cade
mic
yea
rs;
• U
nive
rsiti
es R
ecto
rs’ d
ecisi
ons
2020
MoE
S,U
nive
rsiti
es
2.3.
1Id
entif
y fo
reig
n un
iver
sitie
s to
esta
blish
par
tner
ship
• Ag
reem
ents
on n
etw
orki
ng w
ith fo
reig
n un
iver
sitie
s co
nclu
ded
• M
emor
anda
on
coop
erat
ion
2020
MoE
S,U
nive
rsiti
es
129
2.3.
2La
unch
stud
ents
and
prof
esso
rs ex
chan
ge
prog
ram
mes
• U
nive
rsiti
es a
nd p
rofe
ssor
s and
stud
ents
invo
lved
in
exch
ange
pro
gram
mes
acc
ordi
ng w
ith th
e out
com
e in
dica
tor
• Ex
chan
ge p
rogr
amm
es;
• Re
port
s on
mob
ility
, etc
.20
20M
oES,
U
nive
rsiti
es,
Nat
iona
l Ag
ency
for
Euro
pean
ed
ucat
iona
l pr
ogra
mm
es
and
mob
ility
2.4.
1Es
tabl
ish th
e Ski
lls
obse
rvat
ory37
• In
stitu
tiona
lised
and
fully
staff
ed S
kills
Obs
erva
tory
• M
oES
Dec
ision
s 20
20M
oES
37
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
III.
Impr
ove
Avai
labi
lity
and
Enro
lmen
t Sys
tem
of H
ighe
r Edu
catio
n
3.1
Ada
pt th
e bu
ildin
gs o
f U
nive
rsiti
es (f
acul
ties)
for
incl
usiv
e ed
ucat
ion
• Av
aila
bilit
y of
hig
her e
duca
tion
for t
hose
with
phy
sical
di
sabi
litie
s is i
mpr
oved
• A
ll bu
ildin
gs o
f uni
vers
ities
(fac
ultie
s) fu
lly
adap
ted
to th
e ed
ucat
iona
l nee
ds o
f stu
dent
s with
sp
ecia
l nee
ds
2020
MoE
S,
Uni
vers
ities
3.2
Impr
ove
cond
ition
s of
univ
ersit
y do
rmito
ries
• St
uden
ts a
re p
rovi
ded
with
dec
ent a
ccom
mod
atio
n co
nditi
ons i
n al
l dor
mito
ries
• Fu
lly re
furb
ished
uni
vers
ity d
orm
itorie
s in
all
citie
s with
at le
ast 5
0% o
f all
livin
g pl
aces
in to
tal
2020
2025
MoE
S
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.1.
1Ad
apt t
he b
uild
ings
of
Uni
vers
ities
(fac
ultie
s) fo
r in
clusio
n of
stud
ents
with
ph
ysica
l disa
bilit
ies
• Te
nder
s for
pro
cure
men
t of d
esig
n se
rvice
s and
cons
truc
tion
wor
ks to
ada
pt u
nive
rsiti
es b
uild
ings
for i
nclu
sion
of
stude
nts w
ith p
hysic
al d
isabi
litie
s org
anise
d;•
Des
ign
for c
onstr
uctio
n w
orks
with
bud
get e
stim
ate
com
plet
ed;
• Al
l bui
ldin
gs o
f pub
lic u
nive
rsiti
es (f
acul
ties)
ada
pted
for
inclu
sion
of st
uden
ts w
ith p
hysic
al d
isabi
litie
s
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Fi
nanc
ial d
ocum
ents;
• Ac
ts of
Acc
epta
nce o
f the
des
ign
serv
ices a
nd
cons
truc
tion
wor
ks
• M
oES
Dec
ision
s
2020
MoE
S,
Uni
vers
ities
37
Activ
ities
as
they
are
pla
nned
by
the
WB
fund
ed S
kills
dev
elop
men
t and
Inno
vatio
n Su
ppor
t pro
ject
130
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.2.
1D
evelo
p co
ncep
t for
m
aint
enan
ce o
f the
do
rmito
ries
• W
G es
tabl
ished
und
er M
oES
to d
evelo
p th
e Con
cept
;•
Conc
ept d
rafte
d an
d di
scus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
Conc
ept o
n m
aint
enan
ce o
f the
do
rmito
ries
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s20
19M
oES,
D
orm
itorie
s
3.2.
2O
rgan
ise im
prov
emen
t of
uni
vers
ity d
orm
itorie
s’ co
nditi
ons
• Te
nder
s for
pro
cure
men
t of d
esig
n se
rvice
s and
cons
truc
tion
wor
ks to
impr
ove c
ondi
tions
of u
nive
rsity
dor
mito
ries
orga
nise
d;•
Des
ign
for c
onstr
uctio
n w
orks
with
bud
get e
stim
ate
com
plet
ed;
• Co
nditi
ons i
n al
l dor
mito
ries f
ully
impr
oved
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Ac
ts of
Acc
epta
nce o
f the
des
ign
serv
ices a
nd
cons
truc
tion
wor
ks
• M
oES
Dec
ision
s
2025
MoE
S,
Dor
mito
ries
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
IV. I
mpr
ove
Man
agem
ent a
nd F
undi
ng o
f Hig
her E
duca
tion
4.1
Revi
se th
e un
iver
sity
gove
rnan
ce a
nd
man
agem
ent f
ram
ewor
k
• Au
tono
my
of u
nive
rsiti
es is
gua
rant
eed;
• U
nive
rsity
gov
erna
nce
and
man
agem
ent i
s de
moc
ratis
ed a
nd it
s effe
ctiv
enes
s is i
ncre
ased
;•
Hig
her E
duca
tion
Cou
ncil
esta
blish
ed;
• Fu
nctio
nal p
artic
ipat
ion
of st
uden
ts in
the
deci
sion
mak
ing
proc
esse
s at t
he u
nive
rsity
and
facu
lty le
vels
is en
hanc
ed
• C
arrie
d ou
t ana
lyse
s of t
he g
over
nanc
e an
d m
anag
emen
t mec
hani
sms;
• D
raft
lega
l act
s on
new
gov
erna
nce
and
man
agem
ent m
echa
nism
s
2020
MoE
S,
Uni
vers
ities
4.2
Impr
ove
func
tioni
ng o
f th
e Bo
ard
for T
rust
and
C
oope
ratio
n w
ith th
e Pu
blic
(BTC
P) at
eve
ry
univ
ersit
y
• C
oope
ratio
n of
Uni
vers
ities
with
key
stak
ehol
ders
(b
usin
ess c
omm
unity
, Uni
vers
ity S
enat
e) a
re
stre
ngth
ened
• C
arrie
d ou
t ana
lysis
of t
he fu
nctio
ning
of B
TCPs
an
d re
com
men
datio
ns fo
r the
ir im
prov
emen
t pr
epar
ed a
nd c
apac
ity re
info
rcem
ent a
ctiv
ities
for
the
futu
re p
ropo
sed
2020
MoE
S, B
TCP,
U
nive
rsiti
es
4.3
Intr
oduc
e a
new
fund
ing
syst
em o
f Hig
her
Educ
atio
n ba
sed
on
perf
orm
ance
crite
ria
• Effi
cien
cy o
f use
of fi
nanc
ial r
esou
rces
allo
cate
d to
H
ighe
r edu
catio
n is
incr
ease
d•
Ope
ratio
nal m
echa
nism
of u
nive
rsiti
es’ f
undi
ng
base
d on
the
num
ber o
f stu
dent
s and
per
form
ance
in
dica
tors
2020
MoE
S,
Uni
vers
ities
131
4.4
Intr
oduc
e m
echa
nism
s fo
r inc
entiv
ising
bus
ines
s se
ctor
to in
vest
in H
ighe
r ed
ucat
ion
• C
ondi
tions
for i
ncre
ased
inve
stm
ents
in H
ighe
r Ed
ucat
ion
are
in p
lace
• Le
gisla
tivel
y es
tabl
ished
ince
ntiv
es fo
r em
ploy
ers
2020
MoE
S,
Uni
vers
ities
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.1.
1Ca
rry
out a
naly
sis o
f U
nive
rsiti
es go
vern
ance
and
m
anag
emen
t mec
hani
sms
• Eff
ectiv
enes
s of t
he U
nive
rsiti
es’ e
xisti
ng go
vern
ance
and
m
anag
emen
t mec
hani
sms a
naly
sed;
• Re
com
men
datio
ns o
n re
visio
n of
the m
echa
nism
dra
fted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
(inc
ludi
ng
stude
nts)
;•
Dra
ft leg
al a
cts o
n am
endm
ents
to th
e leg
islat
ion
• An
alys
is Re
port
•
Uni
vers
ities
’ Rec
tors
dec
ision
s 20
18M
oES,
U
nive
rsiti
es
4.2.
1Ca
rry
out a
naly
sis o
f the
fu
nctio
ning
of B
oard
s for
Tr
ust a
nd C
oope
ratio
n w
ith
the P
ublic
(BTC
P)
• A
sses
smen
t of t
he fu
nctio
ning
of t
he B
TCP‘
s con
duct
ed;
• Re
com
men
datio
ns o
n im
prov
emen
ts of
lega
l and
in
stitu
tiona
l fra
mew
ork
of B
TCP’
s wor
k pr
ovid
ed
• An
alys
is Re
port
•
New
byl
aws d
evelo
ped
and
adop
ted,
inclu
ding
sta
ndar
dise
d re
port
s and
repo
rtin
g mec
hani
sms
2018
MoE
S,
univ
ersit
ies
4.3.
1.D
evelo
p a
new
mec
hani
sm
of a
lloca
tion
of fi
nanc
ial
reso
urce
s to
univ
ersit
ies
• W
G es
tabl
ished
to d
evelo
p th
e mec
hani
sm;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• M
echa
nism
inclu
ding
calcu
latio
n of
nec
essa
ry fu
nds
draft
ed a
nd d
iscus
sed
with
the k
ey st
akeh
olde
rs;
• M
echa
nism
offi
cially
app
rove
d fo
r pilo
ting
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• U
nive
rsiti
es’ R
ecto
rs d
ecisi
ons;
• M
oES
Dec
ision
s
2019
MoE
S,
Uni
vers
ities
4.3.
2Pi
lot n
ew fu
ndin
g m
echa
nism
• N
ew fu
ndin
g mec
hani
sm p
ilote
d in
2 u
nive
rsiti
es;
• Im
prov
emen
t nee
ds o
f the
mec
hani
sm id
entifi
ed a
t un
iver
sitie
s
• Re
port
on
pilo
ting t
he n
ew fu
ndin
g mec
hani
sm w
ith
reco
mm
enda
tions
on
impr
ovem
ent
2019
MoE
S,
Uni
vers
ities
4.3.
3Im
prov
e and
offi
cially
in
trodu
ce n
ew fu
ndin
g m
echa
nism
of u
nive
rsiti
es
• O
fficia
lly a
ppro
ved
mec
hani
sm o
f fun
ding
bas
ed o
n th
e nu
mbe
r of s
tude
nts a
nd p
erfo
rman
ce in
dica
tors
;•
Dra
ft leg
al a
cts o
n am
endm
ents
to th
e leg
islat
ion
• U
nive
rsiti
es’ R
ecto
rs d
ecisi
ons;
• M
oES
Dec
ision
s 20
20M
oES,
U
nive
rsiti
es
4.4.
1D
evelo
p a
mec
hani
sm
for i
ncen
tivisi
ng b
usin
ess
sect
or to
inve
st in
Hig
her
educ
atio
n
• W
G es
tabl
ished
to d
evelo
p th
e mec
hani
sm;
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
Mec
hani
sm d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• D
raft
legal
act
s on
amen
dmen
ts to
the l
egisl
atio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• U
nive
rsiti
es’ R
ecto
rs d
ecisi
ons;
• M
oES
Dec
ision
s
2020
MoE
S,
Uni
vers
ities
132
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
V. S
uppo
rt R
esea
rch
and
Inno
vatio
n
5.1
Esta
blish
an
inst
itutio
nalis
ed
mec
hani
sm o
f trip
artit
e “S
tate
-Aca
dem
y-Bu
sines
s co
mm
unity
” coo
pera
tion
• Su
stai
nabl
e su
ppor
t to,
and
targ
eted
ness
of,
rese
arch
an
d in
nova
tion
are
in p
lace
• Es
tabl
ished
Nat
iona
l Cou
ncil
for H
ighe
r Ed
ucat
ion,
Sci
ence
, Inn
ovat
ion
and
Tech
nolo
gies
;•
10 re
sear
ch p
roje
cts i
n im
plem
enta
tion
2025
MoE
S, F
ITD
, N
CH
ESIT
, U
nive
rsiti
es
5.2
Impr
ove
the
mec
hani
sm
of id
entifi
catio
n of
prio
rity
them
atic
are
as fo
r res
earc
h an
d in
nova
tions
• Effi
cien
cy o
f use
of fi
nanc
ial r
esou
rces
allo
cate
d to
Re
sear
ch a
nd in
nova
tion
is in
crea
sed
• O
pera
tiona
l mec
hani
sm o
f ide
ntifi
catio
n of
pr
iorit
y th
emat
ic a
reas
for r
esea
rch
and
inno
vatio
n20
20M
oES,
N
CH
ESIT
5.3
Stre
ngth
en re
sear
ch
infr
astr
uctu
re (c
entr
es o
f ex
celle
nce,
acce
lera
tors
, ce
ntre
s for
tech
nolo
gy
tran
sfer
) in
sele
cted
un
iver
sitie
s
• Sc
ient
ific r
esea
rch
is in
line
with
the
cont
empo
rary
ne
eds o
f tec
hnol
ogy
deve
lopm
ent
• 24
labo
rato
ries i
n pu
blic
uni
vers
ities
whi
ch a
re
equi
pped
acc
ordi
ng to
the
high
-tec
hnol
ogie
s re
quire
men
ts a
re a
ccre
dite
d;
• Fu
lly o
pera
tiona
l Nat
iona
l Offi
ce fo
r Tra
nsfe
r of
tech
nolo
gies
;•
Shar
e of
priv
ate
foun
ding
mob
ilise
d as
a
perc
enta
ge o
f FIT
D in
vest
men
ts in
inno
vatio
n ac
tiviti
es;
• Pe
rcen
tage
of b
enefi
ciar
ies t
hat s
igne
d co
llabo
rativ
e ag
reem
ents
bet
wee
n fir
ms a
nd
acad
emia
• N
umbe
r of c
ompa
nies
acc
eler
ated
via
the
FITD
A
ccel
erat
or p
rogr
amm
e;
• Pe
rman
ent a
cces
s of t
he re
sear
ch ce
ntre
s to
the
relia
ble
sour
ces o
f sci
entifi
c dat
abas
e (e
.g. W
eb o
f Sc
ienc
e, El
sevi
er, S
copu
s, EB
SCO
)
2020
MoE
S, F
ITD
, N
TTO
133
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
5.1.
