Vet Strategy and Action Plan - en PDF

Ministry of Education and Science
STRATEGY FOR VOCATIONAL EDUCATION AND TRAINING

IN A LIFELONG LEARNING CONTEXT
2013 - 2020
and
ACTION PLAN
Skopje, 2013
Final approved version - Not edited or formatted
Content
Preface
Abbreviations
Acknowledgements
Executive Summary
1.
Background ................................................................................................................... 10
1.1. Why do we need a VET Strategy ............................................................................ 11
1.2. Life and work evolve .............................................................................................. 11
1.3. New age new skills .............................................................................................. 14
1.4. The VET Strategy in an international context ........................................................ 17
2.
VET system main features, opportunities and challenges ..................................... 21

2.1. The environment in which VET operates ............................................................... 22
2.2. The structure of the VET system ............................................................................ 26
2.3. Progression and transition ..................................................................................... 32
2.4. Attractiveness of VET ............................................................................................. 33
2.5. Legislation .............................................................................................................. 37
2.6. Challenges .............................................................................................................. 38
3.
Strategy Framework ..................................................................................................... 47

3.1 Guiding principles .................................................................................................. 48
3.2 Vision and goals of the Strategy ............................................................................ 49
4.
The future VET system ................................................................................................. 51

4.1 VET in the function of strengthening of social cohesion and social inclusion ........ 51
4.2 Attractive vocational education and training ........................................................ 54
4.3 Quality and relevance guarantee for competitiveness ...................................... 60
4.4 Governance, resources, capacity and accountability in the future VET system .... 65
Efficient and effective implementation of the VET Strategy and Action Plan ........... 69
Stages in the implementation of the Strategy ............................................................ 69
5.
6.
References
Action Plan.................................................................................................................... 79
PREFACE
Education and training is a key component of Europe 2020 and plays a fundamental role in
supporting smart, sustainable and inclusive growth in Europe.
Vocational education and training (VET) holds a priority place as contributor to human capital
development, to economic growth, to reduction of unemployment, to better employment and
social cohesion in the Republic of Macedonia. Such demands on VET policy show no sign of
abating as the economic crisis persists and challenges the world and all our policies.
The system of vocational education and training shall meet the needs of the individual citizens
and skills demand of the labour market - now and in the future.
At a time when demand for new skills is growing as never before, VET ought to encourage
innovation, competitiveness, new partnerships, and prepare citizens for employment in the
domestic and global labour markets.
The European dimension in vocational education and training in the Republic of Macedonia is
translated through development of key competencies, the application of quality criteria,
enhanced transparency of the system, networks for cooperation and high-quality teachers and
trainers.
Reforms in vocational education and training intend to strengthen lifelong learning, to make
mobility a reality, to improve the quality, effectiveness and efficiency of education and training.
Moreover, VET shall promote equity, social cohesion and active citizenship.
Imperative challenges incited the development of this Strategy for Vocational Education and
Training in a lifelong learning context (2013-2020): the rapid development of new knowledge
and technologies, frequent changes in the labour market, growing demand for highly qualified
labour, aging of the population, impact of globalisation, and the process of accession of the
Republic of Macedonia to the European Union.
The strategy emphasises development of vocational education and training oriented to the
common European goals, the priorities formulated in the Bruges Communiqu (2010) and the
strategic framework for European cooperation "Education and Training 2020".
The strategy and action plan for vocational education and training in the context of lifelong
learning 2013-2020 build on a comprehensive collaborative analysis of the existing system of
vocational education and training, included consultation with all relevant stakeholders in the
Republic of Macedonia.
The strategy intends to improve the effectiveness of the functioning of the existing system of
vocational education and training in terms of quality and output, i.e. in terms of its
3
effectiveness and relevance for youth and adults, for the market labour and continuing
education.
The strategy addresses the following priority areas:
Vocational education and training and its role in strengthening social inclusion and
cohesion;
The attractiveness of education and training as an aware choice for youth and adults;
The quality and relevance of vocational education and training, as guarantee for
competitiveness;
Good governance, resources, capacity and accountability in the future system education
and training.
The strategic objectives of vocational education and training contemplate:
Enhancing the attractiveness, relevance and quality of vocational education and

training, allowing it to play a major role in promoting business performance,
competitiveness and innovation;
Providing youth and adults with diverse and flexible learning opportunities to acquire
skills that will be needed for career development and to stimulate entrepreneurial
attitude, promoting their participation in further education and training and
contributing to active citizenship and personal fulfilment;
Promoting the highest quality and social inclusion, contributing to better employability,
mobility and safety in the workplace, improving anticipation and management of
change in the labour market and enhancing business competitiveness.
The strategy and action plan for vocational education and training in the context of lifelong
learning (2013-2020) provide a comprehensive basis for further reforms in key areas:
curriculum, infrastructure, capacity of teachers and trainers, management teams, collaboration
with higher education, development of social partnership, competitiveness, entrepreneurship
and innovation, as factors for development.
It provides a framework and direction for donors assistance in education and training, and for
subsequent planning activities and implementation of IPA II, in the period up to 2020.
The ownership of the whole process by the authorities and all social partners was
demonstrated through the support, expert advice and leadership provided by the Ministry of
Education and Science, the Centre of Vocational Education and Training, and the Council of the
VET strategy.
The European Training Foundation (ETF), through continuous support, expertise, advice and
recommendations, contributed to seeking coherence with the relevant EU policies and good
practices. The support of ETF allowed this long-standing plan to become a reality.
The strategy will serve policy makers in education, the social partners, providers of education
and training and all stakeholders engaged in supporting the vocational education and training
system.
Our gratitude and congratulations to the experts team and all those who participated in the
development of the strategy, as well as in coordination and monitoring the whole process.
Our gratitude to all involved for their dedication, hard work and contribution in producing this
document, as a step in the reform of vocational education and training.
The new strategy is designed and focused on what is relevant for all stakeholders and provides
responses to the question of where we are now and where we want to be in the future.
Panche Kralev, M.Sc.

Minister of Education and Science
ABBREVIATIONS
2-y. VET
3-y. VET
4-y. VET
AE
AEC
ALM
BDE
CEDEFOP
ECVET
ECTS
EPR
EQAVET
EQF
ESARM
ETF
EU
GDP
HE
HEAEB
HVS
LLL
LM
M&E
ME
MoE
MoES
MoF
MoLSP
NAEEPM
NDC
NFIL
QA
RM
SE
SEC
SEI
SEN
SSO
TVET
VET
VNFIL
ZELS
Secondary vocational education of 2-year duration

