EDUCATION STRATEGY EDUCATION STRATEGY

EDUCATION STRATEGY

аnd action plan

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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:

Education Strategy for 2018-2025 | 9

• 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.


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


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.


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


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.


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.


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.


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.


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


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;


- 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;


- 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;


- 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


• 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;


• 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.


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


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.


KEY STRATEGIC AREAS (PILLARS) OF DEVELOPMENT OF EDUCATION


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


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.


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.


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.



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


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.


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


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.


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.


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.



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


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.


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


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.


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.


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.



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


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.


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.


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.


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;


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.



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


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;


(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.


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.


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;


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.


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.



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


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.


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.


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;


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.


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


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.


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.


• 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


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,


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.


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.



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;


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.


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


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

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