1Es
tabl
ish th
e NCH
ESIT
•
Fully
ope
ratio
nal N
CHES
IT
• Re
cord
s on
disc
ussio
n ev
ents
2019
MoE
S
5.1.
2La
unch
inno
vatio
n/re
sear
ch
proj
ects
targ
eted
to th
e ne
eds o
f the
bus
ines
ses
• Sh
are o
f res
ourc
es d
edica
ted
to F
ITD
hav
e bee
n di
sbur
sed
• Te
chno
logy
dev
elopm
ent (
FITD
) ins
trum
ents:
- At
leas
t 5%
in th
e firs
t yea
r, at
leas
t 20%
in th
e sec
ond
year
, at
leas
t 50%
in th
e thi
rd y
ear,
at le
ast 8
0% in
the
four
th y
ear
and
at le
ast 1
00%
in th
e fifth
yea
r,•
Num
ber o
f com
pani
es a
ccele
rate
via
the F
ITD
ac
celer
ator
pro
gram
me:
5 co
mpa
nies
in th
e firs
t yea
r, at
leas
t 10
com
pani
es in
the s
econ
d ye
ar ,
at le
ast 1
5 co
mpa
nies
in th
ird y
ear;
• N
umbe
r of b
enefi
ciarie
s firm
s to
intro
duce
new
/im
prov
ed p
rodu
cts:
at le
ast 5
com
pani
es in
the fi
rst y
ear,
at le
ast 1
5 co
mpa
nies
in th
e sec
ond
year
, at l
east
25
com
pani
es in
the t
hird
yea
r, at
leas
t 30
com
pani
es in
the
four
th y
ear;
• N
umbe
r of b
enefi
ciary
firm
s to
intro
duce
new
pro
cess
es:
at le
ast 2
com
pani
es in
the fi
rst y
ear,
at le
ast 4
co
mpa
nies
in th
e sec
ond
year
, at l
east
6 co
mpa
nies
in th
e th
ird y
ear;
• %
of b
enefi
ciarie
s rec
eivi
ng tr
aini
ng a
nd m
ento
ring:
40
% in
the fi
rst y
ear,
50%
in th
e sec
ond
year
, 60%
in th
e th
ird y
ear a
nd 7
0% in
four
th y
ear.
• Fi
nanc
ial d
ocum
ents;
• Re
sear
ch p
roje
cts’
docu
men
tatio
n;•
Sem
i-ann
ual m
onito
ring r
epor
t;•
Prog
ress
repo
rts o
f FIT
D;
• N
CHES
IT D
ecisi
on
2020
MoE
S, F
ITD
, N
CHES
IT
5.2.
1Re
vise
mec
hani
sm o
f id
entifi
catio
n of
prio
rity
them
atic
area
s for
rese
arch
an
d in
nova
tions
• W
G es
tabl
ished
und
er th
e NCH
ESIT
;•
Mec
hani
sm re
vise
d an
d ap
prov
ed b
y th
e NCH
ESIT
with
th
e key
stak
ehol
ders
;•
Dra
ft leg
al a
cts o
n am
endm
ents
to th
e leg
islat
ion
• Re
port
from
the W
G;
• N
CHES
IT D
ecisi
ons;
• M
oES
Dec
ision
s
2018
MoE
S,
NCH
ESIT
5.3.
1Es
tabl
ish N
atio
nal O
ffice
fo
r Tra
nsfe
r of T
echn
olog
ies
(NTT
O)
• N
TTO
esta
blish
ed a
nd o
pera
tiona
l;•
IP re
late
d ca
ses h
andl
ed fo
r ind
ustr
y as
mea
sure
d by
num
ber o
f pat
ent l
ands
cape
ana
lysis
(PA
), pa
tent
fie
ld (P
) and
tech
nolo
gy in
-lice
nsin
g (im
port
atio
n of
te
chno
logy
); •
Dom
estic
inve
ntio
ns b
y RT
Is co
mm
ercia
lised
as
mea
sure
d by
num
ber o
f pat
ents
filed
(P),
licen
ces (
L),
and
cont
ract
rese
arch
(C)
• Fu
lly o
pera
tiona
l Nat
iona
l Offi
ce fo
r Tra
nsfe
r of
Tech
nolo
gies
• N
TTO
Ann
ual I
nter
nal
• Re
port
s
2020
MoE
S,
Cham
ber o
f Co
mm
erce
, N
TTO
, U
nive
rsiti
es
134
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
5.3.
2En
sure
fund
s nec
essa
ry fo
r ac
cess
of t
he u
nive
rsiti
es
to th
e reli
able
sour
ces o
f sc
ient
ific d
atab
ase
• Ju
stific
atio
ns, c
alcu
latio
ns a
nd le
gal a
cts o
n al
loca
tion
of
nece
ssar
y fu
nd d
rafte
d;•
Nec
essa
ry fu
nds a
lloca
ted
to th
e uni
vers
ities
• D
ecisi
ons o
f Uni
vers
ities
20
20M
oES,
un
iver
sitie
s
135
7.6
AD
ULT
LEA
RNIN
G A
ND
ED
UCA
TIO
N
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
od
Res
pons
ible
Prio
rity
I. Im
prov
e qu
alifi
catio
ns (k
now
ledg
e, sk
ills a
nd co
mpe
tenc
es) o
f adu
lts
1.1
Esta
blish
the
VN
FIL
Syst
em•
Opp
ortu
nity
to v
alid
ate
com
pete
nces
acq
uire
d th
roug
h no
n-fo
rmal
and
info
rmal
lear
ning
is p
rovi
ded
to a
ll ci
tizen
s thu
s im
prov
ing
attr
activ
enes
s of L
ifelo
ng
Lear
ning
and
incr
easin
g co
mpe
titiv
enes
s of l
abou
r fo
rce
• V
NFI
L sy
stem
est
ablis
hed
• Sy
stem
pilo
ted
on at
leas
t 3 q
ualifi
catio
ns w
ith
part
icip
atio
n of
at le
ast 3
0 ca
ndid
ates
2025
MoE
S, M
oL-
SP, A
EC, s
er-
vice
pro
vide
rs
1.2
Incr
ease
effe
ctiv
enes
s of
prim
ary
educ
atio
n fo
r ad
ults
• Ed
ucat
ion
leve
l acq
uire
d by
the
popu
latio
n in
crea
sed
• Re
vise
d M
echa
nism
of p
rimar
y ed
ucat
ion
for
adul
ts;
• D
evel
oped
and
pilo
ted
prog
ram
mes
bas
ed o
n 8
key
com
pete
nces
2020
MoE
S, A
EC
1.3
Supp
ort c
ompl
etio
n of
se
cond
ary
educ
atio
n by
ad
ults
• Ke
y co
mpe
tenc
es o
f adu
lts a
re im
prov
ed•
At le
ast 1
,000
adu
lts in
clud
ed in
seco
ndar
y ed
ucat
ion
2025
A
EC, M
unic
-ip
aliti
es, V
ET
scho
ols
1.4
Expa
nd th
e sc
ope
of
prog
ram
mes
for a
dults
w
ith sp
ecia
l lea
rnin
g ne
eds
• Le
arni
ng o
ppor
tuni
ties o
f adu
lts w
ith sp
ecia
l ed
ucat
iona
l nee
ds a
re Im
prov
ed•
At le
ast 5
cert
ified
and
intr
oduc
ed p
rogr
amm
es fo
r pe
ople
with
spec
ial e
duca
tiona
l nee
ds;
• At
leas
t 25
peop
le w
ith sp
ecia
l edu
catio
nal n
eeds
in
volv
ed in
cert
ified
adu
lt le
arni
ng co
urse
s
2020
AEC
, ser
vice
pr
ovid
ers
1.5
Esta
blish
a su
stai
nabl
e m
odel
for c
ompl
etio
n of
pr
imar
y an
d se
cond
ary
educ
atio
n by
inm
ates
an
d fo
r par
ticip
atin
g in
vo
catio
nal t
rain
ing
• C
ondi
tions
for i
nmat
es to
com
plet
e pr
imar
y an
d se
cond
ary
gene
ral e
duca
tion
and
part
icip
ate
in V
ET
are
prov
ided
• Se
lect
ed a
nd ap
prov
ed M
odel
• Fi
nanc
ial s
uppo
rt fo
r im
plem
entin
g ed
ucat
ion
in
corr
ectio
nal f
acili
ties p
rovi
ded
• At
leas
t 10%
of t
he in
mat
es w
ith p
rimar
y/se
cond
ary
educ
atio
n co
mpl
eted
the
appr
opria
te
leve
l of e
duca
tion
or tr
aini
ng
2020
MoE
S, M
oJ,
Cor
rect
iona
l fa
cilit
ies,
1.6
Incr
ease
awar
enes
s abo
ut
the
impo
rtan
ce a
nd
oppo
rtun
ities
of A
LE at
all
leve
ls of
soci
ety
• M
otiv
atio
n of
adu
lts to
par
ticip
ate
in co
urse
s is
impr
oved
;•
Opp
ortu
nitie
s of A
LE a
re e
nhan
ced
due
to im
prov
ed
polic
y
• C
once
pt o
f aw
aren
ess r
aisin
g an
d ad
voca
cy
cam
paig
ns (w
orks
hops
, for
ums,
flyer
s, m
edia
, etc
.) de
velo
ped
and
agre
ed w
ith th
e ke
y st
akeh
olde
rs;
• At
leas
t 4 re
gion
al a
nd 1
nat
iona
l aw
aren
ess r
aisin
g an
d ad
voca
cy c
ampa
igns
per
yea
r pro
vide
d w
ith
polic
y m
aker
s, em
ploy
ers,
prov
ider
s, di
ffere
nt
cate
gorie
s of p
opul
atio
n
2025
A
EC
38
38
This
and
the
follo
win
g ac
tiviti
es a
re in
acc
orda
nce
with
the
Road
map
for I
mpl
emen
ting
a Sy
stem
for V
alid
atio
n of
Adu
lt Ed
ucat
ion
in th
e Re
publ
ic o
f Mac
edon
ia e
labo
rate
d in
Coo
pera
tion
with
ETF
.
136
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.1.
1Es
tabl
ish a
VN
FIL
Coor
dina
tive B
ody
linke
d w
ith th
e NBM
QF38
• Es
tabl
ished
VN
FIL
Coor
dina
tive b
ody
whi
ch st
eers
and
m
onito
rs V
NFI
L de
velo
pmen
t and
impl
emen
tatio
n on
th
e bas
is of
an
annu
al w
ork
plan
;•
Defi
ned
scop
e of t
he V
NFI
L Co
ordi
nativ
e Bod
y
• An
nual
Wor
k Pl
ans o
f VN
FIL
Coor
dina
tive B
ody;
• M
inut
es o
f the
VN
FIL
Coor
dina
tive B
ody
mee
tings
20
18M
oES,
AEC
1.1.
2D
evelo
p ru
les a
nd
proc
edur
es fo
r VN
FIL
• W
G es
tabl
ished
und
er th
e VN
FIL
Coor
dina
tive B
ody
to
deve
lop
rules
and
pro
cedu
res f
or V
NFI
L;•
Rules
and
pro
cedu
res o
n ac
cred
itatio
n of
insti
tutio
ns,
cert
ifica
tion
of ca
ndid
ates
and
mon
itorin
g and
qua
lity
assu
ring V
NFI
L pr
ovisi
on a
dopt
ed
• Re
port
from
the W
G;
• V
NFI
L Co
ordi
nativ
e Bod
y de
cisio
ns;
• M
oES
Dec
ision
s
2018
MoE
S, A
EC
1.1.
3D
evelo
p m
etho
dolo
gica
l do
cum
ents
for V
NFI
L im
plem
enta
tion
• Es
tabl
ished
WG
und
er th
e VN
FIL
Coor
dina
tive B
ody,
for d
evelo
ping
met
hodo
logi
cal d
ocum
ents
for V
NFI
L;•
Dev
elope
d M
etho
dolo
gica
l doc
umen
t;•
Dev
elope
d to
ols f
or V
NFI
L
• Re
port
from
the W
G;
• V
NFI
L Co
ordi
nativ
e Bod
y de
cisio
ns;
• M
oES
Dec
ision
s
2018
MoE
S, A
EC
1.1.
4Pi
lot t
he V
NFI
L sy
stem
• V
NFI
L pr
oced
ures
pilo
ted
for s
elect
ed o
ccup
atio
ns (q
ual-
ifica
tions
);•
Eval
uate
d re
sults
of p
ilotin
g;•
Appr
oved
revi
sed
rules
and
pro
cedu
res g
uide
• Re
port
on
pilo
ting r
esul
ts;•
VN
FIL
Coor
dina
tive B
ody
deci
sions
;•
MoE
S D
ecisi
ons
2019
MoE
S, M
oLSP
, A
EC, s
ervi
ce
prov
ider
s
1.1.
5D
evelo
p ap
prop
riate
lega
l an
d fin
ancia
l bas
is fo
r V
NFI
L im
plem
enta
tion
• W
G es
tabl
ished
und
er th
e VN
FIL
Coor
dina
tive B
ody,
legal
and
fina
ncia
l bas
is fo
r VN
FIL;
• D
raft
amen
dmen
ts to
the l
egisl
atio
n ne
cess
ary
for e
n-su
ring a
ppro
pria
te le
gal a
nd fi
nanc
ial b
asis
for V
NFI
L im
plem
enta
tion
• Re
port
from
the W
G;
• V
NFI
L Co
ordi
nativ
e Bod
y de
cisio
ns;
• M
oES
Dec
ision
s
2020
MoE
S, A
EC
1.1.