Adult education
Adult Education Centre
Active Labour Measures
Bureau for Development of Education
European Centre for the Development of Vocational Training
European credit system in vocational education and training
European Credit Transfer System
European Peer Review
European framework for quality assurance in VET (previously EQARF)
European Qualifications Framework
Employment Service Agency of the Republic of Macedonia
European Training Foundation
European Union
Gross domestic product
Higher education
Higher Education Accreditation and Evaluation Board
Higher vocational specialisation
Lifelong learning
Labour market
Monitoring and evaluation
Master exam
Ministry of Economy
Ministry of Education and Science
Ministry of Finance
Ministry of Labour and Social Policy
National Agency for European Education Programmes and Mobility
Nansen Dialogue Centre
Non-formal and informal learning
Quality assurance
Republic of Macedonia
Secondary education
State Examination Centre
State Education Inspectorate
Special education needs
State Statistical Office
Technical vocational education and training
Vocational education and training
Validation of non-formal and informal learning
Association of Units of Local Self-government
Acknowledgements
The authors of the Strategy for Vocational Education and Training would like to use this
opportunity to thank the institutions and individuals who took active part in the research
carried out as part of this study and made an invaluable contribution to its formulation.
Special gratitude is due to Mr Pance Kralev, Minister of Education and Science, and to Ms
Eduarda Castel Branco, ETF Country Manager and Coordinator of this Project, and Mr Manfred
Wallenborn, ETF expert. We extend special thanks also to Ms Elena Ivanovska, Chairperson of
the Stakeholder Steering Group, to the members of the Stakeholder Steering Group, and to Mr
Igor Nikoloski, Adviser to the Minister, and also to the Director of the Centre for Vocational
Education and Training, Mr Zeqir Zeqiri and the staff from the Centre, for their contribution in
the coordination of and support to the process of development of the VET Strategy and Action
Plan.
The Strategy would not have been so comprehensive and exhaustive, if not for the contribution
of the staff from the VET Centre, the representatives of the ESARM and of the Chamber of
Commerce of Macedonia. We would like to thank them for their efforts in data collection and
facilitation of conditions for efficient field work.
We would like to acknowledge the immense efforts of the Expert Team Members Avzi Mustafa,
PhD, Natasha Angeloska-Galevska, PhD, Elizabeta Tomeska-Ilievska, PhD, Elena Rizova, PhD,
and Sonja Andonova, MA. Recognition is also due to Elena Misik, MA, for the successful
coordination of the process and her expert contribution. We would like to extend our gratitude
to the international experts, Mr Bostjan Zgonc-Rozman, Mr Elido Bandelj and Mirjana Kovac,
MA.
Our gratitude goes to the Expert Team Leader, Mr Zoran Velkovski, PhD, thanks to whom the
Strategy comes to us in its present form.
Executive Summary
The Macedonian vocational education and training as a system has been under enormous
pressure for modernisation in the last decades. In addition to economic and political
globalisation, technological innovations brought about fast changes in the types of jobs and
content of work in the national economy, with permanent changes in the demand for
qualifications and new skills; the open market caused expansion of the opportunities for
successful transition to work both on a national and on an international level, and the
complexity of the demand for new skills at the labour market strongly determine the structure,
organisation and content of vocational education and training.
The current system of vocational education and training in the country demonstrates both
systemic and programmatic shortcomings. A huge number of persons without qualifications,
problems in the relevance of syllabi and curricula, VET which is unattractive to youth and
adults, poor collaboration between education institutions and the business sector, the need for
new profiles and skills for continuation of education and/or successful transition to the labour
market and euro-integration processes highlight the need for modernisation of the country
VET.
This Strategy should help VET grow into a key agent in the development of the workforce, in the
creation of an economy that uses its human capital better and becomes increasingly
information and knowledge based, in strengthening individual and social productivity, in the
economic development and growth of the country, in the improvement of the quality of life, in
ensuring full social participation, in employment, in strengthening the employability and
professional development of youth and adults and realisation of mobility on national and
international level.
The Strategy and measures proposed therein should enable VET to strengthen its
attractiveness, relevance and quality and be the driving force in promoting business success,
competitiveness and innovations. VET should offer more diversified and flexible learning
opportunities for youth and adults to acquire skills that are necessary for their career
development and that stimulate entrepreneurial spirit, whilst fostering participation in further
education and training, and contributing to active citizenship and personal fulfilment, as well as
promote excellence and social inclusion, contribute to greater employability, mobility and job
security, enhance anticipation and management of labour market changes and encourage
business competitiveness.
The coming period should see measures and activities undertaken in four key areas which are
expected to contribute to the realisation of the desired situation in vocational education and
training, namely:
8
Strengthening the role of vocational education and training in achieving social cohesion in
the country and preventing social exclusion of youth and adults which is due to lack of
qualifications and skills for achieving participation in the labour force and improvement of
quality of life in general,
Strengthening the attractiveness of vocational education and training through raising public
awareness on the opportunities it offers, building diverse and flexible pathways for learning
and professional guidance in a lifelong learning context, and development of key
competences for lifelong learning,
Improving the quality of vocational education and training through establishing a system for
quality assurance and application of a new pedagogy, and its relevance to the needs of the
labour market, as a guarantee for competitiveness,
Strengthening and innovating the mechanisms for good governance, utilisation of
resources, the capacities and accountability in the future VET system and the social
dialogue.
1.
Background
The Strategy for Vocational Education and Training in a Lifelong Learning Context with the
thereto annexed Action Plan is a result of a systematic analysis of the vocational education and
training system, on the basis of which the future development of this education subsystem is
defined. The Strategy aims at improving the performance of the existing VET system from the
perspective of quality of delivery and educational outcomes, effectiveness and relevance for
learners (young and adult), as well as for the labour market and further education.
Following negotiations between the VET Centre and ETF and in consultation with the Ministry
of Education and Science, it was agreed in 2011 to develop a VET Strategy and Action Plan,
based on a comprehensive collaborative research of the current VET system, including
consultation with relevant stakeholders and interest groups. Coordination Group1 was
established to support and coordinate the process. Later, MoES launched the Stakeholder
Steering Group2, which met regularly to monitor the process and ensure its harmonisation it
with other actions of the Government of the Republic of Macedonia. The activities of the
Stakeholder Steering Group contributed to strengthening ownership over the VET Strategy
development process as well as to building capacity for the further enhancement of the VET
system in the country.
The European Training Foundation supported the process of development of the VET Strategy
and Action Plan in its entirety and provided funding for the work of the independent team of
local experts, who carried out the activities leading to the final draft of the VET Strategy and
Action Plan. These activities included a comprehensive and participatory consultation process
across the country, involving all key stakeholders, relevant state bodies, donors, experts, social
partners, and the business and VET communities.
The research phase encompassed analysis of relevant reform documentation, reports, analyses,
previous evaluations, statistical data as well as data collected through field research carried out
by the Expert Team. Special attention was given to international cooperation in VET and
tendencies and practices in VET in Europe and the world. The Strategy provides an overview of
the situation and analysis of critical points, and offers possible solutions for establishment of a
sustainable and efficient system of vocational education and training in the Republic of
Macedonia.
The Coordination Group comprises representatives of the Expert Team and the advisers and Director of the VET Centre.
Stakeholders represented on the Stakeholder Steering Group are MoES, MoLSP, MoE, VET Centre, AEC, BDE, SSO, ZELS,
ESARM, Chamber of Commerce, as well the Expert Team Leader.
2
10
The Strategy is a product of collaborative research focused on perceptions of stakeholders on

the situations in VET and its impact on the social, economic and education sphere in the
country, including: VET teachers and students, VET school directors, university professors and
students, professional associations, education authorities, non-governmental organisations,
representatives of the business sector, representatives of local authorities, international
institutions with vested interest in VET, and a number of other individuals directly or indirectly
involved in VET or benefiting from its results. The research is primarily qualitative in nature and
uses, in addition to the analysis of reform documentation and statistical data, data and
information collected by way of interviews, questionnaires and focus groups (for details on the
Methodology, see Annex 1).
1.1 Why do we need a VET Strategy

In its efforts to resolve some of the problems of the country and to create a strong and
functional, not only national but also European architecture, the VET system faces a most
serious challenge in having to respond to questions such as: how should it be designed, what
mechanisms should it have at its disposal, and which goals should it strive to achieve in order to
prepare youth and adults for all changes and challenges they face and will face throughout their
lives? Education today, unlike in the past, is required to achieve two basis goals: the first one is
based on global values and supports the main developments characteristic of the contemporary
globalised world, namely collaboration, compatibility, competitiveness, integration, etc., and
the second one is based on the national culture and values and supports the resolution of
national problems and development issues. It must do so with consistent respect for the
principles of solidarity and social justice and through combining efficiency, adaptability and
creativity.
Moreover, VET does not only contribute to individual development through educational
achievement, but at the same time alto to enhanced labour market opportunities for the
learners and greater competitiveness of the economy. VET innovation and reform is addressed
within this socio-economic context.
1.2 Life and work evolve

What will be the characteristics of education and training, that we can expect in the coming
years but that is not yet visible to us all? The near future surrounds us with all its social and
technological connections in the country and abroad. Quick, dynamic change is all around us
and transforms the way we live, think, work and learn on a daily basis.
Processes of economic, political, educational, cultural and environmental globalisation confront
us with the fast expansion of scientific achievements and innovations, dynamic progress of
technics and technology and development of the economy, the business sector and
11
organisational structures. The daily onrush of innovations with a shrinking shelf-life and time
periods in between the emergence of technological innovations, their integration and up-take,
their application and replacement by new technologies, makes them out-dated and obsolete
faster than ever before, faster than the world expected. What we call evolution in technics and
technology causes in fact a revolution in our everyday life and work. The one thing that is
certain is that nothing is certain, permanent and easily predictable. We are constantly
surrounded by various embodiments of changes and we must rise to the challenges.
We live in times of pronounced economic turbulence, accompanied by crises which are hard to
predict. In 2012, the world faced serious employment challenges and a huge job deficit. The
three years of continuous crisis on the global workforce markets generated increase in
unemployment by 27 million at the beginning of the crisis, which, according to an ILO
projection will in 2016 reach 206 million unemployed throughout the world.3
In 2011, 74 800 000 young people aged 15-24 were unemployed globally, which is an increase
of over 4 million from 2007. The global unemployment rate of young people of 12.7% is a full
percentage higher than its pre-crisis level. Globally, young people are almost three times more
likely to be unemployed than adults. Black scenarios, in the context of current developments,
forecast little hope for significant increase in employment opportunities for young people in the
near future.4
Due to the interdependence of the economies of the European countries, the crisis caused a
chain reaction which spared no country from unwanted consequences in all sectors. As is
highlighted in Europe 20205, the economic crisis erased the stable values of economic growth
and creation of jobs, which were a result of the efforts of European countries made in the last
decade. EU GDP fell by 4% in 2009, whereas industrial production fell back to the level it had
had in the nineteen-nineties. This triggered unemployment of 23 million people, or 10% of the
active population in the countries of the European Union. Public finances suffered a heavy
blow, with an average deficit of 7% of the GDP and debt levels of over 80% of the GDP. In
simple terms, two years of crisis wiped out the fiscal consolidation of the last twenty years.6
It is widely acknowledged that present times are characterised by intellectualisation of the
profession and of labour. In the past, the economy fought for competitiveness through mass
production, cheap labour force, raw materials, energy, technology and later automatisation.
The economy of today pursues its competitiveness through digital technology, knowledge and
innovations. It is entrepreneurship oriented and thrives through alliance between businesses
and strategic partnerships.
ILO (2012): Global Employment Trends 2012 - Preventing a deeper jobs crisis, International Labour Office, Geneva
Ibid
5
European Commission (2010): EUROPE 2020 - A strategy for smart, sustainable and inclusive growth, Brussels, 3.3.2010,
COM(2010) 2020 final
6
Ibid
4
12
Information technology developments, especially in mobile technologies, made it possible for

work to be less dependent on time and space. We are all witnessing dynamic changes in the
structure, contents and processes of work. Work is today more complex from a cognitive
aspect, necessitating team work and collaboration, and more dependent on social skills and
technological competences. It is more mobile and less dependent on geography that in the
past. Hence, there is a need of fast reforming of the workforce market in order for it to function
better, and of devoting special attention to upgrading of skills.
Another trend is stirring commotion among the public and policy-makers throughout the world.
The trend in question relates to the expansion of the workforce, which exerts additional
pressure on education and training systems and job offers. Reports of the United Nations
indicate that in the last decade, working age population has increased globally by about 600
million.7 At the same time, the number of those working in the informal sector is on the rise, in
direct relation to the economic situation.8 This situation, despite declining birth-rates, is a result
of raising the retirement age limit and increase in life expectancy.
A similar trend is evident in our country. As can be seen from Table 1, the participation rate of
the working age population (15-64 years) was 68.29% in 2002, increasing gradually each year to
reach 71.10% in 2012.
Table 1. Working age population in Macedonia (15-64)
year
9
2012
population
10
men
women
1 464 629
742 418
722 210
71.10
11
2 058 539
1 457 219
738 210
719 009
70.78
12
2 055 004
1 447 957
733 393
714 564
70.46
13
2 022 547
1 381 352
698 997
682 355
68.29
2011
2010
2002
2 059 794
working age
population
This trend should sound alarm in education and training. The older population will evidently
participate at a higher rate in the workforce, which affirms the significance of adult education
UNESCO (2012): Transforming Technical and Vocational Education and Training Building skills for work and life, United Nations
Educational, Scientific and Cultural Organization, Paris 2012
8
OECD (2009): Development Centre Studies Is Informal Normal?: Towards More and Better Jobs in Developing Countries
9
SSO, Labour Market, News Release Active population in the Republic of Macedonia, Results from the Labour Force Survey, IV
trimester 2012, 18.03.2013
10
According to Eurostart, accessible at:

http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&language=en&pcode=
tps00001&tableSelection=1&footnotes=yes&labeling=labels&plugin=1
11
SSO, Labour Market, News Release Active population in the Republic of Macedonia, Results from the Labour Force Survey,
IV trimester 2011, 18.03.2013
12
SSO, Labour Force Survey, 2010, Statistical Review: Population and social statistics, Skopje, November 2011
13
SSO, Census of the population, households and dwellings in the Republic of Macedonia, 2002
13
and the need to better integrate non-formal education into the overall educational system. On
the other hand, problems arise also in the process of creating new jobs and employment,
especially for adults who have lost their jobs or are returning to the labour market.
The new age requires resoluteness and perseverance. Changes in life and work present serious
challenges we need to respond to adequately and timely. Instead of waiting for change to come
upon us, we need to rise and undertake all actions necessary to ensure development of our
economy and wellbeing for all. As stated in the foreword to the European Strategy 2020, The
crisis is a wake-up call, moment where we recognise that business as usual would consign us
to a gradual decline, to the second rank of the new global order. This is Europe's moment of
truth. It is the time to be bold and ambitious.14
In such unpredictable future which is, the prosperity of our country must undoubtedly be
pursued in a global competition of ideas, knowledge and skills. We must improve the skills of
the people and adapt them to the specific demands of the new economy, and strengthen our
capacities for research and development. These are the pillars on which our future should rest.
1.3 New age new skills

High unemployment, technical progress and globalisation, on one hand, and reorganisation of
production processes and aging of the population, on the other, have significantly changed the
demand for skills in the last decades. As a result of these long-term trends, according to
CEDEFOP analyses, it is not certain that skills and qualifications acquired in the education
system will be in able to meet current and emerging needs, which means that mismatch and
gaps will possibly persist in the chain of skills supply and demand.15
The transformation of knowledge about the work into skills for performing the work, highlights
the need for a workforce which not only possesses specialised knowledge, relevant for the jobs,
but also possesses developed generic knowledge and skills necessary to adapt to new
technologies and to change the reality in which it operates. Today, more than ever, it is of
crucial importance for all citizens to receive high quality education and training to be equipped
with key competences16 they need to be economically active and employable and improve life
overall.
14
Jos Manuel Barroso, Report of the Commission, Europe 2020 Strategy for Smart, Sustainable and Inclusive Growth,
Brussels, 2010
15
CEDEFOP (2012): From education to working life - The labour market outcomes of vocational education and training,
Luxembourg: Publications Office of the European Union, 2012
16
Competences are taken to signify the ability to apply learning outcomes adequately in a defined context (education, work,
personal or professional development). The entire professional terminology used in VET is available in: CEDEFOP (2008):
Terminology of European education and training policy, Luxembourg: Office for Official Publications of the European
Communities, 2008
14
Consequently, each country should focus on continuous strengthening of the workforce with
knowledge, skills and attitudes that cannot be acquired only through the formal education
system.
In order to overcome disparities between education supply and education demand, the
European Commission launched in 2008 the initiative New Skills for New Jobs. The goal of this
initiative was to improve anticipation of future skills needs, to develop better matching
between available skills and labour market needs, and to bridge the gap between the worlds of
labour and education.17 Anticipation and matching of the labour market and the skills needs has
emerged as a top priority for the EU. To this end, the European Commission will support in the
coming period the establishment of sectoral councils for skills on a European level for initiatives
coming from social partners or appropriate observatories.18 In this context, many EU countries
have established offices, councils or observatories tasked with anticipation and forecasting of
skills that the labour market needs, through pooling the efforts of representatives of the labour
market and of providers of educational and training services.
Ensuring the right mix of skills is another one of EUs priorities. For this commitment to come to
fruition, it is necessary for the education and training system to deliver the right combination of
skills, including digital and transversal key competences, media literacy and communication in a
foreign language. In the process, the system must ensure that young people graduating from
secondary or higher education possess skills and competences necessary for making a speedy
and successful transition towards employment.19
The fight against early termination of schooling and low educational achievements in basic skills
such as literacy, numeracy/mathematics and science, including of adults, is an essential
element for inclusion, employment and growth. Continuing training must reach the benchmark
of 15% of all adults participating in lifelong learning.20
Adults with low education attainments are seven times less likely to continue their education
and training than those with higher education attainments, thus missing out on opportunities
for acquiring much needed new skills.21 This approach necessitates better collaboration
between all stakeholders, especially labour market and education, and moving away from
traditional approaches of appraising skills only through formal learning.
17
European Commission (2010): Agenda for new skills and jobs: EU sets out actions to boost employability and drive reform,
Strasbourg, 23 November 2010
18
COM(2008) 868, 16.12.2008. Council conclusions of 9.3.2009 and 7.6.2010. 'New Skills for New Jobs: Action Now' Expert
Group Report, February 2010
19
20
Council conclusions on the Strategic Framework for European cooperation in education and training ET(2020) (doc.
9845/09)
21
15
Special emphasis is increasingly devoted to enhancing entrepreneurial competences of youth

and adults. Entrepreneurship is more and more seen as an agent of future development. If
Europe wants to stay competitive, it must invest in its people, in their skills, in their ability to
adapt and in their ability to innovate. This means that we need to encourage a real change of
mind-set in Europe towards entrepreneurial attitudes and this starts by instilling a spirit of
entrepreneurship from early education onwards. 22
Implementation of approaches based on competences and skills will bring comprehensive
changes in the education system, the labour market, as well as in their interaction. Changes are
expected in the operation of employment services, in skills assessment, design of profiles, in
delivery of training, collaboration between education and training providers, work of career
centres, etc. It is necessary to strengthen the collaboration between employment service
agencies and centres for career/professional guidance, in order to ensure that clients (young
people and adults) receive genuine information on the labour market and opportunities for
further education and training.
It is important to ensure in the coming period that employers are encouraged to cooperate,
invest and participate in education and training actives, especially in vocational education and
training and higher education. Such a partnership should result in continuing development and
innovation of educational profiles, implementation of multidisciplinary curricula and
qualifications, and facilitation of work-based learning.23 To this end, activities must be
undertaken that entail efficient implementation of legislative, institutional and funding
arrangements for continuing TVET, and encouraging enterprises and individuals, through
incentives, to invest in the development of skills, including validation of prior learning, and
using appropriate approaches to lifelong career guidance and counselling.24
Various analyses indicate that applied skills, such as reading comprehension and mathematics,
outweigh basic knowledge on all educational levels; whilst they are still fundamental for the
abilities of the new workforce to efficiently perform their respective tasks, employers emphasise
that applied skills, such: foreign language command, critical thinking and problem solving, oral
and written communication, teamwork and collaboration, diversity, ability to apply information
technology, leadership, creativity and innovation, abilities for lifelong learning and self-direction,
professionalism and work ethics, ethics and social responsibility, are abilities companies seek in
future workers.25
22
European Commission - Press release, Entrepreneurship education on the increase, Brussels, 13 April 2012
24
Unesco (2012): Transforming Technical and Vocational Education and Training Building skills for work and life, United Nations
Educational, Scientific and Cultural Organization, Paris 2012
25
The Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for
Human Resource Management (2006): Are They Really Ready To Work? Employers Perspectives on the Basic Knowledge and
Applied Skills of New Entrants to the 21st Century U.S. Workforce, survey, ISBN No. 0-8237-0888-8
23
16
1.4 The VET Strategy in an international context