6Im
plem
ent c
apac
ity
build
ing a
nd in
stitu
tiona
l su
ppor
t for
VN
FIL
• Te
nder
s for
pro
cure
men
t of s
ervi
ce o
n ca
pacit
y bu
ildin
g tra
inin
g and
targ
eted
insti
tutio
nal s
uppo
rt to
resp
onsib
le in
stitu
tions
org
anise
d;•
Appr
opria
te n
umbe
r of s
pecia
list (
Man
ager
s, A
sses
sors
, et
c.) tr
aine
d on
impl
emen
tatio
n of
VN
FIL
proc
edur
es;
• Re
spon
sible
insti
tutio
n fu
lly eq
uipp
ed w
ith n
eces
sary
m
etho
dolo
gica
l res
ourc
es a
nd a
dmin
istra
tive t
ools
for
impl
emen
ting t
he V
NFI
L sy
stem
• Co
ntra
ct w
ith a
com
pany
;•
Repo
rt o
n pr
ovid
ed tr
aini
ngs a
nd in
stitu
tiona
l sup
-po
rt;
• Ac
ts of
Acc
epta
nce o
f the
pro
vide
d se
rvice
s;•
Met
hodo
logi
cal r
esou
rces
and
adm
inist
rativ
e too
ls av
aila
ble a
t the
resp
onsib
le in
stitu
tion
• M
oLSP
Dec
ision
s
2020
MoE
S, A
EC
137
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.1.
7Im
plem
ent a
pub
lic
awar
enes
s rai
sing c
ampa
ign
abou
t VN
FIL
oppo
rtun
ities
an
d be
nefit
s
• Te
nder
s for
pro
cure
men
t of a
war
enes
s rai
sing c
ampa
igns
im
plem
enta
tion
serv
ices o
rgan
ised;
• At
leas
t 8 re
gion
al a
nd 2
nat
iona
l aw
aren
ess r
aisin
g ca
mpa
igns
(eve
nts)
impl
emen
ted
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Aw
aren
ess r
aisin
g cam
paig
ns ev
iden
ces (
e.g. r
ecor
ds,
prin
ted,
pho
to, v
ideo
and
oth
er m
ater
ials,
repo
rts,
inte
rvie
ws,
etc.)
;•
MoE
S D
ecisi
ons
2025
MoE
S, A
EC
1.2.
1Re
vise
the m
echa
nism
of
prim
ary
educ
atio
n fo
r ad
ults
• W
G es
tabl
ished
to d
evelo
p th
e adu
lt ed
ucat
ion
syste
m;
• Fi
nanc
ial m
eans
allo
cate
d;•
Mec
hani
sm o
f prim
ary
educ
atio
n fo
r adu
lts re
vise
d an
d di
scus
sed
with
the k
ey st
akeh
olde
rs;
• O
fficia
lly a
ppro
ved
mec
hani
sm o
f prim
ary
educ
atio
n fo
r ad
ults
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, A
EC
1.2.
2D
evelo
p an
d pi
lot
prog
ram
mes
bas
ed o
n 8
key
com
pete
nces
with
in
prim
ary
educ
atio
n fo
r ad
ults
• D
evelo
ped
prog
ram
mes
bas
ed o
n 8
key
com
pete
nces
;•
Pilo
ted
draft
pro
gram
mes
;•
Impr
oved
and
ado
pted
pro
gram
mes
for 8
key
com
pe-
tenc
es
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Tr
aini
ng P
rogr
amm
e;•
Reco
rds o
n pr
ovid
ed co
urse
s and
gra
duat
ion;
• M
oES
Dec
ision
s
2020
MoE
S, A
EC
1.3.
1Co
mpl
etio
n of
seco
ndar
y V
ET fo
r adu
lts
• 10
mun
icipa
litie
s inc
lude
d in
org
anisa
tion
of se
cond
ary
VET
for a
dults
;•
1,00
0 ad
ults
inclu
ded
in se
cond
ary
VET
• Re
cord
s on
prov
ided
cour
ses a
nd g
radu
atio
n;•
MoE
S D
ecisi
ons
2025
(o
ngoi
ng)
AEC
, Mun
ic-ip
aliti
es, V
ET
scho
ols
1.4.
1O
rgan
ise d
evelo
pmen
t of
prog
ram
mes
for p
eopl
e with
sp
ecia
l nee
ds
• Se
lecte
d pr
ovid
ers f
or d
evelo
pmen
t of p
rogr
amm
es;
• Fi
nanc
ial m
eans
allo
cate
d;•
At le
ast 5
trai
ning
pro
gram
mes
for p
eopl
e with
spec
ial
educ
atio
nal n
eeds
dev
elope
d an
d ce
rtifi
ed
• Re
cord
s on
com
plet
ion
of th
e pro
gram
mes
; •
MoE
S D
ecisi
ons
2020
MoE
S, A
EC,
serv
ice
prov
ider
s
1.4.
2O
rgan
ise tr
aini
ng fo
r peo
ple
with
spec
ial e
duca
tiona
l ne
eds a
ccor
ding
with
the
cert
ified
pro
gram
mes
• Tr
aini
ngs d
elive
red
by th
e sele
cted
pro
vide
rs o
f ALE
•
At le
ast 2
5 pe
ople
with
spec
ial e
duca
tiona
l nee
ds in
-vo
lved
in ce
rtifi
ed a
dult
learn
ing c
ours
es
• Co
ntra
ct w
ith se
rvice
pro
vide
r(-s
);•
Trai
ning
Pro
gram
me;
• Ac
ts of
Acc
epta
nce o
f pro
vide
d tra
inin
g ser
vice
s;•
Reco
rds o
n pr
ovid
ed co
urse
s and
gra
duat
ion;
•
MoE
S D
ecisi
ons
2020
Serv
ice
prov
ider
s
138
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.5.
1D
evelo
p an
d pi
lot a
m
odel
for e
duca
tion
in
corr
ectio
nal f
acili
ties
• W
G es
tabl
ished
to p
ropo
se a
mod
el;•
A m
odel
inclu
ding
a fu
ndin
g sch
eme a
nd ca
lcula
tions
of
nece
ssar
y fin
ancia
l res
ourc
es, d
rafte
d an
d di
scus
sed
with
th
e key
stak
ehol
ders
;•
The a
gree
d m
odel
pilo
ted
in co
rrec
tiona
l fac
ilitie
s and
m
odifi
ed b
ased
on
the p
ilotin
g res
ults;
• Le
gal a
cts o
n im
plem
enta
tion
of th
e mod
el dr
afted
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
and
MoJ
Dec
ision
s
2020
MoE
S, M
oJ,
AEC
1.5.
2Im
plem
ent p
rimar
y, se
cond
ary
educ
atio
n an
d vo
catio
nal t
rain
ing i
n co
rrec
tiona
l fac
ilitie
s
• In
trodu
ced
prog
ram
mes
for p
rimar
y, se
cond
ary
educ
a-tio
n an
d vo
catio
nal t
rain
ing;
•
Accr
edite
d in
stitu
tions
selec
ted
for p
rovi
ding
educ
atio
n/tra
inin
g in
priso
n;•
At le
ast 1
0% o
f the
inm
ates
with
out p
rimar
y/se
cond
ary
educ
atio
n co
mpl
eted
the a
ppro
pria
te le
vel o
f edu
catio
n or
trai
ning
• Re
port
s of e
duca
tion
and
train
ing p
roce
ss a
nd th
e lea
rner
s’ ac
hiev
emen
ts •
MoE
S an
d M
oJ D
ecisi
ons
2020
MoE
S, M
oJ,
Corr
ectio
nal
facil
ities
1.6.
1O
rgan
ise a
war
enes
s rai
sing
and
advo
cacy
cam
paig
ns
impl
emen
tatio
n se
rvice
s
• D
evelo
ped
conc
ept o
n aw
aren
ess r
aisin
g and
adv
ocac
y ca
mpa
igns
with
an
Actio
n Pl
an;
• Te
nder
s for
pro
cure
men
t of A
war
enes
s rai
sing a
nd a
dvo-
cacy
cam
paig
ns im
plem
enta
tion
serv
ices o
rgan
ised;
• At
leas
t 4 re
gion
al a
nd 1
nat
iona
l aw
aren
ess r
aisin
g and
ad
voca
cy ca
mpa
igns
(eve
nts)
per
yea
r im
plem
ente
d w
ith
polic
y m
aker
s, em
ploy
ers,
prov
ider
s, di
ffere
nt ca
tego
ries
of p
opul
atio
n, a
ccor
ding
to th
e Act
ion
Plan
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Aw
aren
ess r
aisin
g cam
paig
ns im
plem
enta
tion
evi-
denc
es (e
.g. re
cord
s, pr
inte
d, p
hoto
, vid
eo a
nd o
ther
m
ater
ials,
repo
rts,
inte
rvie
ws,
etc.)
;•
Acts
of A
ccep
tanc
e of t
he se
rvice
pro
visio
n•
MoE
S D
ecisi
ons
2020
(o
ngoi
ng)
MoE
S, A
EC
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
II. I
mpr
ove
Con
tent
and
Qua
lity
of A
dult
Lear
ning
and
Edu
catio
n Pr
ovis
ion
2.1
Revi
se a
nd si
mpl
ify th
e pr
oced
ure
of v
erifi
catio
n of
non
-form
al e
duca
tion
for a
dults
and
ver
ifica
tion
of p
rovi
ders
for a
dult
educ
atio
n
• Pr
e-co
nditi
ons f
or in
crea
sing
the
num
ber o
f pro
vide
rs
for A
LE fo
r adu
lts a
nd fo
r exp
andi
ng th
e sc
ope
of
qual
ifica
tions
offe
red
in a
ccor
danc
e w
ith th
e La
bour
m
arke
t nee
ds a
re in
pla
ce
• Re
vise
d pr
oced
ure
of v
erifi
catio
n an
d im
plem
enta
tion
of n
on-fo
rmal
adu
lt le
arni
ng a
nd
educ
atio
n pr
ovid
ers a
ppro
ved
and
intr
oduc
ed
2020
MoE
S, A
EC
139
2.2
Revi
se a
nd im
prov
e A
LE
prov
ision
mon
itorin
g pr
oced
ures
and
ext
erna
l qu
ality
eva
luat
ion
mec
hani
sms
• Pr
e-co
nditi
ons f
or q
ualit
y as
sura
nce
in A
LE p
rovi
sion
are
in p
lace
• Re
vise
d sy
stem
of q
ualit
y m
onito
ring
in A
LE w
ith
clea
rly d
efine
d pr
oced
ures
2022
AEC
, SEI
2.3
Ope
ratio
nalis
e a
Nat
iona
l sy
stem
of t
rain
ing
of A
dult
Educ
ator
s
• Q
ualit
y of
ALE
pro
visio
n is
impr
oved
as a
resu
lt of
st
reng
then
ed p
rofe
ssio
nal c
ompe
tenc
es o
f Adu
lt Ed
ucat
ors
• Le
gisla
tivel
y in
trod
uced
syst
em o
f Adu
lt Ed
ucat
ors’
trai
ning
;•
Offi
cial
ly ap
prov
ed P
rofe
ssio
nal s
tand
ards
and
Job
profi
les o
f Adu
lt Ed
ucat
ors;
• A
dopt
ed p
rogr
amm
es o
f Adu
lt Ed
ucat
ors’
trai
ning
;•
At le
ast 5
0 A
dult
Educ
ator
s pas
sed
the
trai
ning
2025
MoL
SP, A
EC,
AE
Cou
ncil,
V
ET C
ounc
il,
serv
ice
prov
ider
s
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.1.
1O
rgan
ise re
visio
n of
the
proc
edur
e of n
on-fo
rmal
ed
ucat
ion
prog
ram
mes
and
pr
ovid
ers v
erifi
catio
n
• W
G es
tabl
ished
to re
vise
the p
roce
dure
;•
Fina
ncia
l mea
ns a
lloca
ted;
• N
ew p
roce
dure
dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
Pro
cedu
re;
• O
fficia
lly a
ppro
ved
proc
edur
e for
non
-form
al ed
ucat
ion
and
adul
t lea
rnin
g pro
vide
rs v
erifi
catio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2019
MoE
S, A
EC
2.1.
2Es
tabl
ish p
roce
dure
s for
ex
tern
al ev
alua
tion
of
the v
erifi
ed p
rogr
amm
es’
part
icipa
nts
• D
raft
proc
edur
es fo
r ext
erna
l eva
luat
ion
of th
e ver
ified
pr
ogra
mm
es’ p
artic
ipan
ts;•
Dra
ft leg
al a
cts o
n am
endm
ents
to th
e leg
islat
ion
• M
oES
Dec
ision
s 20
20M
oES,
AEC
2.2.
1O
rgan
ise re
visio
n of
th
e sys
tem
of q
ualit
y m
onito
ring i
n A
LE
• W
G es
tabl
ished
to re
vise
the q
ualit
y m
onito
ring s
yste
m;
• Fi
nanc
ial m
eans
allo
cate
d;•
Revi
sed
syste
m o
f qua
lity
mon
itorin
g in
ALE
with
cle
arly
defi
ned
proc
edur
es d
rafte
d an
d di
scus
sed
with
th
e key
stak
ehol
ders
;•
Dra
ft leg
al a
ct o
n ap
prov
al o
f the
Sys
tem
;•
Offi
cially
app
rove
d re
vise
d sy
stem
of q
ualit
y m
onito
ring
in A
LE a
nd in
struc
tions
on
its in
trodu
ctio
n;•
Revi
sed
and
appr
oved
mon
itorin
g too
ls
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2018
MoE
S, A
EC
140
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.2.
2Tr
ain
the s
taff
of th
e Sta
te
Educ
atio
nal I
nspe
ctor
ate
on p
rovi
sion
of in
spec
tion
supe
rvisi
on
• Te
nder
s for
pro
cure
men
t of t
rain
ing s
ervi
ces o
rgan
ised;
• 80
% o
f the
stat
e ins
pect
ors t
rain
ed o
n th
e ins
pect
ion
supe
rvisi
on te
chni
ques
• Co
ntra
ct w
ith a
serv
ice p
rovi
der(
-s);
• Tr
aini
ng p
rogr
amm
e;•
Reco
rds o
n tra
inin
g pro
visio
n;
• M
oES
Dec
ision
s
2020
MoE
S, A
EC,
SEI
2.3.
1D
evelo
pmen
t of P
rofe
ssio
nal
stand
ards
and
Job
profi
les o
f Ad
ult E
duca
tors
• W
G es
tabl
ished
to d
evelo
p th
e Pro
fess
iona
l sta
ndar
ds
and
Job
profi
les;
• Fi
nanc
ial m
eans
allo
cate
d;•
Stan
dard
s and
Job
profi
les d
rafte
d an
d di
scus
sed
with
th
e key
stak
ehol
ders
;•
Dra
ft leg
al a
cts o
n in
trodu
ctio
n of
the s
yste
m;
• O
fficia
lly a
ppro
ved
Prof
essio
nal s
tand
ards
and
Job
profi
les o
f Adu
lt Ed
ucat
ors a
nd in
struc
tions
on
thei
r in
trodu
ctio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
•
MoE
S D
ecisi
ons
2019
MoE
S,
MoL
SP, A
EC,
AE
Coun
cil,
VET
Cou
ncil
2.3.