Latest pertinent European Union documents provide the framework in which the VET Strategy
is designed and implemented. Special attention is given to the Copenhagen Process and the
Bruges Communiqu, which outline general objectives for all European VET systems. As a
signatory, the Republic of Macedonia needs to take due account thereof and ensure that its
VET Strategy is in close harmony, esp. as regards the goals of the VET system. Given that the
Republic of Macedonia is part of Europe and shares the problems in VET, the recommendations
provided in EU documents and related trends underpinning VET reforms in EU countries, create
the foundation on which solutions provided in this Strategy rest.
The VET Strategy in a LLL perspective is based on all national actors directly or indirectly linked
to VET assuming responsibility for implementation of global policies governing this education
segment. In this sense, the state needs to assume responsibility for the implementation of the
goals, principles and recommendations enshrined in European and global documents focusing
on development of education. Strategic approaches, priorities and recommendations contained
in: Education for All (2000)26, the UN Millennium Development Goals (2000)27, the Lisbon
Agenda (1997 and 2001)28, the Copenhagen Declaration (2002)29, the Memorandum on Lifelong Learning (2000)30, the Maastricht Communiqu (2004)31, the Bordeaux Communiqu
(2008)32, the Bruges Communiqu (2010)33, the Torino process (2010)34, the European
Commissions Education and Training 202035 and the Bologna Process 36 present a reference
26
UNESCO (1990): World Conference on Education for All - Meeting Basic Learning Needs, Jomtien, Thailand, 5-9 March
UNDP (2000), Millennium Development Goals (MDG) - United Nations Millennium Declaration, Millennium Summit in New
York, 6-8 September
28
EC (1997), Convention on the Recognition of Qualifications Concerning Higher Education in the European Region, Lisbon;
Commission of the European Communities (2001), Report from the Commission: The Concrete Future Objectives of Education
Systems, Brussels, 31.01.2001, COM(2001) 59 Final
29
European Council (2002): Declaration of the European Ministers of Vocational Education and Training, and the European
Commission, convened in Copenhagen on 29 and 30 November 2002, on enhanced European cooperation in vocational
education and training - The Copenhagen Declaration, Copenhagen
30
Commission of the European Communities Brussels, 30.10.2000 Sec(2000) 1832 Commission Staff Working Paper - A
Memorandum on Lifelong Learning
31
Maastricht Communiqu, on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training
(VET), 14 December 2004 (http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/maastricht_en.pdf)
32
The Bordeaux Communiqu on enhanced European cooperation in vocational education and training, Communiqu of the
European Ministers for vocational education and training, the European social partners and the European Commission, meeting
in Bordeaux on 26 November 2008 to review the priorities and strategies of the Copenhagen process
33
The Bruges Communiqu on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020,
Communiqu of the European Ministers for Vocational Education and Training, the European Social Partners and the European
Commission, meeting in Bruges on 7 December 2010 to review the strategic approach and priorities of the Copenhagen process
for 2011-2020
34
The Torino Process, accessible at: http://www.etf.europa.eu/Web.nsf/pages/Torino_Process_EN
35
The Council of the European Union (2009): Notices from European Union Institutions and Bodies, Council conclusions of 12
May 2009 on a strategic framework for European cooperation in education and training (ET 2020), Official Journal of the
European Union (2009/C 119/02)
36
Bologna Process European Higher Education Area: Accessible at http://www.ehea.info/
27
17
framework which presents goals which the state, and thus its education system, should pursue
in the coming period.
The VET Strategy of the Republic of Macedonia emerges in an environment of intensive
activities in this area in the broader European environment. Building on the fundamental goal
of the Lisbon Strategy, Europe to become the most competitive and dynamic knowledgebased economy in the world, capable of sustainable economic growth with more and better
jobs and greater social cohesion37, the members of the European Union developed a dynamic
process of initiatives for reforming VET systems. The starting point was that although national
governments are responsible for education and training, some challenges are common to all
member countries: aging societies, skills deficit among the workforce and global competition
need common responses and for the countries to learn from each other. The focus was placed,
in the process, on lifelong learning which is to become reality throughout Europe and which is
seen as key to growth and jobs as well as to opportunities for the individuals full participation
in social life.
The VET Strategy rests on the conclusions and recommendations of the Copenhagen
declaration which underscores that the transition towards a knowledge based economy
capable of sustainable economic growth with more and better jobs and greater social cohesion
brings new challenges to the development of human resources.38 In these efforts, the
development of high quality vocational education and training... notably in terms of promoting
social inclusion, cohesion, mobility, employability and competitiveness is key.39 The European
Commission highlights the importance of strengthening management of institutions for
education and training and developing effective systems for quality assurance. It similarly
emphasises the significance of taking into account future skills requirements and labour market
needs in education and training planning processes.40 The Lisbon goals, as stated in the
Maastricht Communiqu, can be achieved through strengthening the contribution of VET
systems, institutions, enterprises and social partners through: use of common instruments,
incentive effects of tax systems, greater participation of persons with diverse needs,
partnerships for quality assurance, etc.41
The Bordeaux Communiqu recommendations (2008) placed into the spotlight initiatives for
implementation of tools and schemes for promoting collaboration in the area of VET on a
37
Commission of the European Communities (2001), Report from the Commission: The Concrete Future Objectives of Education
Systems, Brussels, 31.01.2001, COM(2001) 59 Final
38
European Council (2002): Declaration of the European Ministers of Vocational Education and Training, and the European
Commission, convened in Copenhagen on 29 and 30 November 2002, on enhanced European cooperation in vocational
education and training - The Copenhagen Declaration, Copenhagen
39
Ibid
40
41
Maastricht Communiqu, on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training
(VET), 14 December 2004 (http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/maastricht_en.pdf)
18
national and European level, the improvement of the quality and attractiveness of national VET
systems and the links between VET and the labour market, as well as strengthening European
collaboration arrangements.42
The Ministers of Education of the member countries revised the future priorities for VET
established in Copenhagen, by adopting the Bruges Communiqu and defining the goal to make
by 2020 the European VET systems more attractive, relevant, career-oriented, innovative,
accessible and flexible and excellent than in 2010.43
The priorities emerging from the Copenhagen process are an inherent part of the EU
fundamental strategy Education and Training 202044, where member states clearly present
their vision for education and training in the year 2020, expressed through the commitments
for:
making lifelong learning and mobility a reality;
improving the quality and efficiency of education and training;
promoting equality, social cohesion and active citizenship;
enhancing creativity and innovation, including entrepreneurship, at each level of education
and training.
In this sense, one of the major priorities of each country, including the Republic of Macedonia,
is the strengthening of the system of VET to respond to the challenges it faces by establishing a
flexible organisational structure and developing mechanisms and instruments which will enable
it to offer timely the skills demanded by the labour markets and life in general, and to
contribute in the realisation of the benchmarks set in Education and training 2020 (see Box
1).
42
The Bordeaux Communiqu on enhanced European cooperation in vocational education and training, Communiqu of the
European Ministers for vocational education and training, the European social partners and the European Commission, meeting
in Bordeaux on 26 November 2008 to review the priorities and strategies of the Copenhagen process
43
The Bruges Communiqu on enhanced European Cooperation in Vocational Education and Training for the period 20112020, Communiqu of the European Ministers for Vocational Education and Training, the European Social Partners and the
European Commission, 7 December 2010
44
19
Box 1: EU Education and training 2020 benchmarks - status: 21/03/201345

1. By 2020, at least 95% of children between 4 years old and the age for starting compulsory primary
education should participate in early childhood education. Participation in early childhood education lies
46
at 29.6% against the EU-27 average of 92.3% , pointing out that additional efforts need to be made to
reach the EU level.
2. By 2020, the share of low-achieving 15-years olds in reading, mathematics and science should be less
than 15%. Through participating in PISA 2015, the country will be able to establish its achievement level
against this benchmark.
3. By 2020, the share of early leavers from education and training should be less than 10%. Early school
47
leaving with a remarkable improvement of 10.8 percentage points between 2006 and 2012 (from 22.8
to 12.0%), the country performs better than the EU-27 average (12.9%). The female indicator is slightly
worse than the male.
4. By 2020, the share of 30-34 year olds with tertiary educational attainment should be at least 40%. In the
period between 2006 and 2012, with an increase by 10.3 percentage points, the country reached 21%
48
(against the EU-27 average of 35.5%, 2012) . In line with trends elsewhere the female indicator is higher.
5. By 2020, an average of at least 15% of adults (25-64 years old) should participate in lifelong learning.
Participation in adult learning lies at 3.3% against the EU average of 9.3%. The country registered an
increase from 2.3% to 3.3% between 2005 and 2009 (outperforming many other Southeast European
49
50
countries as well as Turkey ). Data for 2011 show an increase to 3.4%.
6.
At least 20% of higher education graduates and 6% of 18-24 years-olds with an initial VET qualification
should have had a period of study abroad. The European Commissions Education and Training Monitor
2012 specifies that graduate data are not yet available for many countries and it is not possible to indicate
the level at which the benchmark currently lies. Looking at enrolment data, the country performs
relatively well, with 6.6% (2010) of all higher education students enrolled in another EU member state,
51
EEA or candidate country .
7.
Share of employed graduates (20-34 year-olds) having left education and training no more than three
years before the reference year should be at least 82%. In 2011, the total country employment rate
(population 20-64) was 48.4% (and only 38.8% for females), which compares low to the EU-27 average of
75.2% (and 62.3% for females)52.
45
Country summary box according to ETF (2013), Torino Process 2012, former Yugoslav Republic Macedonia, forthcoming.
European Commission, Education and Training Monitor 2012, SWD(2012) 373/2. accessed on: 18/03/2013, accessible at :
http://ec.europa.eu/education/news/rethinking_en.htm
47
http://epp.eurostat.ec.europa.eu/portal/page/portal/europe_2020_indicators/headline_indicators
48
http://epp.eurostat.ec.europa.eu/tgm/refreshTableAction.do?tab=table&plugin=0&pcode=t2020_41&language=en
49
European Commission. 2001 c, p. 35. European Commission. 2001 c, p. 35. Bulgaria: 1.4%; Croatia: 2.3%; Romania: 1.5%;
Slovakia: 2.8%; Turkey: 2.3%. Data source: Eurostat (LFS database), May 2010. This indicator refers to persons aged 25 to 64
who stated that they received education or training in the four weeks preceding the survey (numerator). The denominator
consists of the total population of the same age group, excluding those who did not answer to the question 'participation to
education and training'. Both the numerator and the denominator come from the EU LFS. The information collected relates to
all education or training regardless of relevance to the respondent's current or possible future job.
50
SSO, Situation from 16.11.2012; According to the SSO, participation in LLL represents participation of persons aged 25-64 who
take part in the process of education and training in the total population from the same age group.
51
European Commission, Education and Training Monitor 2012, SWD(2012) 373/2. Accessed on: 18/03/2013, accessible at:
http://ec.europa.eu/education/news/rethinking_en.htm. str. 41
52
http://epp.eurostat.ec.europa.eu/tgm/refreshTableAction.do?tab=table&plugin=0&pcode=t2020_10&language=en
46
20
2.
VET system main features, opportunities and challenges
Todays global economic crisis triggered and is expected to generate additional pressure on the
countrys vocational education and training system. A great challenge for VET is expected to lie
in the adaptability of those who lose their jobs in an environment of reduction of public and
private funding, and the ability of VET to provide sufficient competences and aptitude for
mobility in work and learning to those young people and adults who are or will be in the
process of education and training. To what extent can VET fulfil its new role depends primarily
on education policies, on the commitment and capacities of those implementing the best
possible solutions and on the ability to efficiently utilise the resources and capacities available
to the country.
In parallel to economic and political interventions and reforms, the country stands is faced with
a challenge to improve the quality and efficiency of vocational education and training. It strives
towards harmonising and adapting this system to the standards intrinsic for the EU member
countries.
In the last two decades, a number of reform interventions and activities were carried out in VET
in the Republic of Macedonia, with the following features:
- efforts to strengthen the legislative environment in VET
- changes in the structure of vocational education and training, through:
- increase of the duration of compulsory education through introduction of
compulsory secondary education,
- introduction of curricula with different durations and for different levels of
qualifications,
- establishment of adult education as an inherent element of the overall
education system,
- complementing the network of public education institutions with privately
owned institutions,
- introduction of the State Matura and external assessment,
- first steps towards defining the National Qualifications Framework,
- enhancing (in 2012) the work of developing new standards of occupations, qualifications
and revised syllabi for certain profiles mainly in 2-y. and 3-y. VET,
- commencement of decentralisation in management and governance and transfer of
competences and responsibilities from the central to the local level,
- changes in the system of funding,
- certain improvements in the equipment and physical facilities in VET schools,
- attempts to strengthen social partnership through signature of concrete Memoranda
between the ministries and professional bodies responsible for VET and chambers, as
well between individual VET schools and companies,
21
strengthening the institutional capacities for support to VET (establishment of VET

Council and Centre, Adult Education Council and Centre, etc.),
initiatives for modernisation of VET institutions,
curriculum innovations (change of goals, introduction of new subjects, interdisciplinary
approach, and adaptation of the curriculum to the needs of clients, etc.),
training of teachers from VET schools,
attempts to create inclusive schools,
efforts for active involvement of stakeholders in development and decision-making
processes,
entry of private capital in vocational education and training,
orientation towards efficient education policies.
Issues such as: How to develop an efficient curriculum which meets the needs of a wider group
of clients (students, parents, employers, educational facilities, society in general, etc.)? What
kind of initial education teachers need and how to position an efficient and dynamic system for
professional in-service training of teachers? How is the school administration to be
reorganised? What is the role of the education inspection? How are data to be collected on the
work of schools and destinations of students upon graduation? How are relevant stakeholders
to be involved not only in the work and decision making of schools, but also in the development
of educational policies? How is high quality learning to be ensured? How is an efficient
education dialogue to be established and who is to take part in it? How is efficient management
of reforms to be set up?, etc., sill exhaust the attention of the expert community and
competent institutions.
2.1 The environment in which VET operates

Vocational education and training operates in an environment strongly affected by a number of
factors that presents challenges for its change and improvement of its functioning.
The most pronounced problem the country faces is high unemployment. The official
unemployment rate, according to the Workforce Survey (ILO definition), amounted in the third
trimester of 2012 to 30.6%53 and is the highest in Europe.
53
SSO: Labour market, Active population in the Republic of Macedonia, Results from the Labour Force Survey, III trimester 2012
22
Table 2: Key indicators on the labour market in Macedonia
year
Working age
population
2004
2005
2006
2007
2008
2009
2009/IV
2010/IV
2011/IV
2012/III
Source: SSO
1 594 557
1 607 997
1 618 482
1 628 635
1 633 341
1 638 869
1 642 360
1 652 026
1 659 180
1 670 550
Active population
total
employed
unemployed
Activity
rate
832 281
869 187
891 679
907 138
919 424
928 775
921 534
954 928
937 326
940 657
522 995
545 253
570 404
590 234
609 015
629 901
622 720
659 557
639 340
652 498
309 286
323 934
321 274
316 905
310 409
298 873
298 814
295 371
297 986
288 159
52.2
54.1
55.1
55.7
56.3
56.7
56.1
57.8
56.5
56.3
54
Employment
rate
(15-64)
Unemployment
rate
32.8
33.9
35.2
36.2
37.3
38.4
37.9
39.9
38.5
39.1
37.2
37.3
36.0
34.9
33.8
32.2
32.4
30.9
31.8
30.6
In the third trimester of 2012, the activity rate was 56.3%, with an activity gender gap of
22.2%.55 The share of women in the total active population in the RM in the third trimester of
2012 is 38.9%, with men making up for the remaining 61.1 The activity rate of women is lower
than that of men, primarily as a result of the traditional family role of women in society,
especially among women of ethnic minorities, hence their employment rate is well below the
employment rate of men of (47.4%) at 30.8%.56
Unemployment is most pronounced among youth aged 15-24, with a rate as high as 52.1%.57
Within the total number of unemployed, the dominant group are those with completed
secondary education of 4-year duration (42.00%) and those with lower education attainments58
(42.27%).59 Unemployment is especially high in urban areas (65.75%)60, which is
understandable given the fact that the economic crisis and the transition impacted most
strongly the large industrial capacities which had previously catered for the majority of the
workforce. Persons with low skills have a higher participation rate in the group of unemployed
(63.0%), and those with high skills a lower rate (37.0%).61
54
SSO: Labour Market, Active Population in the Republic of Macedonia, Results from the Labour Force Survey, III trimester 2012
56
57
58
Pertains to persons with 3-year secondary education, with primary, incomplete primary education and without education.
59
60
Source: ESARM, Situation from 08.01.2010
61
55
23
In regard to length of unemployment, 82.6% of all unemployed are long-term unemployed;

further 62.21% have been waiting for over 4 years.62 According to data from the end of 2009,
this percentage is highest among persons with incomplete primary education (72.40%) and
persons without education (61.16%).63
In an environment of educational abstinence, fast outdating of knowledge and rapid dynamics
of technological development, long-term unemployment becomes a serious problem. It results
with out-dated competences and declining work abilities. The percentage of long-term
unemployment is much higher than the average of the Central and Eastern Europe countries of
55.3% in 2002 and than the EU average of 40.2%. It is concerning that close to two thirds of the
unemployed have been waiting for over 4 years. This is extremely detrimental to their working
competence and employment chances.
In 2011, the countrys employment rate of persons with tertiary education, although the
highest, dropped by 1.5% in comparison to 2010. The employment rate of persons with
secondary education, which is regarded as the minimum level necessary for successful
integration in society, was 58.3%, with the lowest employment rate of 34.3% found among
persons with at most completed primary education.64
The majority of those with a job (51.86%) are employed in the services sector, whereas 29.04%
are employed in industry and 19.09% in the agriculture sector.65 Although precise data are not
available, the general assumption prevails that a large portion of the registered unemployed
are active in some form of economic activity in the so-called grey economy. Research of the
Employment Services Agency of the RM reveals that a sizeable portion of the unemployed
register only for the purpose of being eligible for social welfare.
In 2011, ESARM registered a total of 225 347 new employments permanent and temporary
and seasonal work. From the total number of newly employed, 38.20% are permanent
employments, whereas the rest are temporary employments or seasonal hire. In comparison to
the previous year, an increase of 3.07% in new employments can be noted.66
Data on education attainment of the employed reveal that 24.50% have completed primary
education at most; 12.36% are with 3-year secondary education and further 42.17% of the
employed have completed 4-year secondary education; 20.96% of the employed hold a 2 or 3year post-secondary degree or a higher education degree.67 In comparison with 2009 and 2010,
an increase is noticeable in the number of employed having completed 4 -year secondary
62
SSO, Labour Market, Labour Force Survey, 2011