2D
evelo
p pr
ogra
mm
es fo
r tra
inin
g of A
dult
Educ
ator
s•
Dev
elope
d 5
new
pro
gram
mes
for T
oT fo
r adu
lt ed
ucat
ion
• Co
ntra
ct w
ith a
serv
ice p
rovi
der;
• A
EC D
ecisi
ons o
n ap
prov
al o
f the
Adu
lt Ed
ucat
ors’
train
ing p
rogr
amm
es
2025
(o
ngoi
ng)
AEC
, ser
vice
pr
ovid
ers
2.3.
3Ad
ult E
duca
tors’
trai
ning
se
rvice
s•
Tend
ers f
or p
rocu
rem
ent o
f Adu
lt Ed
ucat
ors’
train
ing
serv
ices o
rgan
ised;
• 50
Adu
lt Ed
ucat
ors p
asse
d th
e tra
inin
g acc
ordi
ng to
the
new
pro
gram
mes
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Tr
aini
ng P
rogr
amm
e;•
Reco
rds o
n tra
inin
g pro
cess
;•
MoE
S D
ecisi
ons
2025
(o
ngoi
ng)
MoE
S, A
EC,
serv
ice
prov
ider
s
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
III.
Impr
ove
Legi
slat
ion,
Org
anis
atio
n an
d M
anag
emen
t of A
dult
Lear
ning
and
Edu
catio
n
3.1
Impr
ove
the
ALE
fund
ing
sche
me
• Fi
nanc
ial b
ase
nece
ssar
y fo
r sus
tain
able
func
tioni
ng
and
deve
lopm
ent o
f the
ALE
syst
em a
re e
nsur
ed•
A se
para
te li
ne fo
r ALE
in th
e St
ate
Budg
et w
ith
allo
cate
d at
leas
t 1.5
% o
f the
tota
l bud
get o
f ed
ucat
ion
2025
MoE
S
3.2
Dev
elop
the
IT sy
stem
of
ALE
pro
gram
mes
and
pr
ovid
ers
• U
p-to
-dat
e st
atist
ical
dat
a on
ALE
syst
em is
avai
labl
e an
d al
low
s to
take
evi
denc
e-ba
sed
polic
y de
cisio
n •
Con
cept
on
colle
ctio
n an
d pr
oces
sing
of st
atist
ical
da
ta o
n th
e A
LE sy
stem
;•
Ope
ratio
nal A
LE IT
syst
em
2018
AEC
141
3.3
Prep
are
a ba
se fo
r in
trod
uctio
n of
m
echa
nism
s for
in
cent
ivisi
ng e
mpl
oyer
s to
inve
st in
ALE
• O
ppor
tuni
ties a
nd o
ptio
ns fo
r est
ablis
hing
pre
-co
nditi
ons f
or in
crea
sed
inve
stm
ents
in A
LE a
re
iden
tified
• Pr
ovid
ed fe
asib
ility
ana
lysis
of e
stab
lishi
ng
ince
ntiv
es fo
r em
ploy
ers (
incl
udin
g tr
aine
es’
secu
rity,
mac
hine
ry in
sura
nce,
men
torin
g an
d tr
aini
ng m
ater
ials
prov
ision
mec
hani
sms)
to
inve
st in
Adu
lt ed
ucat
ion
and
trai
ning
and
re
com
men
datio
ns a
gree
d w
ith a
ll ke
y st
akeh
olde
rs
2025
MoE
S, A
EC
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.1.
1O
rgan
ise d
evelo
pmen
t of
ALE
fund
ing s
chem
e•
WG
esta
blish
ed to
dev
elop
amen
dmen
ts in
the
legisl
atio
ns;
• Fi
nanc
ial m
eans
allo
cate
d;•
ALE
fund
ing s
chem
e inc
ludi
ng ca
lcula
tions
(for
mul
a)
draft
ed a
nd d
iscus
sed
with
the k
ey st
akeh
olde
rs;
• D
raft
legal
act
s on
intro
duct
ion
of th
e fun
ding
sche
me;
• O
fficia
lly a
ppro
ved
ALE
fund
ing s
chem
e and
in
struc
tions
on
its im
plem
enta
tion;
• D
raft
Stat
e Bud
get l
aws o
f con
sequ
ent y
ears
cont
ain
sepa
rate
line
s for
ALE
fund
ing a
t the
leve
l of a
t lea
st 1.
5% o
f the
tota
l bud
get o
f edu
catio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2025
MoE
S
3.2.
1Es
tabl
ish o
pera
tiona
l ALE
IT
syste
m
• Te
nder
s for
pro
cure
men
t of o
pera
tiona
l ALE
IT sy
stem
de
velo
pmen
t ser
vice
org
anise
d;•
ALE
IT sy
stem
insta
lled
in th
e AEC
and
fully
func
tiona
l ac
cord
ing t
o th
e app
rove
d Co
ncep
t on
colle
ctio
n an
d pr
oces
sing o
f sta
tistic
al d
ata
on th
e NE
and
AE
syste
m
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Ac
ts of
Acc
epta
nce o
f the
pro
vide
d se
rvice
;•
MoE
S D
ecisi
ons
2017
MoE
S
3.3.
1Pr
ovid
e fea
sibili
ty a
naly
sis
of es
tabl
ishin
g inc
entiv
es fo
r em
ploy
ers t
o in
vest
in A
dult
educ
atio
n an
d tra
inin
g and
re
com
men
datio
ns a
gree
d w
ith a
ll ke
y sta
keho
lder
s
• Te
nder
s for
pro
curin
g ser
vice
on
feas
ibili
ty a
naly
sis
orga
nise
d;•
iden
tified
Opp
ortu
nitie
s and
opt
ions
for e
stabl
ishin
g in
cent
ives
for e
mpl
oyer
s (in
cludi
ng tr
aine
es’ s
ecur
ity,
mac
hine
ry in
sura
nce,
men
torin
g and
trai
ning
mat
eria
ls pr
ovisi
on m
echa
nism
s) to
inve
st in
Adu
lt ed
ucat
ion
and
train
ing
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
);•
Feas
ibili
ty a
naly
sis R
epor
t end
orse
d by
MoE
S;•
Acts
of A
ccep
tanc
e of t
he p
rovi
ded
serv
ice;
• M
oES
Dec
ision
s
2025
MoE
S, A
EC
142
7.7
GEN
ERA
L IS
SUES
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
I. Im
prov
e an
d H
arm
onis
e Le
gisl
ativ
e Ba
se o
f Edu
catio
n
1.1
Revi
se, i
mpr
ove
and
harm
onise
exi
stin
g le
gisla
tion
in th
e fie
ld o
f ed
ucat
ion
• Ed
ucat
ion
legi
slatio
n is
cons
isten
t and
supp
orts
im
plem
enta
tion
of re
form
s and
dev
elop
men
t•
Daft
law
s on
amen
dmen
ts to
the
exist
ing
law
s re
late
d to
edu
catio
n20
20M
oLSP
, MoE
S
1.2
Dev
elop
a n
ew L
aw o
n hi
gher
edu
catio
n•
The
leve
l of U
nive
rsiti
es’ a
dmin
istra
tive,
finan
cial
and
ac
adem
ic au
tono
my
and
acco
unta
bilit
y is
incr
ease
d•
Effec
tiven
ess o
f uni
vers
ities
func
tioni
ng is
impr
oved
• Si
gnifi
cant
par
ticip
atio
n of
stud
ents
in d
ecisi
on
mak
ing
bodi
es in
Hig
her E
duca
tion
is en
able
d
• D
raft
law
on
high
er e
duca
tion
2018
MoE
S,
Uni
vers
ities
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
1.1.
1Re
view
the e
xisti
ng
legisl
atio
n in
the fi
eld o
f ed
ucat
ion
• W
G es
tabl
ished
to re
view
the l
egisl
atio
n;•
Fina
ncia
l mea
ns a
lloca
ted;
• An
alys
is re
sults
with
iden
tified
inco
nsist
ence
s (c
ontra
dict
ions
) and
with
reco
mm
enda
tions
on
the r
evisi
on o
f the
lega
l act
s disc
usse
d w
ith th
e key
sta
keho
lder
s
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oLSP
and
MoE
S D
ecisi
ons
2018
MoE
S, M
oLSP
, un
iver
sitie
s
1.1.
2D
evelo
p leg
islat
ive
mod
ifica
tions
to th
e exi
sting
leg
islat
ion
in th
e field
of
educ
atio
n
• W
G es
tabl
ished
to d
raft
amen
dmen
ts to
the l
egisl
atio
n;•
Fina
ncia
l mea
ns a
lloca
ted;
• Le
gal a
cts o
n am
endm
ents
to th
e leg
islat
ion
draft
ed a
nd
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Dra
ft leg
al a
cts o
n am
endm
ents
to th
e leg
islat
ion
subm
itted
• Re
port
from
the W
G;
• Re
port
on
disc
ussio
n ev
ents;
• M
oLSP
and
MoE
S D
ecisi
ons
2018
MoL
SP, M
oES
1.1.
3An
alys
is of
and
supp
ort f
or
grad
ual t
rans
form
atio
n of
so
me s
pecia
l sch
ools
into
re
sour
ce ce
ntre
s
• W
Gs o
n re
view
ing l
egisl
atio
n es
tabl
ished
;•
Fina
ncia
l mea
ns a
lloca
ted;
• An
alys
is w
ith re
com
men
datio
ns co
mpl
eted
and
di
scus
sed
with
key
stak
ehol
ders
.
• Re
port
from
the W
G;
• Re
port
on
disc
ussio
n ev
ents
2019
MoL
SP, M
oES,
un
iver
sitie
s
143
1.1.
4G
radu
al in
trodu
ctio
n of
di
ffere
ntia
l app
roac
h in
th
e tea
chin
g pro
cess
–
adju
stmen
t of t
he te
achi
ng
proc
ess a
s a re
spon
se to
lea
rnin
g of p
upils
with
sp
ecia
l edu
catio
nal n
eeds
or
socia
l car
e nee
ds
• W
Gs f
or p
repa
ring t
he in
trodu
ctio
n to
a d
iffer
entia
l ap
proa
ch in
the t
each
ing p
roce
ss es
tabl
ished
; •
Fina
ncia
l mea
ns a
lloca
ted;
• An
alys
is w
ith re
com
men
datio
ns co
mpl
eted
and
di
scus
sed
with
key
stak
ehol
ders
; •
Lega
l act
s for
am
endm
ents
to le
gisla
tion
draft
ed a
nd
disc
usse
d w
ith k
ey st
akeh
olde
rs;
• G
uide
s dra
fted;
•
Trai
ning
com
plet
ed
• Re
port
from
the W
G;
• Re
port
on
disc
ussio
n ev
ents;
•
Repo
rts o
n tra
inin
g com
plet
ed;
• M
oLSP
and
MoE
S de
cisio
ns
2025
MoL
SP, M
oES,
un
iver
sitie
s
1.1.
5D
evelo
p re
sour
ces f
or
impl
emen
tatio
n of
the
diffe
rent
ial a
ppro
ach
for
pupi
ls w
ith se
rious
lear
ning
di
fficu
lties
and
inte
llect
ual
disa
bilit
y
• W
Gs f
or d
evelo
ping
diff
eren
t res
ourc
e aid
s esta
blish
ed;
• Fi
nanc
ial m
eans
allo
cate
d;•
Lega
l act
s for
am
endm
ents
to le
gisla
tion
draft
ed a
nd
disc
usse
d w
ith k
ey st
akeh
olde
rs;
• Re
sour
ce a
ids d
evelo
ped
and
disc
usse
d w
ith k
ey
stake
hold
ers;
• G
uide
s dra
fted;
•
Trai
ning
com
plet
ed
• Re
port
from
the W
G;
• Re
port
on
disc
ussio
n ev
ents;
•
Repo
rts o
n tra
inin
g com
plet
ed;
• M
oLSP
and
MoE
S de
cisio
ns
2025
MoL
SP, M
oES,
un
iver
sitie
s
1.2.
1D
raft
Law
on
high
er
educ
atio
n th
at a
llow
s for
ad
min
istra
tive,
finan
cial
and
acad
emic
auto
nom
y of
uni
vers
ities
and
ha
rmon
isatio
n of
hig
her
educ
atio
n w
ith E
urop
ean
reco
mm
enda
tions
• W
G es
tabl
ished
to d
evelo
p dr
aft L
aw o
n hi
gher
ed
ucat
ion;
• Fi
nanc
ial m
eans
allo
cate
d;•
Inte
rnat
iona
l exp
erie
nce s
tudi
ed;
• Fi
rst d
raft
law
dev
elope
d an
d di
scus
sed
with
all
key
stake
hold
ers,
inclu
ding
stud
ents;
•
Dra
ft la
w im
prov
ed (w
ith co
nsid
erat
ion
of th
e pub
lic
disc
ussio
ns re
sults
) and
subm
itted
• Re
port
from
the W
G;
• Re
port
on
publ
ic di
scus
sion
even
ts an
d th
eir r
esul
ts;
• M
oES
Dec
ision
s
2018
MoE
S,
Uni
vers
ities
1.2.