64
SSO, Sustainable development, 2012, Skopje, 2012
65
Calculated according to: SSO, Labour Market, Labour Force Survey, 2010
66
ESARM: Review of registered applications for employment from the register and from outside the register for unemployed
persons in the period 01.01.2010-31.12.2010 and 01.01.201131.12.2011
67
SSO, Labour market, Active population III trimester, 2012
63
24
education and of those with higher education degrees, at the expense of those employed with
a lower educational attainment.
The development of small and medium enterprises, as well as the growth in the industry and
services sector impacts to a small degree the increase of the employment rate, due to the slow
economic development of the country and the poor financial potential of the population.
In recent time, the private sector has been offering the population limited opportunities for
employment compounded with a sense of insecurity among the employed. Although the rate of
persons employed in the private sector grew from 41.6% in 1999 to 74.96% in 2011,68 the
private sector has failed to absorb the individuals who had lost their jobs as a consequence of
the economic crisis and the transition.
Companies with 1-9 employees make up 78.51% of all registered companies. Companies
without any employees (or companies that do not reveal the number of employees) make up
for 14.24% of all companies, followed by companies with 10-19 employees with 3.29%,
companies with 20-49 employees with 2.08%, companies with 50-249 employees with 1.6% and
companies with over 250 employees with 0.27%.69 The majority of companies with 1-9
employees are concentrated in the trade, crafts and services sector.
A high number of rural inhabited places (of a total of 1728) are either fully depopulated (141) or
have extremely low population numbers, and very soon, due to the age composition of their
inhabitants are highly likely to become depopulated (455 settlements have under 50
inhabitants and additional 180 under 100 inhabitants). On the other hand, in a relatively small
number of villages (dominantly situated in the western and north-eastern part of the country)
the concentration of the population is very high.70
In regard to population aging, in the period 2000-2011, the share of the young population (014) in the total population decreased from 22.28% in 200071 to 17.3 % in 201172, whereas the
share of the older population (65 and over) increased from 9.98% in 200073 to 11.8% in 2011.74
68
Ibid.
SSO, Business entities, Situation: 25.02.2011
70
SSO, Macedonia in numbers 2011
71
Calculated according to: SSO, PC-AXIS documents for the requested area: Population estimations, Population in the Republic
of Macedonia on 30.06. by specific age group, gender, municipality as per administrative division of the territory from 1996, by
year. Accessible at: http://makstat.stat.gov.mk/pxweb2007bazi/Database/Statistika po oblasti/Naselenie/Proceni na
naselenie/Proceni na naselenie.asp
72
SSO, http://www.stat.gov.mk/OblastOpsto.aspx?id=2 (situation from 30.06.2011)
73
Calculated according to: SSO, PC-AXIS documents for the requested area: Population estimations, Population in the Republic
of Macedonia on 30.06. by specific age group, gender, municipality as per administrative division of the territory from 1996, by
year. Accessible at: http://makstat.stat.gov.mk/pxweb2007bazi/Database/Statistika po oblasti/Naselenie/Proceni na
naselenie/Proceni na naselenie.asp
74
SSO, http://www.stat.gov.mk/OblastOpsto.aspx?id=2 (situation from 30.06.2011)
69
25
The education attainment of a significant portion (41.67%) of the population over 15 is low;
2.24% have no education at all, 8.01% did not complete primary education, and 31.41%
completed only primary education. 75 Of the remaining population, 9.42% completed 3-year and
34.39% 4-year secondary education, whereas only 2.47% 2-year or 3-year post-secondary and
12.05% higher education76. In the period between 2002 and 2011, the number of persons with
low education attainment decreased by 8.23%, while the number of those with higher
education increased by 5.02%. On the other hand, the participation of persons with higher
education in the body of unemployed increased in the same period by 8.23%, whereas the
participation of persons with lower educational attainment decreased by 11.05%.77 This trend
clearly indicates that in the coming period, persons with high skills levels will put additional
strain on the labour market and employment processes.
In regard to the participation of adults in the processes of lifelong learning, little progress has
been made in the last period. In 2011, 3.4% of adults participated in forms of adult education.78
This is very low in comparison with the EU-27, which has an average of 8.9%. Certain EU
countries have exceeded the 2020 benchmark of participation in lifelong learning of 15%, such
as: Denmark (32.3%), Switzerland (29.9%), Sweden (25.0%) and many others, whereas some
countries, such as Bulgaria (1.2%), Greece (2.4%), Hungary (2.7%) and Romania (1.6%), like
Macedonia, need to invest significant efforts in reaching the said benchmark.79
2.2 The structure of the VET system

Every system for vocational education and training in the world comprises more or less
organised or structured education levels and activities that aim to provide people with the
knowledge, skills and competences necessary to perform a job or a set of jobs, whether or not
they lead to a formal qualification. VET is independent of venue, age or other characteristics of
participants and previous level of qualifications. Vocational education and training may be jobspecific or directed at a broader range of occupations. The major importance of VET for
individuals, enterprises and society is widely acknowledged, and is perceived as a key element
of lifelong learning.80
75
SSO, MAKStat Base: Working age population according to economic activity, gender and educational attainment, Situation
from 04.12.2012
76
SSO, MAKStat Base: Working age population according to economic activity, gender and educational attainment, Situation
from 04.12.2012
77
Ibid.
78
SSO, Situation from 16.11.2012; According to SSO, participation in LLL is the participation of persons aged 25-64 who partake
in education and training processes, in the total population from the same age group.
79
EUROPEAN COMMISSION: Education and Training Monitor 2012, Rethinking education: investing in skills for better socioeconomic outcomes, Strasbourg, XXX, SWD(2012) 373/2
80
According to: Vocational education and training key to the future, Lisbon-Copenhagen-Maastricht: mobilising for 2010,
Cedefop synthesis of the Maastricht Study, Luxembourg: Office for Official Publications of the European Communities, 2004
26
VET takes a variety of forms in different countries and also within a given country. It can be
organised as prevocational training to prepare young people for transition to a VET programme
at upper secondary level. Initial VET normally leads to a certificate at upper secondary level. It
can be school-based, enterprise-based, or a combination of both (as in the dual system).81
VET education and qualifications are acquired in the Republic of Macedonia through: vocational
skilling (acquisition of low-level vocational skills)82, secondary vocational education with 3 or 4
year duration, post-secondary vocational education (specialist education and master exam) and
higher vocational education (public and private higher vocational schools and vocational
university study programmes which are not part of academic programmes).
Chart 1. Structure of the VET system in the country
81
Ibid
This form of VET is realised through examination for low-level qualification (ISCED 3 level) carried out by the regional
chambers of crafts or the chambers of commerce, respectively.
82
27
HE
III Cycle
HE
II Cycle
HE
I Cycle HVP
Hvsp
LABOR MARKET
Hvsp
HVS
ME
18
State matura
School matura
17
Gimnasium
16
Art
education
State matura
School matura
TVET
Vocational
exam
VET-3
VET-2
15
VS
14
13
Adult Education
COMPULSORY EDUCAT ION
Sp
Lower secondary education

4 years
12
11
10
9
8
7
Elementary education
5 years
In the last two decades, the system of vocational education and training in the country has
been subject to reform and under constant social and market pressure for further
modernisation. The achievement of the goals set in the National Programme for Development
of Education 2005-2015 formed the framework of the following interventions in VET:
- Legislation: Law on VET was adopted; compulsory secondary education was introduced;
- Policies: Concept for State Matura, School Matura and Final Exam was adopted and
introduced in secondary VET, Concept for vocational skilling with 2-year duration,
Concept for secondary vocational education for occupation (3-year VET) and Concept for
post-secondary education were adopted;
28
Institutional strengthening: VET Centre and VET Council and Adult Education Centre
and Adult Education Council were established; training and exams of candidates for
directors of secondary schools;
Programmatic: part of curricula and syllabi for educational profiles in TVET were
revised; allotment of practical training in TVET was increased to up to 20%; occupational
areas in technical education were redefined and decreased (from 24 to 14) and also
educational profiles (from 64 to 45), as a continuation of the PHARE reforms;
Methodology for standards of occupations was developed, as well as 30 standards of
occupations for 4-year and 51 standards of occupations for 3-year and 2-year secondary
VET; Methodology for development of curricula was developed; standards for practical
training of students at employers were developed;
System: innovation of curricula for 3-year and 2-year VET is underway. The new
Methodology for development of standards of occupations developed in 2009 was the
basis for the standards of occupations for 13 occupational areas and is a novelty in
secondary VET. Unlike the approach pursued in the past, it applies a competence based
approach through a dynamic process of social dialogue with active participation of a
large number of key partners on a national level and special focus on the needs of the
labour market in coming years.83 This approach is in tune with the efforts of the country
for practicing the standards common to the European Union and for modernisation of
secondary VET.
2.2.1. Vocational skilling

The lowest level of vocational education is vocational skilling (VS), aimed at aimed at adults and
providing low levels of qualifications or training for a job. Most often, beneficiaries of this
education offer are persons without qualifications. In the course of 2011, 163 persons took part
in this VET form, or 0.29% of all VET users for the given year.
2.2.2. Secondary vocational education

The basic platform on which the countrys VET system is built is secondary vocational education
of 4-year duration (TVET) and 3-year duration (3-year VET), whereas 2-year VET is being
currently developed following the new VET Concept.
Secondary education is carried out in 99 public (10 state schools, 21 schools of the City of
Skopje, and 68 municipal schools) and 13 private schools.84
83
See: VET Centre (2012): Results from the Twinning project Support to the modernisation of the education and training
system
84
According to: Public call for enrolment of students in public secondary schools for the school year 2012/2013 in the Republic
of Macedonia, MoES
29
According to the type of secondary education and curricula delivered in the public schools, 16
are general education schools and 40 vocational schools, whereas 34 schools offer both general
and vocational education; 4 are vocational schools for students with special education needs
and 5 are art schools.85
The number of secondary vocational schools by occupational areas is as follows 86: agricultureveterinary 11, forestry-wood processing 8, geology-mining and metallurgy 7, machine
engineering 25, electro-technical 20, chemistry-technology 15, textile-leather fabrication 17,
graphic 4, personal services 9, construction-geodetics 8, traffic 11, catering-tourism 12,
economy-law and trade 17, medical 16, sports general school 3, and art education 6.87
13 private secondary school operate in the Republic of Macedonia, of which 6 schools offer
vocational education (in the economy-law and trade, medical, personal services, traffic and
catering-tourism occupational areas). 88
The low educational attainment of part of the countrys population and the large number of
students leaving or not continuing their education after the compulsory primary education
were the reason for the Government of Macedonia to extend in 2006 the duration of
compulsory education into secondary education.
2.2.2. Post-secondary vocational education

The Law on VET establishes two forms of post-secondary VET, namely the Master Exam
( ) and Specialisation (). The Master Exam (for which training
takes 2 years) allows the successful candidate to act as trainer of students in the formal VET
system. However, the Master Exam mechanism has for some years been inactive and is used
less and less as a way of upgrading education. Specialisation (which takes 1 year) enables
candidates to enhance vocational knowledge and acquire sets of operational skills. This kind of
education has been plagued by weaknesses for a number of years and is carried according to
curricula developed in 1989. Most frequent motivation for uptake of this form of postsecondary education is the possibility for promotion or for new employment on a better job.
In 2011, 449 persons (45 women) completed specialisation.89 Data on Master Exam are not
readily available, but the consultation process revealed that after the revision of the relevant
procedures in 2010, no Master Exam has been organised.
85
Ibid
Ibid
87
Number of schools indicating where respective occupational areas/curricula are taught; one school can offer training in
several occupation areas.
88
SSO, Primary and secondary schools at the beginning of the school year 2011/2012 , 2.4.12.04/718
89
SSO, News release, 2012
86
30
2.2.3. Higher vocational education

The Law on Higher Education provides for the existence of universities and higher vocational
schools.90 Higher vocational educational schools ( ) are either
independent private higher vocational schools or public higher vocational schools which are
organisational units of existing universities. The small number of higher vocational schools does
not provide sufficient opportunities for greater participation of youth in higher vocational
education; 2102 persons enrolled in higher vocational school in the academic year 2010/2011,
of whom 1853 in public higher vocational schools and 249 in private higher vocational schools,
or 3.32% of the total number of students in higher education.91
In parallel to higher vocational schools, there are also a number of vocational study
programmes which are offered as part of university study programmes and are with 3-year
duration as opposed to the academic programmes of 4-year duration. There is no clear picture
on the number of students attending higher vocational education within respective faculties. .
In its endeavours to make vocational education and training more accessible to young people,
the state has increased the enrolment quota for higher vocational study programmes.
According to the number of enrolment places in the first study cycle 2011/12, vocational study
programmes of 3-year duration represented 5.01% of the total number of available enrolment
places at the public universities.92
Shorter forms of vocational education and training on a higher education level do not exist.
Most often the vocational study programmes in higher education provide a higher vocational
qualification and are aimed at transition to the labour market.
The system of vocational education and training is evidently poor in its offer. A huge gap exists
in the space between secondary vocational education and higher vocational education, both in
regard to institutions and to users/students. Master exam and specialisation, as only
representatives in this area, with all their shortcomings are only a mere reflection of a system
for post-secondary vocational education and training.
It is also evident that post-secondary VET has not yet established itself in higher education.
Although higher vocational schools exist, independent or as part of universities, they are
regulated by the Law on Higher Education, which makes no clear distinction between vocational
and academic institutions and programmes. The same is true of vocational studies with 3-year
duration within universities. The implementation of the recommendations of the Bologna
90
It needs to be mentioned that higher vocational schools and higher vocational programmes in higher education, although
aimed at the labour marked, are not treated in the legislation as part of the VET system.
91
SSO, News release, 2012
92
Government of the Republic of Macedonia, Decision on number of students to be enrolled in year 1 at the public higher
education institutions, 2011/2012, 1.03.2011
31
process has not managed to make a clear distinction between academic and vocational
programmes. In the process of their reform, universities put the main focus on academic
programmes, whereas the vocational often lack clear direction and are less numerous than in
the past. Given the increasing demands for employment of workers who possess higher skills
and qualifications, the development of a system of post-secondary and higher vocational
education emerges as one of future priorities.
2.3.
Progression and transition
In regard to vertical mobility/transition, VET users are given the opportunity to progress
vertically (from lower into higher education level) after meeting specific preconditions, i.e.
taking equalising exams. For example, students who have completed 3-year VET may continue
their education, after passing equalising exams, and acquire a technical qualification and take
the State Matura or Final Exam, which entitles them to apply for enrolment at a university. The
same applies to higher education, with the difference that progression is carried out through
recognition of credits. Graduates from first cycle of vocational studies (3-years) can progress to
second cycle of studies 1-year vocational specialist studies. They are also entitled to
transitioning into academic study programmes, after taking equalising exams.
Horizontal mobility in secondary education is problematic; there is lack of mechanisms for
facilitating the process. Thus, a large number of students have no opportunities for
transitioning from vocational into general education, and vice versa. Secondary education
syllabi have not been modularised and their design does not take into account credits. This is a
great obstacle for those students wishing to change their type of education. A lot of time and
resources are wasted and knowledge gained through prior learning remains invalidated.
Horizontal mobility in higher education follows recognition of credits. Unlike secondary
education, the process of transitioning is more transparent and more dynamic, in both national
and international context.
Transition from secondary into higher education remained until 2006 at 46%, only to increase in
2009 to 85% (according to the News release of the Ministry of Education and Science from 29
July 2009), reaching, according to latest information over 90% in 2012. This increase is due to
national policies within which comprehensive action was undertaken to increase the number of
higher education institutions in the country. This same period saw the establishment of a large
number of private universities and higher vocational schools. The expansion of the network of
higher education institutions and the GoM/MoES measures to decrease the private costs of
studying, i.e. the tuition fees, are the main reasons for the improvement of the transition rate
of secondary school graduates into higher education.93
93
ETF (2010) : Collaborative Evaluation of the Impact of Reformed 4-year VET, Skopje
32
Modularisation is a relative novelty in our country. Higher education embarked on curricular

reform in this direction by modularising its study programmes and introducing ECTS.
Nevertheless, 10 years down the line, problems in the correct implementation of the Bologna
recommendations still persist. There are still study programmes that are not designed
according to student workload and the characteristics of the final qualification, and are not
based on learning outcomes.
2.4.
Attractiveness of VET
To what degree is the VET system attractive to youth and adults? Table 3 shows that the
highest concentration of persons participating in the system for vocational education and
training is in secondary vocational education of 4-year duration (85.85%), whereas secondary
vocational education of 3-year duration reveals a declining trend of enrolment. In comparison
with 200794 when 7052 students attended this type of education, their number in 2011
dropped by 28.27% to 5058 students. At post-secondary VET level, specialisation shows small
coverage, with no participation whatsoever in the master exam in 2011.
Table 3: Overview of students in vocational education and training in the Republic of Macedonia /2011
Levels
Secondary vocational education
Post-secondary
vocational education
96
Higher vocational education
Total
Types of VET
Vocational skilling
3-year secondary VET
4-year secondary VET
special secondary schools
Specialisation
Master exam
Higher vocational schools
Number of students
163
5058
48882
287
449
0
2102
56941
95
%
0,29
8,88
85,85
0,50
0,79
0
3,69
100,00
The overview of the number of students in higher vocational education presents data only on
students in public and private higher vocational schools. In 2011 public vocational schools were
attended by 1853 students and private higher vocational schools by 249 students. As no clear
picture is available on the number of students in university vocational programmes of 3-year
duration, they are not presented.
This overview allows for a conclusion that post-secondary vocational education does not
provide the desired service. Both forms comprising this sub-system have shortcomings and are
evidently not sufficiently attractive for youth and adults.
94
SSO, Primary and secondary schools at the end of the school year 2006/2007 , Statistical Review No. 2.4.8.03, Skopje, June
2008
95
SSO, Primary and secondary schools at the end of the school year 2010/2011 , Statistical Review No. 2.4.12.06/720, Skopje,
June 2012
96
The part on higher vocational education lacks students enrolled in vocational study programmes at universities who are not
among the students of the vocational higher schools.
33
The ratio of students in vocational as opposed to general education in 2001 was 70% to 30% in
favour of vocational education. In the meantime, the interest in, and hence the offer of, general
education has increased, changing the ratio. Today, this ratio is only 58.39% to 40.45% in favour
of vocational education.97
Table 4: Students in secondary education according to the type of education
Type of education
Secondary education / total
General education
Art education
Vocational education
VET students as % of total
2007/2008
Total
94545
38214
854
55477
58.7%
98
2008/2009
Total
93843
38373
1015
54455
58.0%
99
2009/2010
Total
95343
38527
1221
55595
58.3%
100
2010/2011
Total
94155
38013
1071
55071
58.49
101
2011/2012
Total
93064
37646
1080
54338
58.39
102
From the data presented, one might get a false impression of the interest of students for
learning and for the selection of their secondary education destination. There has been an
evident trend for increasing the interest and pressure of students for enrolling into secondary
general schools in the last decade. However, due to the limited enrolment quota in general
education schools, those students failing to enrol, most often due to poorer achievements in
primary education, as a rule enrol into secondary vocational schools. Given that the network of
secondary schools is predominantly intended for vocational education, a remnant from the
past, the public capacities are limited to 1390 general education classes and 2047 vocational
education classes.103 If possibilities existed for greater enrolment quota in general education, it
would be logical to assume that the ratio between general and vocational education would turn
in favour of the former.
Is vocational education an attractive destination for young people? The answer is unfortunately
no. With few exceptions, namely the medical and economy/law occupational areas, the other
areas are less attractive. This has consequences for VET programmes of shorter duration (2 or 3
years). The low value attributed on the labour market to these qualifications contributes to the
practice for young people to enrol in technical programmes with the intention to continue their
education. A strong economy can make lower level qualifications attractive, but a weak one has
an adverse effect on their attractiveness for enrolment.
One more feature additionally distorts the impression about the interest of youth in vocational
education. Youth in some smaller towns do not have the opportunity to choose between
97
SSO, News release: Population and social statistics, 2.4.12.04/718