2D
evelo
p su
b-leg
al a
cts o
n hi
gher
educ
atio
n•
WG
esta
blish
ed to
dra
ft su
b-leg
al a
cts;
• Fi
nanc
ial m
eans
allo
cate
d;•
Sub-
legal
act
s dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Appr
oved
sub-
legal
act
s ens
urin
g effe
ctiv
e app
licat
ion
of
the L
aw o
n hi
gher
educ
atio
n
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• U
nive
rsiti
es’ R
ecto
rs d
ecisi
ons,
• M
oES
Dec
ision
s
2019
MoE
S,
Uni
vers
ities
144
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
II. I
mpr
ove
Stat
istic
al D
ata
Col
lect
ion
Syst
em a
nd E
duca
tion
Man
agem
ent I
nfor
mat
ion
Syst
em (E
MIS
)
2.1
Revi
se th
e st
ruct
ure,
cont
ent o
f, an
d th
e m
echa
nism
s of a
cces
s to,
EM
IS
• EM
IS co
vers
all
leve
ls of
edu
catio
n an
d is
an e
ffect
ive
tool
for e
vide
nce
base
d po
licy
mak
ing
in th
e fie
ld o
f ed
ucat
ion
• C
ompr
ehen
sive
(in te
rms o
f edu
catio
n le
vels
cove
rage
) and
fully
func
tiona
l EM
IS, c
onta
inin
g up
-to-
date
and
acc
urat
e da
ta a
nd av
aila
ble
to a
ll m
ain
stak
ehol
ders
auth
orise
d as
use
rs
2020
MoE
S,
MoL
SP,
MoI
SA, S
SO,
BDE,
NEC
, SE
I, PS
, D
DPE
LEC
, Ed
ucat
iona
l in
stitu
tions
2.2
Impr
ove
the
offici
al
stat
istic
al d
ata
colle
ctio
n sy
stem
• Effi
cien
cy o
f the
stat
istic
al d
ata
colle
ctio
n, p
roce
ssin
g an
d pu
blish
ing
by S
SO, a
re in
crea
sed
• SS
O is
usin
g EM
IS a
dmin
istra
tive
data
to p
repa
re
offici
al e
duca
tion
data
;•
Stat
istic
al d
ata
publ
ished
by
the
SSO
supp
ort t
he
MoE
S ne
eds f
or e
duca
tion
data
2020
MoE
S, S
SO
2.3
Impr
ove
capa
citie
s of
hum
an re
sour
ces t
o m
anag
e, an
alys
e an
d us
e st
atist
ical
dat
a fo
r man
agem
ent a
nd
gove
rnan
ce p
urpo
ses
• C
orre
spon
ding
staff
s at a
ll le
vels
of th
e ed
ucat
ion
syst
em a
re a
ble
to fu
lly u
se st
atist
ical
info
rmat
ion
for
effec
tive
man
agem
ent a
nd g
over
nanc
e of
edu
catio
n an
d fo
r the
evi
denc
e ba
sed
polic
y de
sign
• A
ll sc
hool
s hav
e an
em
ploy
ee a
ssig
ned
for
prov
idin
g da
ta fo
r EM
IS a
nd S
SO;
• Po
licy
pape
rs, p
lann
ing
docu
men
ts, r
epor
ts,
stud
ies,
etc.
at a
ll le
vels
base
d on
pur
pose
ful u
se
and
anal
ysis
of st
atist
ical
info
rmat
ion
2020
MoE
S,
MoL
SP, B
DE,
N
EC, S
EI, P
S,
DD
PELE
C,
Educ
atio
nal
inst
itutio
ns
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
2.1.
1Id
entif
y th
e nee
ds o
f the
EM
IS u
sers
• W
G es
tabl
ished
; •
Resu
lts o
f ana
lysis
disc
usse
d w
ith th
e key
stak
ehol
ders
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents
• M
oES
Dec
ision
s
2018
MoE
S, M
oLSP
, M
oISA
, SSO
, BD
E, N
EC,
SEI,
PS,
DD
PELE
C,
Educ
atio
nal
insti
tutio
ns
2.1.
2D
evelo
p re
gula
tion
on E
MIS
op
erat
ion
and
use
• O
fficia
lly es
tabl
ished
WG
to d
evelo
p re
gula
tion;
•
Fina
ncia
l mea
ns a
lloca
ted;
• Re
gula
tion
draft
ed a
nd d
iscus
sed
with
the k
ey
stake
hold
ers;
• O
fficia
lly a
ppro
ved
regu
latio
n on
EM
IS o
pera
tion
and
use
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents
• M
oES
Dec
ision
s
2018
MoE
S
145
2.1.
3Re
vise
stru
ctur
e, co
nten
t of
, and
the m
echa
nism
s of
acce
ss to
EM
IS
• Te
nder
pro
cedu
re im
plem
ente
d;•
EMIS
softw
are r
evise
d;•
Nec
essa
ry h
ardw
are p
urch
ased
and
insta
lled
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• EM
IS o
pera
tiona
l acc
ordi
ng to
its n
ew re
gula
tion,
str
uctu
re a
nd co
nten
t, an
d av
aila
ble t
o th
e au
thor
ised
user
s;•
Man
uals
on E
MIS
ava
ilabl
e to
all u
sers
; •
MoE
S D
ecisi
ons
2018
MoE
S
2.2.
1Im
prov
e the
coop
erat
ion
betw
een
SSO
and
MoE
S on
sta
tistic
al ed
ucat
ion
data
co
llect
ion
and
publ
icatio
n
• Li
st of
MoE
S re
quire
men
ts to
SO
O fo
r sta
tistic
al d
ata
anal
ysis
• Li
st of
SO
O re
quire
men
ts to
MoE
S fo
r sta
tistic
al d
ata
colle
ctio
n at
pup
il an
d te
ache
r lev
el co
mpl
eted
;•
Mem
oran
dum
for C
oope
ratio
n to
mee
t the
nee
ds o
f M
oES
and
SSO
• Tr
aine
d sta
ff fo
r usin
g EM
IS fo
r SSO
dat
a co
llect
ion
need
s
• Si
gned
Mem
oran
dum
for C
oope
ratio
n be
twee
n M
oES
and
SSO
• M
oES
Dec
ision
s
2018
MoE
S, S
SO
2.3.
1Tr
ain
corr
espo
ndin
g sta
ffs o
f al
l edu
catio
nal i
nstit
utio
ns
on p
rovi
sion
of d
ata
to
EMIS
and
SSO
and
on
usag
e of s
tatis
tical
dat
a fo
r m
anag
emen
t pur
pose
s
• Te
nder
s for
pro
cure
men
t of t
rain
ing s
ervi
ces o
rgan
ised;
• M
anag
ers a
nd o
ther
corr
espo
ndin
g sta
ffs o
f all
educ
atio
nal i
nstit
utio
ns tr
aine
d
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
);•
Acts
of A
ccep
tanc
e of t
he tr
aini
ng p
rovi
sion;
• Re
cord
s on
impl
emen
ted
train
ings
;•
MoE
S an
d M
oLSP
Dec
ision
s
2018
MoE
S,
MoL
SP, S
SO,
Educ
atio
nal
insti
tutio
ns
2.3.
2Tr
ain
MoE
S, M
oLSP
an
d ot
her r
eleva
nt p
ublic
in
stitu
tions
staff
s on
acce
ss
the a
nd u
se o
f EM
IS d
ata
(acc
ordi
ng to
its r
egul
atio
n)
• Te
nder
s for
pro
cure
men
t of t
rain
ing s
ervi
ces o
rgan
ised;
• Co
rres
pond
ing s
taffs
of M
oES,
MoL
SP a
nd p
ublic
in
stitu
tions
trai
ned
• Co
ntra
ct w
ith se
rvice
pro
vide
r (-s
);•
Acts
of A
ccep
tanc
e of t
he tr
aini
ng p
rovi
sion;
• Re
cord
s on
impl
emen
ted
train
ings
;•
MoE
S an
d M
oLSP
Dec
ision
s
2018
MoE
S, M
oLSP
, BD
E, N
EC,
SEI,
PS,
DD
PELE
C
2.3.
3Tr
ain
MoE
S, M
oLSP
an
d ot
her r
eleva
nt p
ublic
in
stitu
tions
staff
s on
statis
tical
dat
a an
alys
is an
d us
e for
pol
icy
desig
n
• Te
nder
s for
pro
cure
men
t of t
rain
ing s
ervi
ces o
rgan
ised;
• Co
rres
pond
ing s
taffs
of M
oES,
MoL
SP a
nd p
ublic
in
stitu
tions
trai
ned
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s))
;•
Acts
of A
ccep
tanc
e of t
he tr
aini
ng p
rovi
sion;
• Re
cord
s on
impl
emen
ted
train
ings
;•
MoE
S an
d M
oLSP
Dec
ision
s
2019
MoE
S, M
oLSP
, BD
E, N
EC,
SEI,
PS,
DD
PELE
C
146
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
III.
Ensu
re W
ide
Use
of I
CT
in E
duca
tion
and
Trai
ning
and
Dig
ital L
itera
cy
3.1
Ensu
re u
se o
f IC
T in
le
arni
ng p
roce
ss•
Effec
tiven
ess o
f edu
catio
n pr
oces
s is i
ncre
ased
thro
ugh
use
of IC
tech
nolo
gies
;•
Teac
hers
and
lear
ners
are
acq
uirin
g ne
cess
ary
digi
tal
skill
s
• Ap
prov
ed st
anda
rds f
or th
e us
e of
ICT
at a
ll le
vels
of e
duca
tion;
• N
eces
sary
ICT
equi
pmen
t pro
vide
d to
at le
ast 5
0%
of p
ublic
edu
catio
nal i
nstit
utio
ns;
• Ed
ucat
iona
l soft
war
e fo
r the
ICT
use
deve
lope
d ac
cord
ing
to th
e st
anda
rds a
nd p
rovi
ded
to th
e us
ers;
• Te
ache
rs o
f the
equ
ippe
d in
stitu
tions
trai
ned
on
the
use
of IC
T in
the
educ
atio
n pr
oces
s
2020
2015
MoE
S, M
oLSP
, M
oISA
, BD
E, V
ETC,
M
unic
ipal
ities
, Ci
ty o
f Sko
pje
3.2
Esta
blish
a u
nifie
d el
ectr
onic
pla
tform
of
teac
hing
, lea
rnin
g an
d m
etho
dolo
gica
l res
ourc
es
• C
ondi
tions
and
env
ironm
ent f
or st
affs’
prof
essio
nal
self-
deve
lopm
ent a
nd fo
r sha
re o
f exp
erie
nce
are
ensu
red;
• Effi
cien
cy o
f pro
visio
n of
did
actic
mat
eria
ls to
staff
an
d le
arni
ng m
ater
ials
to le
arne
rs a
nd av
aila
bilit
y of
pe
dago
gica
l inn
ovat
ions
are
impr
oved
• Fu
lly o
pera
tiona
l e-p
latfo
rm w
ith u
p-to
-dat
e te
achi
ng a
nd le
arni
ng re
sour
ces a
vaila
ble
to a
ll st
aff at
all
educ
atio
nal l
evel
s, ch
ildre
n, st
uden
ts
and
lear
ners
2020
2025
MoE
S, M
oISA
, BD
E
3.3
Esta
blish
a M
athe
mat
ical
- I
CT
Gym
nasiu
m (h
igh
scho
ol) a
nd/o
r IC
T cl
assr
oom
s spe
cial
ised
in co
mpu
ter s
cien
ce a
nd
mat
hem
atic
s
• In
tere
st to
the
ICT
amon
g yo
ung
gene
ratio
n is
incr
ease
d;•
Pre-
cond
ition
s for
pre
para
tion
of fu
ture
hig
hly
qual
ified
ICT
spec
ialis
ts is
in p
lace
• O
pera
tiona
l Mat
hem
atic
al -
ICT
Gym
nasiu
m a
nd/
or IC
T cl
assr
oom
s with
cont
inuo
us e
duca
tion
proc
ess f
or th
e fir
st g
ener
atio
n of
pup
ils;
• O
ppor
tuni
ty to
incr
ease
the
num
ber o
f sea
ts at
the
Gym
nasiu
m/c
lass
es e
very
nex
t yea
r, in
line
with
th
e in
crea
sed
num
ber o
f cla
sses
2020
2015
MoE
S,
MoI
SA, B
DE
3.4
Intr
oduc
e m
oder
n IC
T qu
alifi
catio
ns at
the
VET
le
vel
• N
ew g
ener
atio
n of
ICT
tech
nici
ans i
s ava
ilabl
e to
de
velo
p, p
rom
ote,
part
icip
ate
and
utili
se In
form
atio
n so
ciet
y
• La
unch
ed e
duca
tiona
l pro
cess
of a
t lea
st o
ne
gene
ratio
n of
stud
ents
in V
ET sc
hool
s;•
Lear
ning
out
com
es d
efine
d by
the
curr
icul
a (q
ualifi
catio
n st
anda
rds)
ens
urin
g pr
oper
pr
ofes
siona
l qua
lity
of g
radu
ates
2020
MoE
S,
MoI
SA, V
ETC
147
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.1.
1O
rgan
ise d
evelo
pmen
t of
stand
ards
and
pro
cedu
res
for t
he u
se o
f ICT
by
levels
of
educ
atio
n
• W
Gs e
stabl
ished
to d
evelo
p sta
ndar
ds;
• Fi
nanc
ial m
eans
allo
cate
d;•
Stan
dard
s dra
fted
and
disc
usse
d w
ith th
e key
sta
keho
lder
s;•
Offi
cially
app
rove
d sta
ndar
ds fo
r the
use
of I
CT a
t all
levels
of e
duca
tion
and
acco
rdin
g to
the l
earn
ers a
ge
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents
• M
oLSP
, MoE
S, M
oISA
Dec
ision
s
2022
MoE
S, M
oLSP
, M
oISA
, BD
E
3.1.
2Fu
ll in
vent
ory
of
educ
atio
nal i
nstit
utio
ns’
need
s in
term
s of I
CT
equi
pmen
t acc
ordi
ng to
the
new
stan
dard
s
• Te
nder
s for
pro
cure
men
t of i
nstit
utio
ns’ n
eeds
inve
ntor
y se
rvice
org
anise
d;•
Inve
ntor
y re
sults
with
iden
tified
nee
ds o
f all
educ
atio
nal
insti
tutio
ns;
• Ed
ucat
iona
l ins
titut
ions
(at l
east
50%
of t
he p
ublic
on
es) s
elect
ed a
ccor
ding
to th
e inv
ento
ry re
sults
and
the
pre-
defin
ed se
lectio
n cr
iteria
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• M
appi
ng R
epor
t end
orse
d by
MoE
S;•
Cata
logu
e of t
rain
ing e
quip
men
t and
furn
iture
to b
e de
liver
ed to
educ
atio
n in
stitu
tions
;•
MoE
S D
ecisi
ons
2019
MoE
S, M
oLSP
, M
oISA
, BD
E, V
ETC,
M
unic
ipal
ities
, Ci
ty o
f Sko
pje
3.1.
3O
rgan
ise p
rocu
rem
ent
of IC
T eq
uipm
ent a
nd
educ
atio
nal s
oftw
are f
or
ICT
use a
ccor
ding
to th
e sta
ndar
ds
• Te
nder
pro
cedu
re im
plem
ente
d;•
All s
elect
ed ed
ucat
iona
l ins
titut
ions
pro
vide
d w
ith IC
T eq
uipm
ent;
• So
ftwar
e ins
talle
d in
the s
elect
ed ed
ucat
iona
l in
stitu
tions
;•
Staff
s tra
ined
on
the s
afe u
se o
f ICT
equi
pmen
t
• Co
ntra
ct w
ith a
pro
vide
r (-s
);•
Acts
of A
ccep
tanc
e of t
he IC
T eq
uipm
ent d
elive
ry
and
insta
lmen
t;•
Func
tiona
l and
dep
loye
d ha
rdw
are c
ompo
nent
s and
op
erat
iona
l soft
war
e in
the s
elect
ed in
stitu
tions
;•
Mat
eria
ls on
trai
ning
on
the u
se o
f the
ICT
equi
pmen
t •
MoE
S, M
oLSP
, MoI
SA D
ecisi
ons
2025
MoE
S, M
oLSP
, M
oISA
, BD
E
3.1.
4Tr
ain
the s
taffs
on
the u
se
of IC
T (h
ardw
are a
nd
softw
are)
in te
achi
ng p
roce
ss
acco
rdin
g to
the s
tand
ards
• Tr
aini
ng p
rovi
der(
s) se
lecte
d;•
Trai
ning
pro
gram
me (
inclu
ding
all
nece
ssar
y m
odul
es
and
train
ing m
ater
ials)
pre
pare
d;•
All s
taffs
of t
he se
lecte
d in
stitu
tions
trai
ned;
• M
anua
ls on
the u
se o
f ICT
in te
achi
ng p
roce
ss p
rovi
ded
to a
ll in
stitu
tions
• Ac
ts of
Acc
epta
nce o
f the
trai
ning
pro
visio
n;•
Reco
rds o
n im
plem
ente
d tra
inin
gs;
• M
oES
and
MoL
SP D
ecisi
ons
2022
MoE
S, M
oLSP
, M
oISA
, BD
E
3.1.
5D
evelo
p e-
serv
ice fo
r stu
dent
s’ ap
plica
tion/
en
rolm
ent t
o se
cond
ary
scho
ols
• Te
nder
pro
cedu
re im
plem
ente
d;•
E-se
rvice
dev
elope
d an
d in
tegr
ated
with
the e
xisti
ng
syste
ms a
nd/o
r dat
abas
es a
nd N
atio
nal p
orta
l for
e-
serv
ices;
• Sc
hool
adm
inist
rato
rs tr
aine
d fo
r usin
g the
serv
ice;
• M
oES
empl
oyee
s tra
ined
for a
dmin
ister
ing t
he se
rvice
• Fu
nctio
nal e
-ser
vice
2022
MoE
S, M
oLSP
, M
oISA
148
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.2.
1D
evelo
p co
ncep
t, str
uctu
re,
wor
k pr
ogra
mm
e and
re
gula
tion
on th
e Pla
tform
• W
G es
tabl
ished
to d
evelo
p th
e Con
cept
and
the
regu
latio
n;•
Fina
ncia
l mea
ns a
lloca
ted;
• In
tern
atio
nal e
xper
ienc
e stu
died
;•
The c
once
pt a
nd re
gula
tion
on th
e Pla
tform
inclu
ding
its
struc
ture
and
wor
k pr
ogra
mm
e, dr
afted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d co
ncep
t and
regu
latio
n on
the
Plat
form
and
instr
uctio
ns o
n th
eir i
ntro
duct
ion
• Re
port
from
the W
G;
• D
raft
legal
act
on
appr
oval
of t
he co
ncep
t, str
uctu
re,
wor
k pr
ogra
mm
e and
regu
latio
n of
the P
latfo
rm;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES,
MoL
SP, M
oISA
Dec
ision
2019
MoE
S, M
oLSP
, M
oISA
, BD
E
3.2.
2D
evelo
p a
unifi
ed el
ectro
nic
plat
form
of t
each
ing,
learn
ing a
nd m
etho
dolo
gica
l re
sour
ces
• Te
nder
for p
rocu
rem
ent o
f uni
fied
elect
roni
c pla
tform
or
gani
sed;
• El
ectro
nic p
orta
l dev
elope
d, te
sted
and
read
y fo
r pilo
ting
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Fi
nanc
ial d
ocum
ents;
• Ac
cept
ance
act
s on
prov
ision
of s
ervi
ces;
• M
oES
Dec
ision
s
2022
MoE
S, M
oISA
, BD
E
3.2.
3Pi
lot t
he el
ectro
nic p
latfo
rm•
Selec
ted
scho
ols w
here
pla
tform
will
be p
ilote
d;•
Iden
tified
nee
ds o
f the
pla
tform
impr
ovem
ent
• Re
port
on
pilo
ting r
esul
ts en
dors
ed b
y M
oES
2022
MoE
S, S
choo
ls
3.2.
4Im
prov
e and
laun
ch th
e ele
ctro
nic p
latfo
rm•
Func
tiona
l e-p
latfo
rm fo
r tea
chin
g, lea
rnin
g and
m
etho
dolo
gica
l res
ourc
es;
• Ap
prop
riate
insti
tutio
n pr
ovid
ed w
ith a
cces
s to
the
plat
form
and
its e
mpl
oyee
s tra
ined
for a
dmin
ister
ing t
he
plat
form
• El
ectro
nic p
latfo
rm a
vaila
ble;
• Re
cord
s on
the t
rain
ings
;•
Man
uals
for u
sing t
he p
latfo
rm d
evelo
ped,
pub
lishe
d an
d di
strib
uted
2022
MoE
S, M
oISA
, BD
E
3.2.
5D
evelo
p an
d pu
blish
e-
cont
ent
• Id
entifi
ed a
nd d
eter
min
ed a
reas
/subj
ects
and
topi
cs fo
r de
velo
ping
e-co
nten
t; •
Tend
er fo
r pro
cure
men
t of u
nifie
d e-
cont
ent o
rgan
ised;
• E-
cont
ent d
evelo
ped,
pub
lishe
d an
d pr
omot
ed fo
r usa
ge
• Se
lecte
d les
sons
for e
-con
tent
;•
Cont
ract
with
a se
rvice
pro
vide
r (-s
);•
Acce
ptan
ce o
f the
e-co
nten
t fro
m ed
ucat
iona
l ex
pert
s;•
E-co
nten
t acc
essib
le fo
r the
teac
hers
and
lear
ners
2022
M
oES,
MoI
SA,
BDE
3.3.
1D
evelo
p th
e con
cept
and
the
form
at o
f the
Mat
hem
atica
l - I
CT G
ymna
sium
and
/or
ICT
class
room
s
• W
G es
tabl
ished
to d
evelo
p th
e Con
cept
;•
Fina
ncia
l mea
ns a
lloca
ted;
• Th
e con
cept
on
the I
CT G
ymna
sium
and
/or I
CT
class
room
s, in
cludi
ng re
quire
men
ts to
the f
acili
ties,
the
staff
and
crite
ria a
nd p
roce
dure
s for
pup
ils’ e
nrol
men
t, dr
afted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d co
ncep
t and
instr
uctio
ns o
n its
in
trodu
ctio
n
• Re
port
from
the W
G;
• D
raft
legal
act
on
appr
oval
of t
he IC
T G
ymna
sium
co
ncep
t;•
Reco
rds o
n di
scus
sion
even
ts;•
MoE
S, M
oISA
Dec
ision
s
2019
MoE
S, M
oISA
, BD
E
149
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.3.
2O
fficia
lly es
tabl
ish th
e M
athe
mat
ical -
ICT
Gym
nasiu
m a
nd/o
r ICT
cla
ssro
oms
and
prov
ide
nece
ssar
y fa
ciliti
es
• Ap
prov
ed C
hart
er a
nd th
e sta
ff str
uctu
re;
• Te
nder
s pro
cedu
re fo
r des
ign
and
cons
truc
tion
(ren
ovat
ion)
wor
ks im
plem
ente
d;•
Tend
ers p
roce
dure
for p
rocu
rem
ent o
f equ
ipm
ent a
nd
dida
ctic
reso
urce
s im
plem
ente
d;•
Build
ing f
acili
ties,
equi
pmen
t, fu
rnitu
re a
nd d
idac
tic
reso
urce
s acc
ordi
ng to
Con
cept
and
the S
tand
ards
pr
ovid
ed
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Ac
ts of
Acc
epta
nce o
f the
wor
ks a
nd su
pply
•
MoE
S de
cisio
ns
2025
MoE
S, M
oISA
, BD
E
3.3.
3Em
ploy
and
trai
n th
e sta
ff at
the M
athe
mat
ical –
ICT
Gym
nasiu
m
• O
fficia
lly es
tabl
ished
Boa
rd fo
r sele
ctio
n of
the s
taff
mem
bers
;•
Tend
ers f
or p
rocu
rem
ent o
f tra
inin
g ser
vice
s org
anise
d;•
All s
taff
mem
bers
trai
ned
acco
rdin
g to
the C
once
pt,
Prof
essio
nal s
tand
ards
and
Job
profi
les
• St
aff re
cord
boo
ks o
f the
Gym
nasiu
m/c
lasse
s (D
irect
ors’
Dec
ision
s);•
Cont
ract
with
a se
rvice
pro
vide
r (-s
);•
Trai
ning
Pro
gram
me a
nd m
ater
ials;
• Ac
ts of
Acc
epta
nce o
f the
trai
ning
pro
visio
n;•
Reco
rds o
n im
plem
ente
d tra
inin
gs;
• M
oES
Dec
ision
s
2025
MoE
S, B
DE,
G
ymna
sium
3.3.
4D
evelo
p cu
rricu
la a
nd
subj
ect p
rogr
amm
es
• O
fficia
lly es
tabl
ished
WG
s to
deve
lop
the c
urric
ula
and
subj
ect p
rogr
amm
es;
• Th
e cur
ricul
a an
d su
bjec
t pro
gram
mes
dra
fted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d cu
rricu
la a
nd su
bjec
t pro
gram
mes
of
the I
CT G
ymna
sium
/cla
sses
and
instr
uctio
ns o
n th
eir
intro
duct
ion
• Re
port
from
the W
G;
• D
raft
legal
act
on
appr
oval
of t
he cu
rric
ula
and
subj
ect p
rogr
amm
es;
• Re
cord
s on
disc
ussio
n ev
ents;
• D
irect
or’s
Dec
ision
s
2025
MoE
S, B
DE,
G
ymna
sium
,
3.3.
5En
rol t
he p
upils
and
laun
ch
educ
atio
n pr
oces
s•
Firs
t gen
erat
ion
of p
upils
enro
lled
in IC
T ed
ucat
ion
acco
rdin
g to
the a
dmiss
ion
proc
edur
e•
Reco
rds o
n ad
miss
ion
proc
ess;
• Re
cord
s on
the e
duca
tion
proc
ess;
• O
ppor
tuni
ty fo
r enr
olm
ent a
t the
Mat
hem
atica
l -
ICT
gym
nasiu
m o
ffere
d by
an
anno
unce
men
t for
en
rolm
ent o
f pup
ils p
ublis
hed
at p
ublic
seco
ndar
y sc
hool
s in
Mac
edon
ia;
• D
irect
or’s
Dec
ision
s
2025
MoE
S, B
DE,
G
ymna
sium
150
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
3.4.
1D
evelo
p qu
alifi
catio
n sta
ndar
ds fo
r the
new
ICT
qual
ifica
tions
bas
ed o
n lea
rnin
g out
com
es
• W
Gs e
stabl
ished
to d
evelo
p sta
ndar
ds;
• W
ork
Gro
ups m
embe
rs tr
aine
d to
dev
elop
qual
ifica
tion
stand
ards
bas
ed o
n lea
rnin
g out
com
es;
• Fi
nanc
ial m
eans
allo
cate
d;•
Qua
lifica
tion
stand
ards
bas
ed o
n lea
rnin
g out
com
es fo
r at
leas
t 3 IC
T qu
alifi
catio
ns d
rafte
d an
d va
lidat
ed b
y sta
keho
lder
s;•
Offi
cially
app
rove
d qu
alifi
catio
n sta
ndar
ds b
ased
on
learn
ing o
utco
mes
read
y to
be i
ntro
duce
d
• Re
cord
s on
the W
G m
embe
rs’ tr
aini
ng;
• Re
port
from
the W
G;
• M
oES
Dec
ision
s
2019
MoE
S, V
ETC
3.4.
2D
evelo
p cu
rricu
la
(mod
ules
) for
the n
ew IC
T qu
alifi
catio
ns
• W
Gs e
stabl
ished
to d
evelo
p cu
rricu
la (m
odul
es);
• Fi
nanc
ial m
eans
allo
cate
d;•
Mod
ular
curr
icula
and
mod
ules
dra
fted
and
disc
usse
d w
ith th
e key
stak
ehol
ders
;•
Offi
cially
app
rove
d m
odul
ar cu
rricu
la a
nd m
odul
es a
nd
instr
uctio
ns o
n th
eir i
ntro
duct
ion
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
Dec
ision
s
2020
MoE
S, V
ETC
3.4.
3O
rgan
ise en
rolm
ent o
f stu
dent
s in
the I
CT fi
eld
(sec
tor)
-s)
• Ar
ound
60
stude
nts e
nrol
led in
line
with
the 3
ICT
stand
ards
on
ICT
qual
ifica
tions
• Re
cord
s on
enro
lmen
t;•
Teac
hing
and
lear
ning
mat
eria
ls av
aila
ble a
t the
co
rres
pond
ing V
ET sc
hool
s; •
VET
insti
tutio
ns d
ecisi
ons
2020
MoE
S, V
ETC,
sc
hool
s
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
IV. S
tren
gthe
n So
cial
Par
tner
ship
and
Impr
ove
Polic
y D
ialo
gue
in E
duca
tion
4.1
Esta
blish
a S
ocia
l Pa
rtne
rshi
p st
ruct
ure
for
the
Educ
atio
n se
ctor
• So
cial
par
tner
ship
in th
e ed
ucat
ion
sect
or is
in
stitu
tiona
lised
• O
ffici
ally
est
ablis
hed
and
fully
ope
ratio
nal
Educ
atio
n Po
licy
Dev
elop
men
t Boa
rd (E
PDB)
w
ith d
ully
repr
esen
tatio
n of
the
Soci
al P
artn
ers
2020
2025
MoE
S, o
ther
pu
blic
bod
ies
and
socia
l pa
rtne
r or
gani
satio
ns
4.2
Dev
elop
edu
catio
n po
licy
dial
ogue
cap
aciti
es o
f the
so
cial
par
tner
s
• So
cial
par
tner
s are
abl
e to
effe
ctiv
ely
deliv
er e
duca
tion
polic
y di
alog
ue•
Trai
ned
mem
bers
of E
PDB
and
othe
r rel
evan
t re
pres
enta
tives
of p
ublic
bod
ies a
nd o
rgan
isatio
ns,
and
soci
al p
artn
er o
rgan
isatio
ns
2020
2025
MoE
S, o
ther
pu
blic
bod
ies
and
socia
l pa
rtne
r or
gani
satio
ns
151
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
4.1.
1Pr
ovid
e fea
sibili
ty a
naly
sis
of es
tabl
ishin
g the
EPD
B•
Tend
er p
roce
dure
for p
rocu
ring s
ervi
ce o
n fe
asib
ility
an
alys
is im
plem
ente
d;•
Anal
ysis
resu
lts w
ith re
com
men
datio
ns o
n fe
asib
ility
, po
ssib
le op
tions
and
a co
ncep
t for
esta
blish
ing t
he E
PDB
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Fe
asib
ility
ana
lysis
Rep
ort e
ndor
sed
by M
oES;
•
MoE
S D
ecisi
ons
2018
MoE
S
4.1.
2Pr
ovid
e neg
otia
tions
with
th
e rele
vant
org
anisa
tions
on
the E
PDB
esta
blish
men
t
• Pr
elim
inar
y ag
reem
ent o
n es
tabl
ishm
ent o
f the
EPD
B an
d its
stat
utor
y as
pect
s•
A m
emor
andu
m o
n es
tabl
ishin
g the
EPD
B sig
ned
by
all r
eleva
nt p
artie
s20
18M
oES,
oth
er
publ
ic b
odie
s an
d so
cial
part
ner o
rgan
-isa
tions
39
4.1.
3O
rgan
ise th
e for
mal
pro
ce-
dure
of E
PDB
esta
blish
men
t•
Offi
cially
esta
blish
ed E
PDB;
• Cr
iteria
for p
artic
ipat
ion
and
wor
k at
EPD
B de
velo
ped
• M
oES
deci
sions
20
18M
oES
4.1.
4En
sure
smoo
th o
pera
tions
of
the E
PDB
• Re
gula
r mee
ting h
eld b
y th
e EPD
B;•
Fina
ncia
l mea
ns a
lloca
ted
• M
inut
es o
f the
EPD
B m
eetin
gs
2025
MoE
S, E
PDB
mem
ber o
r-ga
nisa
tions
4.2.
1O
rgan
ise E
PDB
mem
bers’
tra
inin
g nee
ds a
sses
smen
t•
Repo
rt o
n th
e ass
essm
ent n
eeds
;•
Indi
cativ
e tra
inin
g pla
n de
velo
ped
• Re
port
on
the a
sses
smen
t nee
ds;
• In
dica
tive t
rain
ing p
lan
2020
2025
MoE
S
4.2.
2Tr
aini
ng o
n po
licy
dial
ogue
fo
r the
EPD
B m
embe
rs a
nd
repr
esen
tativ
es o
f oth
er p
ub-
lic b
odie
s and
socia
l par
tner
or
gani
satio
ns
• At
leas
t 30
peop
le tra
ined
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Tr
aini
ng P
rogr
amm
e;•
Acts
of A
ccep
tanc
e of p
rovi
ded
train
ing s
ervi
ces;
• M
oES
Dec
ision
s
2020
2025
MoE
S, o
ther
pu
blic
bod
ies
and
orga
ni-
satio
ns, s
ocia
l pa
rtne
rs
39 39
Acco
rdin
g to
the
EPD
B fe
asib
ility
ana
lysi
s re
com
men
datio
ns.
152
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
V. O
pera
tiona
lise
the
Mac
edon
ian
Qua
lifica
tions
Fra
mew
ork
5.1
Furt
her d
evel
opm
ent o
f M
QF
• Pr
econ
ditio
ns fo
r har
mon
ised
deve
lopm
ent o
f the
M
QF
are
in p
lace
;•
Publ
ic aw
aren
ess o
n M
QF
and
all i
ts co
mpo
nent
s is
raise
d an
d vi
sibili
ty o
f MQ
F fo
r sta
keho
lder
s and
w
ider
pub
lic is
ens
ured
• Fu
ll Pa
ckag
e of
doc
umen
tatio
n on
MQ
F in
clud
ing
glos
sarie
s, re
port
s, m
etho
dolo
gies
, pro
cedu
res,
and
guid
elin
es d
evel
oped
, pub
lishe
d an
d di
ssem
inat
ed
2020
MoE
S,
5.2
Set u
p M
QF
stru
ctur
es•
Inst
itutio
nal c
apac
ities
for e
ffect
ive
gove
rnin
g of
MQ
F an
d fo
r sta
keho
lder
s’ in
volv
emen
t are
enh
ance
d•
Offi
cial
ly e
stab
lishe
d M
QF
stru
ctur
es w
ith d
ully
in
volv
emen
t of t
he k
ey st
akeh
olde
rs a
nd w
ith
clea
rly d
efine
d ro
les a
nd re
spon
sibili
ties
2020
MoE
S,
MoL
SP,
NBM
QF,
BDE,
V
ETC
, CA
E
5.3
Incl
ude
qual
ifica
tions
into
th
e M
QF
• A
com
preh
ensiv
e sy
stem
of q
ualifi
catio
ns aw
arde
d in
M
aced
onia
acc
ordi
ng to
the
MQ
F an
d a
Regi
ster
are
es
tabl
ished
• C
onsis
tent
syst
em o
n qu
alifi
catio
ns w
ith M
QF
leve
ls, o
pene
d fo
r new
qua
lifica
tions
;•
Mac
edon
ian
qual
ifica
tions
Reg
ister
est
ablis
hed;
• H
uman
reso
urce
s abl
e to
man
age
MQ
F Re
gist
er
and
effec
tivel
y w
ork
with
MQ
F pr
oces
ses
2020
MoE
S,
MoL
SP, B
DE,
V
ET C
entr
e, C
AE,
Sec
tora
l Q
ualifi
catio
n C
omm
issio
ns
and
NBM
QF,
MQ
F Re
gist
er
5.4
Esta
blish
MQ
F Q
ualit
y as
sura
nce
syst
em
• C
redi
bilit
y of
the
qual
ifica
tions
awar
ded
in M
aced
onia
is
prot
ecte
d•
Func
tioni
ng in
stitu
tions
and
pro
cedu
res o
f qu
alifi
catio
ns q
ualit
y as
sura
nce;
• H
uman
reso
urce
s tra
ined
to ta
ke th
eir r
oles
rela
ted
to th
e M
QF
Qua
lity
assu
ranc
e pr
ofes
siona
lly a
nd
effec
tivel
y
2020
MoE
S, B
DE,
N
BMQ
F, V
ETC
, NEC
, SE
I, M
QF
bodi
es
153
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
5.1.
1D
evelo
p th
e key
conc
epts
rela
ted
to th
e MQ
F•
Revi
ewed
curr
icula
;•
Cond
ucte
d ev
ents;
• D
evelo
ped
docu
men
ts
• At
leas
t 2,0
00 co
pies
of G
loss
ary
publ
ished
, di
ssem
inat
ed a
nd o
n w
eb-p
age;
• Re
port
s and
evid
ence
mat
eria
ls on
the c
ondu
cted
ev
ents;
• D
ocum
ents
endo
rsed
by
MoE
S;
• M
oES
and
othe
r rele
vant
pub
lic in
stitu
tions
and
bo
dies
’ dec
ision
s
2018
MoE
S
5.1.
2D
rafti
ng a
EQ
F Re
fere
ncin
g Re
port
of t
he M
aced
onia
n Q
ualifi
catio
ns F
ram
ewor
k an
d Se
lf-Ce
rtifi
catio
n to
the
QF-
EHEA
• U
pdat
ed E
QF
refe
renc
ing r
epor
t;•
Dev
elope
d Ro
adm
ap;
• Co
nduc
ted
mee
tings
• Re
port
dra
fted;
•
At le
ast 1
,000
copi
es o
f EQ
F re
fere
ncin
g rep
ort
publ
ished
and
diss
emin
ated
and
repo
rt p
ublis
hed
on
the w
eb-p
age;
• Ro
adm
ap en
dors
ed b
y M
oES
and
publ
ished
on
web
-pa
ge;
• Re
port
s and
evid
ence
mat
eria
ls on
the c
ondu
cted
ev
ents
2020
MoE
S
5.2.
1.D
evelo
p by
-law
s, ru
leboo
ks,
met
hodo
logi
es, p
roto
cols,
gu
ideli
nes a
nd o
ther
act
s re
levan
t for
NQ
F str
uctu
res
• O
fficia
lly es
tabl
ished
WG
s to
deve
lop
the d
ocum
ents;
• D
ocum
ents
draft
ed a
nd d
iscus
sed
with
the k
ey
stake
hold
ers;
• O
fficia
lly a
ppro
ved
by-la
ws,
ruleb
ooks
, met
hodo
logi
es,
prot
ocol
s, gu
ideli
nes a
nd o
ther
act
s
• Re
port
from
the W
G;
• Re
cord
s on
disc
ussio
n ev
ents;
• M
oES
deci
sions
2018
MoE
S
5.2.
2Es
tabl
ish M
QF
struc
ture
s•
Sect
oria
l qua
lifica
tions
com
miss
ions
esta
blish
ed
• M
oES
deci
sions
2018
MoE
S
5.2.
3D
efine
roles
and
re
spon
sibili
ties o
f diff
eren
t sta
keho
lder
s to
impl
emen
t M
QF
• Cl
early
defi
ned
and
agre
ed ro
les o
f the
stak
ehol
ders
• M
emor
anda
and
pro
toco
ls sig
ned
with
all
stake
hold
ers f
or d
evelo
pmen
t and
impl
emen
tatio
n of
th
e MQ
F
2018
MoE
S, a
ll re
levan
t sta
keho
lder
s40
5.2.
4O
rgan
ise ca
pacit
y bu
ildin
g of
the s
take
hold
ers i
nvol
ved
in M
QF
struc
ture
s
• Te
nder
s for
pro
cure
men
t for
capa
city
build
ing s
ervi
ces
orga
nise
d;•
At le
ast 5
0 m
embe
rs o
f MQ
F str
uctu
res t
rain
ed
• Co
ntra
ct w
ith se
rvice
pro
vide
r(-s
);•
Trai
ning
Pro
gram
me;
• Ac
ts of
Acc
epta
nce o
f pro
vide
d tra
inin
g ser
vice
s;•
NBM
QF
deci
sions
;•
MoE
S de
cisio
ns
2018
MoE
S,
NBM
QF
154
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
5.2.
5An
alys
e the
esta
blish
ed
MQ
F sy
stem
on
struc
tura
l an
d sy
stem
ic lev
els
• W
G es
tabl
ished
to p
rovi
de a
naly
sis;
• Fi
nanc
ial m
eans
allo
cate
d;•
Nee
ds fo
r im
prov
emen
t of t
he sy
stem
Iden
tified
and
di
scus
sed
with
the k
ey st
akeh
olde
rs
• Re
port
on
anal
ysis
of th
e sys
tem
with
re
com
men
datio
ns o
n im
prov
emen
ts of
insti
tutio
nal
and
adm
inist
rativ
e set
-up,
and
the r
egul
ator
y ba
se;
• M
oES
Dec
ision
s
2018
MoE
S, M
oLSP
, V
ETC,
A
EC, B
DE,
N
BMQ
F, o
ther
sta
keho
lder
s
5.3.
1D
evelo
p G
uide
lines
on
learn
ing o
utco
mes
and
di
ssem
inat
ion
• W
G es
tabl
ished
to d
evelo
p th
e Gui
delin
es;
• Fi
nanc
ial m
eans
allo
cate
d;•
Gui
delin
es d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• G
uide
lines
offi
cially
app
rove
d an
d di
ssem
inat
ed, w
ith
clear
ly d
efine
d ru
les, w
ays a
nd co
nditi
ons o
f dev
elopi
ng
and
impl
emen
ting e
ffect
ive l
earn
ing o
utco
mes
and
usin
g th
em b
y va
rious
use
rs
• Re
cord
s on
disc
ussio
n ev
ents;
• G
uide
lines
pub
lishe
d on
web
page
;•
Evid
ence
mat
eria
ls (b
ookl
ets,
leafle
ts, re
cord
s, et
c.)
on d
issem
inat
ion
of g
uide
lines
; •
NBM
QF
deci
sions
;•
MoE
S de
cisio
ns
2018
MoE
S,
BDE,
VET
Ce
ntre
, AEC
, U
nive
rsiti
es
NBM
QF,
oth
er
stake
hold
ers
5.3.
2D
evelo
p G
uide
lines
on
inclu
ding
exist
ing a
nd n
ew
qual
ifica
tions
into
the M
QF
• O
fficia
lly es
tabl
ished
WG
to d
evelo
p th
e Gui
delin
es;
• Fi
nanc
ial m
eans
allo
cate
d;•
Gui
delin
es d
rafte
d an
d di
scus
sed
with
the k
ey
stake
hold
ers;
• O
fficia
lly a
ppro
ved
and
diss
emin
ated
gui
delin
es o
n in
clusio
n of
qua
lifica
tions
in M
QF
(inclu
ding
leve
lling
pr
oced
ures
)
• Re
cord
s on
disc
ussio
n ev
ents;
• G
uide
lines
pub
lishe
d on
web
page
;•
Evid
ence
mat
eria
ls (b
ookl
ets,
leafle
ts, re
cord
s, et
c.)
on d
issem
inat
ion
of g
uide
lines
;•
NBM
QF
deci
sions
;•
MoE
S de
cisio
ns
2018
MoE
S,
BDE,
VET
Ce
ntre
, AEC
, U
nive
rsiti
es
NBM
QF,
ot
her k
ey
stake
hold
ers
5.3.
3Bu
ild ca
pacit
y of
var
ious
ac
tors
acc
ordi
ng to
thei
r ro
les re
late
d to
MQ
F
• Te
nder
s for
pro
cure
men
t of c
apac
ity b
uild
ing s
ervi
ces
orga
nise
d;•
At le
ast 1
00 p
eopl
e tra
ined
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• Tr
aini
ng P
rogr
amm
e;•
Acts
of A
ccep
tanc
e of p
rovi
ded
train
ing s
ervi
ces;
• N
BMQ
F de
cisio
ns;
• M
oES
Dec
ision
s
2018
MoE
S,
BDE,
VET
Ce
ntre
, AEC
, U
nive
rsiti
es
NBM
QF,
oth
er
stake
hold
ers
5.3.
4In
clude
the e
xisti
ng
qual
ifica
tions
into
MQ
F•
All r
eleva
nt q
ualifi
catio
ns ex
istin
g by
the i
ntro
duct
ion
of
MQ
F re
vise
d (le
velle
d) a
nd in
clude
d in
MQ
F•
NBM
QF
deci
sions
•
MoE
S de
cisio
ns20
18M
oES,
BD
E, V
ET
Cent
re, A
EC,
Uni
vers
ities
N
BMQ
F,ot
her k
ey
stake
hold
er
155
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
5.3.
5D
evelo
p th
e MQ
F Re
giste
r •
Sche
me o
f the
insti
tutio
nal s
truc
ture
of t
he re
giste
r de
velo
ped
and
appr
oved
;•
IT in
strum
ents
(dat
a ba
ses,
tem
plat
es o
f app
licat
ion,
the
regi
ster p
orta
l, et
c.) fo
r the
MQ
F Re
giste
r fun
ctio
ning
• Re
cord
s on
disc
ussio
n ev
ents;
• Fu
lly o
pera
tiona
l web
-por
tal o
f the
MQ
F Re
giste
r;•
NBM
QF
deci
sions
;•
MoE
S de
cisio
ns
2019
MoE
S, B
DE,
V
ET C
entre
, A
EC, N
BMQ
F
5.3.
6Es
tabl
ish a
mec
hani
sm o
f qu
alifi
catio
ns le
velli
ng a
nd
inclu
sion
in M
QF
• O
fficia
lly es
tabl
ished
WG
to ev
alua
te th
e mec
hani
sm;
• Fi
nanc
ial m
eans
allo
cate
d;•
Impr
ovem
ent n
eeds
of t
he m
echa
nism
iden
tified
and
di
scus
sed
with
the k
ey st
akeh
olde
rs
• Re
cord
s on
disc
ussio
n ev
ents;
• Re
port
on
eval
uatio
n of
the m
echa
nism
with
re
com
men
datio
ns o
n im
prov
emen
ts;•
NBM
QF
deci
sions
;•
MoE
S de
cisio
ns
2019
MoE
S,
BDE,
VET
Ce
ntre
, AEC
, N
BMQ
F,
Regi
ster
5.3.
7D
evelo
p ne
w q
ualifi
catio
ns
acco
rdin
g to
the M
QF
• La
unch
ed p
roce
ss o
f des
igni
ng, l
evell
ing,
appr
oval
of
qual
ifica
tions
and
thei
r inc
lusio
n in
to th
e Reg
ister
; •
Appl
icatio
ns fo
r new
qua
lifica
tions
;•
At le
ast 1
20 n
ew q
ualifi
catio
ns in
clude
d in
to th
e MQ
F
• N
BMQ
F de
cisio
ns;
• M
oES
deci
sions
2020
MoE
S,
BDE,
VET
Ce
ntre
, AEC
, N
BMQ
F,
Regi
ster
5.4.
1An
alys
e the
exist
ing Q
ualit
y A
ssur
ance
syste
m a
nd p
lans
fo
r its
impr
ovem
ent
• W
G es
tabl
ished
to p
rovi
de th
e ana
lysis
;•
Fina
ncia
l mea
ns a
lloca
ted;
• An
alyt
ical R
epor
t on
the e
lemen
ts an
d pr
oced
ures
of
the e
xisti
ng Q
A ev
alua
ting t
heir
appr
opria
tene
ss a
nd
effec
tiven
ess i
n ag
ains
t req
uire
men
ts es
tabl
ished
by
the
relev
ant E
U st
ruct
ures
and
with
reco
mm
enda
tions
on
nece
ssar
y im
prov
emen
ts, en
dors
ed b
y M
oES
and
the
NBM
QF
• Re
port
from
the W
G;
• N
BMQ
F de
cisio
ns;
• M
oES
deci
sions
2018
MoE
S, B
DE,
V
ET C
entre
, A
EC, N
EC,
BAEH
E,
NBM
QF
5.4.
2Al
ign
QA
syste
m w
ith
EQV
ET a
nd E
HEA
• Fu
ll de
scrip
tion
of th
e QA
syste
ms f
or h
ighe
r edu
catio
n w
ith p
rosp
ects
to b
e a m
embe
r of E
QA
R;•
Acce
pted
app
licat
ion
for t
he E
QV
ET m
embe
rshi
p•
Full
desc
riptio
n of
the Q
A sy
stem
for V
ET q
ualifi
catio
ns.
• O
fficia
l MoE
S co
rres
pond
ence
with
EQ
VET
• N
BMQ
F de
cisio
ns;
• M
oES
deci
sions
;
201
9M
oES,
N
BMQ
F,
VET
C,
Uni
vers
ities
, BA
EHE/
bodi
es
156
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
5.4.
3D
evelo
p gu
ideli
nes o
n th
e QA
at a
ll lev
els o
f the
ed
ucat
ion
syste
m
• W
G es
tabl
ished
to d
evelo
p th
e Gui
delin
es;
• Fi
nanc
ial m
eans
allo
cate
d;•
Gui
delin
es o
n ho
w to
mak
e use
of t
he Q
A in
hig
her
educ
atio
n (in
tern
al a
nd ex
tern
al Q
A sy
stem
s)•
Gui
delin
es h
ow to
mak
e use
of t
he E
QV
ET sy
stem
• In
form
atio
n de
liver
ed to
ope
n pu
blic
in w
hich
way
the
QA
mec
hani
sms w
ork
in th
e Mac
edon
ian
educ
atio
n an
d qu
alifi
catio
n sy
stem
• Re
port
from
the W
G;
• G
uide
lines
and
oth
er d
issem
inat
ion
mat
eria
ls pu
blish
ed a
nd d
issem
inat
ed;
• N
BMQ
F D
ecisi
ons;
• M
oES
Dec
ision
s
2018
MoE
S,
NBM
QF,
M
QF
bodi
es
5.4.
4Bu
ild ca
pacit
ies o
f var
ious
ac
tors
acc
ordi
ng to
thei
r ro
les re
late
d to
QA
• Te
nder
s for
pro
cure
men
t of c
apac
ity b
uild
ing s
ervi
ces
orga
nise
d;•
At le
ast 1
,000
repr
esen
tativ
es o
f MQ
F Q
A re
late
d str
uctu
res a
nd ed
ucat
iona
l ins
titut
ions
trai
ned
• Co
ntra
ct w
ith se
rvice
pro
vide
r(-s
);•
Trai
ning
Pro
gram
me;
• Ac
ts of
Acc
epta
nce o
f pro
vide
d tra
inin
g ser
vice
s;•
NBM
QF
deci
sions
;•
MoE
S de
cisio
ns
2020
MoE
S,
NBM
QF,
M
QF
bodi
es,
educ
atio
nal
insti
tutio
ns
5.4.
5Im
plem
ent t
he Q
A sy
stem
in
cludi
ng v
alid
atio
n of
qu
alifi
catio
ns
• Es
tabl
ished
QA
rela
ted
insti
tutio
ns w
ith cl
ear s
cope
of
right
s and
obl
igat
ions
, sta
ndar
ds a
nd p
roce
dure
s;•
QA
stan
dard
s and
pro
cedu
res e
valu
atio
n by
relev
ant
bodi
es
• Ce
rtifi
cate
s of q
ualit
y aw
arde
d to
educ
atio
n pr
ovid
ers;
• N
BMQ
F de
cisio
ns;
• M
oES
deci
sions
2020
MoE
S,
NBM
QF,
M
QF
bodi
es
40
№Pr
iori
ties/
Mea
sure
sO
utco
mes
Obj
ectiv
ely
veri
fiabl
e In
dica
tor
Peri
odR
espo
nsib
le
Prio
rity
VI.
Impr
ove
capa
citie
s of n
atio
nal i
nstit
utio
ns a
nd p
rovi
de m
onito
ring
and
eva
luat
ion
of th
e St
rate
gy
6.1
Impr
ove
stat
e go
vern
ance
ca
paci
ties o
f the
pub
lic
bodi
es
• N
atio
nal i
nstit
utio
ns a
re a
ble
to d
esig
n, im
plem
ent,
mon
itor a
nd e
valu
ate
educ
atio
n po
licy
and
effec
tivel
y go
vern
the
educ
atio
n sy
stem
• St
reng
then
ed h
uman
reso
urce
s’ ca
paci
ties a
nd
inst
itutio
nal i
mpr
ovem
ents
in M
inist
ries a
nd o
ther
ed
ucat
ion
rela
ted
publ
ic b
odie
s
2020
MoL
SP,
MoE
S, o
ther
ed
ucat
ion
rela
ted
publ
ic
bodi
es
40
To b
e id
entifi
ed a
t a la
ter s
tage
.
157
6.2
Mon
itor t
he S
trat
egy
impl
emen
tatio
n pr
oces
s•
A fe
edba
ck a
bout
the
Stra
tegy
impl
emen
tatio
n pr
oces
s is
ensu
red;
• Pr
econ
ditio
ns fo
r ens
urin
g St
rate
gy im
plem
enta
tion
effici
ency
and
effe
ctiv
enes
s are
in p
lace
• St
rate
gy im
plem
enta
tion
and
mon
itorin
g un
it es
tabl
ished
and
ope
ratio
nal a
t the
MoE
S;•
Ope
rativ
e m
echa
nism
for m
onito
ring
of th
e St
rate
gy w
ith d
ue in
volv
emen
t of k
ey st
akeh
olde
rs
and
soci
al p
artn
ers;
• D
ecisi
ons o
n ad
just
men
ts n
eces
sary
for a
chie
ving
effi
cien
t and
effe
ctiv
e pe
rfor
man
ce ta
ken
on
the
base
of t
he re
sults
of r
egul
arly
car
ried
out
mon
itorin
g
2020
2025
MoL
SP,
MoE
S, o
ther
ap
prop
riate
or
gani
sa-
tions
41
6.3
Eval
uate
the
Stra
tegy
im
plem
enta
tion
resu
lts•
A fe
edba
ck o
n w
heth
er th
e St
rate
gy o
bjec
tives
are
met
an
d in
form
atio
n fo
r the
furt
her p
olic
y de
cisio
ns, a
re
ensu
red
• Ev
alua
tion
resu
lts av
aila
ble
for a
ll ke
y st
akeh
olde
rs20
26M
oLSP
, MoE
S
41
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
6.1.
1A
sses
s tra
inin
g nee
ds o
f th
e sta
ffs a
nd in
stitu
tiona
l ca
pacit
y de
velo
pmen
t ne
eds o
f the
Min
istrie
s and
ed
ucat
ion
rela
ted
publ
ic bo
dies
in te
rms o
f im
prov
ed
state
gove
rnan
ce
• Te
nder
for p
rocu
rem
ent o
f nee
ds a
sses
smen
t ser
vice
or
gani
sed;
• Re
sults
of t
he n
eeds
ass
essm
ent w
ith re
com
men
datio
n on
lear
ning
out
com
es o
f the
trai
ning
for s
taffs
and
in
stitu
tiona
l cap
acity
dev
elopm
ent o
f the
pub
lic b
odie
s pr
oces
sed
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• N
eeds
ass
essm
ent R
epor
t end
orse
d by
MoE
S an
d M
oLSP
2018
MoE
S, M
oLSP
6.1.
2An
alys
is an
d ha
rmon
isatio
n of
the r
oles
of a
utho
rise
d m
unici
pal e
duca
tion
insp
ecto
rs a
nd S
EI
insp
ecto
rs
• W
Gs e
stabl
ished
; •
Anal
ysis
inclu
ding
reco
mm
enda
tions
on
role
harm
onisa
tion
com
plet
ed;
• Co
nsul
tatio
n w
ith a
ll ke
y sta
keho
lder
s com
plet
ed
• Re
port
on
Anal
ysis
with
Rec
omm
enda
tions
pr
ovid
ed;
• Re
cord
s on
mee
tings
held
2019
MoE
S, S
EI,
Mun
icip
aliti
es
6.2.
1Es
tabl
ish a
Stra
tegy
im
plem
enta
tion
and
mon
itorin
g uni
t at t
he
MoE
S
• O
fficia
lly es
tabl
ished
uni
t at t
he M
oES
with
a sp
ecia
l re
spon
sibili
ty to
mon
itor t
he im
plem
enta
tion
of th
e St
rate
gy a
nd o
rgan
ise it
s eva
luat
ion1
6
• U
pdat
ed A
ct o
n Sy
stem
atisa
tion
of Jo
b Po
sitio
ns a
t th
e MoE
S 20
18M
oES,
oth
er
relev
ant
orga
nisa
tions
41
Acco
rdin
g to
the
resp
onsi
bilit
ies
defin
ed b
y th
e M
onito
ring
Mec
hani
sm (s
ee A
ctiv
ity 6
.2.2
bel
ow)
158
№Ac
tiviti
esO
utpu
t ind
icat
orSo
urce
of v
erifi
catio
nD
eadl
ine
Resp
onsib
le
6.2.
2Im
plem
ent m
onito
ring
activ
ities
• M
onito
ring r
esul
ts re
gula
rly p
rodu
ced
and
mad
e av
aila
ble f
or th
e dec
ision
mak
ers a
nd fo
r the
key
sta
keho
lder
s by
the M
oES
Uni
t for
mon
itorin
g and
ev
alua
tion
• M
onito
ring R
epor
ts ap
prov
ed b
y th
e app
ropr
iate
str
uctu
res (
acco
rdin
g to
the S
chem
e on
mon
itorin
g to
be d
efine
d) a
nd p
rope
rly p
ublis
hed
2020
2025
MoL
SP, M
oES,
ot
her r
eleva
nt
orga
nisa
tions
6.3.
1In
depe
nden
t eva
luat
ion
of
the S
trate
gy im
plem
enta
tion
resu
lts
• Te
nder
for p
rocu
rem
ent o
f eva
luat
ion
serv
ice o
rgan
ised;
• Re
sults
of t
he in
depe
nden
t eva
luat
ion
are p
roce
ssed
and
re
com
men
datio
ns a
re p
rovi
ded
• Co
ntra
ct w
ith a
serv
ice p
rovi
der (
-s);
• In
depe
nden
t Eva
luat
ion
Repo
rt w
ith
reco
mm
enda
tions
2026
MoL
SP, M
oES
6.3.
2Ta
ke k
ey p
olic
y de
cisio
ns
on fu
rthe
r ste
ps o
f Ed
ucat
ion
syste
m re
form
an
d de
velo
pmen
t bas
ed
on th
e ext
erna
l eva
luat
ion
reco
mm
enda
tions
• An
alys
is of
the E
valu
atio
n re
sults
impl
emen
ted;
• A
cons
ulta
tion
with
all
key
stake
hold
ers c
arrie
d ou
t•
MoE
S de
cisio
ns20
26M
oLSP
, M
oES,
key
sta
keho
lder
s
EDU
CA
TIO
N S
TRA
TEG
YA
CTI
ON
PLA
N