SSO, Primary and secondary schools at the beginning of the school year (for 2008, 2009 and 2010 )
99
Ibid, 2009.
100
Ibid, 2010
101
102
103
SSO, Primary and secondary schools at the beginning of the school year 2011/2012, News release 2.4.12.04/718
98
34
general and vocational education or to choose a vocational school according to their propensity
or interest, because in that location only one type of vocational school exists. They always have
the option to travel to or reside in another town where there is a secondary school in line with
their interests. However, given the declining finances available to families, the majority of these
young people opt for using the services of the schools that operate in their hometowns,
although they do not offer areas or profiles they are truly interested in. This has negative
effects on the transition of graduates into higher education. Most often, these graduates opt
for study programmes that are not in continuation of their secondary vocational education, but
reflect their true interest. Statements by university students and unemployed, offered during
the research, only confirmed this conclusion. Despite the positive measures undertaken to
remedy this situation, such as free transportation, free textbooks, housing in student
dormitories, scholarships, etc., it still affects the selection process. Thus, the issue of the nature
of secondary schools in smaller town and of the curricula that attract small number of students
is brought to the forefront of the debate.
Table 5: Regular secondary schools, classes, students and teachers
Students
Teachers
female
graduates
total
full-time
part-time
students
total
female
total female total
female
total
female
1998/1999
96
2902
89775
43653
21510
- 5557 3012
2003/2004
96
3032
93791
44887
23621
11341 5863 3278 4891
2716
972
562
2004/2005
100
3134
94053
44701
24225
11312 5946 3375 5107
2875
839
500
2005/2006
101
3184
93908
44530
25588
11763 6136 3432 5277
2930
859
502
2006/2007
104
3219
93763
44334
25629
11794 6280 3541 5311
2961
969
580
2007/2008
107
3237
92753
44387
24700
11463 6438 3714 5529
3149
909
565
2008/2009
110
3295
93164
44643
24210
11543 6832 3953 5810
3342
1022
611
2009/2010
111
3372
95343
45820
25345
11941 7008 4041 6001
3404
1007
637
2010/2011
114
3 441
92848
44773
24846
7197 4225 6113
3574
1084
Source: SSO, 2001; 2009; 2010; 2011, 2012. data pertain to regular secondary schools
Schools
Classes
total
In the period between 1998 and 2011, the number of schools increased, whereas the number
of students remained stable, with slight fluctuations. The ratio between male and female
students shows equitable representation of female students of 45-48% throughout the entire
period. In parallel to the expansion of the network of schools, there has been increase in the
number of teaching staff.
35
Chart 2. Students in secondary vocational schools according to occupational areas and period
1
2
3
4
5
6
7
8
9
10
11
12
13
14
104
Agriculture-veterinary
Forestry-wood processing
Geology-mining and metallurgy
Machine engineering
Electro-technical
Chemistry-technology
Textile-leather
Graphic
Personal services
Construction-geodetics
Traffic
Catering-tourism
Economy-law and trade
Medical
Data indicate that occupational areas which cater for highest numbers of students are the
medical, economy-law and trade, electro-technical and machine engineering occupational
areas. This does not necessarily mean that these are more attractive than other occupational
areas. This may also be due to the available capacities for delivery of education and training in a
respective occupational area. Within the school network, the occupational area with the
highest representation and the one offering most enrolment places is machine engineering.
However, the most pronounced decline in interest for enrolment is noted precisely in the
machine engineering occupational area. Interest is also evidently declining in agricultureveterinary, geology-mining and metallurgy, graphic, chemistry-technology, constructiongeodetics and partly electro-technical occupational areas, whereas there is slight increase in
personal services, traffic and forestry-wood processing. Restructuring the network of facilities
in VET is a complex process and may bring about negative effects in VET schools due to possible
loss of jobs, need for requalification, recruitment of new staff, new equipment, additional
funding, etc. Herein lies the reason that it has not yet been tackled. However, the evident
disparity between offer and interest and between offer and uptake merits further analysis of
the entire school network in regard to the questions to what extent does it reflect the interests
and needs of young people and the economy, and to the question of its cost-effectiveness. The
advantages that this process might bring by far outweigh possible negative effects.
The decision to make secondary education compulsory for all children, starting from 2008, has
had positive effects not only on progression rates from primary into secondary education,
which improved significantly to 95% in 2011, but also on the decrease of the drop-out rate in
secondary education. Data from 2010/2011 reveal that 1496 (1.61%) secondary school
104
SSO, Situation 2001 and 2011
36
students105 discontinued their education, which in a 4-year schooling cycle amount to 4-5% on a
multi-cohort level.106. This decline in early leaving was expected, given that the amendments to
the Law on Secondary Education provide for fines for parents who do not send their children to
secondary education, and also given the positive measures for support to groups at risk (free
transportation, scholarships, free textbooks, etc.).
Despite of the efforts made to decrease the number of students who discontinue their
education, including improvement of infrastructural facilities, provision of free textbooks and
scholarships and conditional cash transfers to vulnerable students and families, incomplete
coverage and drop-out, although at a lower rate, still continue to plague the countrys VET
system.
2.5.
Legislation
Although certain changes in the legislative framework were made recently, some of the old
shortcomings are still present today The majority of changes focused on systemic issues; we
can single out the following as most significant developments: the establishment of
professional institutions for support to education such as the VET Centre, the State Examination
Centre and the Adult Education Centre, which came out of the Pedagogical Institute of
Macedonia; the operation of the Bureau for Development of Education (formerly Pedagogical
Institute) is regulated through separate law, for the first time separate Laws on VET and on
Adult Education were adopted, State Matura was introduced in secondary education, the
duration of compulsory education was firstly extended to 9 years (from 8) and later with the
proclamation of secondary education as compulsory in 2007 to even 13 years; external
assessment as a form of assessment of quality in primary and secondary education was
introduces, a new Law on Higher Education was adopted in line with the Bologna
recommendations, etc. However, despite the great number of successful interventions, specific
issues in the area of education remain unregulated or inappropriately regulated.107
The Law on VET leaves many gaps and needs to be revised. In this form, it resembles a Law on
the VET Centre, rather than a law regulating VET, than a law on vocational education and
training. The competences of different VET relevant bodies and institutions are regulated in
different other laws, which leaves ample room for inconsistencies in regard to their functioning.
Its relation to the Law on Secondary Education and Law on Adult Education is inconsistent and
incomplete.
105
SSO, Primary and secondary schools at the end of the school year 2010/2011, Skopje, June 2012
Students who drop-out are those students who have deregistered officially, i.e. have withdrawn their documents in the
course of the respective school year.
107
See more in: ETF (2010) : Collaborative Evaluation of the Impact of Reformed 4-year VET, Skopje
106
37
A review of the legislation reveals partial inconsistency and overlap of competences of different
bodies and institutions operating in this sector.108 Most often, legislative amendments and
supplements were not accompanied by timely revision of by-laws, especially those regulating
competences on national, local and school level, creating contradictions and inconsistencies in
the implementation of legal provisions and slow implementation of interventions. A most
obvious example of this lack of harmonisation lies in the detailing of the competences of the
VET Centre, BDE, AEC and SEI.
The VET Centre, as the most important body in VET is not clearly hierarchically positioned and
defined. It still lacks financial and institutional autonomy and is weak in regard to its physical
and staffing capacities. This situation is highly detrimental for the planning and implementation
of its activities and fulfilment of its responsibilities.
2.6.
Challenges
2.6.1. Need for new skills

The labour market in the Republic of Macedonia is only beginning to demand higher skills and
education. According to the ESARM Skills Need Analysis on the Labour Market for 2011/2012109,
the majority of new employments expected in the next 12 months, according to the level of
required knowledge (education), will require persons with completed secondary education
(67.3%), predominantly in processing, trade, transportation and construction; persons with
completed primary education (15.7%), primarily in the processing industry, agriculture, hunting
and forestry and construction. Small demand exists for persons with higher education (9.9%),
primarily in the processing industry, in professional, scientific and technical activities, trade and
finance and insurance.
The same analysis reveals that employers highlight the need for command of foreign languages
(English, German, Italian), familiarity with basic computer applications, as well as advanced
knowledge and skills in IT, communication skills, ambition, responsibility, confidentiality,
precision, tram work, data entering and reading skills, flexibility, sales, marketing and
management skills.110
The research carried out in 2012 for the needs of this Strategy, set out, among other things, to
refresh the information on required skills desirable for work and employment by the countrys
business sector.111 In one of the research instruments, the business community was provided
108
ETF (2010): Collaborative Evaluation of the Impact of Reformed 4-year VET, Skopje
ESARM: National report from the Skills Needs Analysis at the Labour Market in the Republic of Macedonia for 2011/2012
110
Survey carried out in 2011, based on a sample of 2956 business entities (companies).
111
The representative sample included 110 small, medium and large companies covered by the research in 6 locations with
different techniques and instruments.
109
38
with a list of 32 desirable qualities, and was asked to assess them for priority in the companys
respective work and recruitment processes. Results reveal that in our economy, the diploma
still strongly impacts the processes of employment and work. Close to 96% of employers
believe that the candidate for employment/the worker must possess a diploma for appropriate
education.
It is evident that the business sector in our country still puts its faith in certificated
qualifications and expects the formal system of education and training to bridge the gap
between supply and demand of skills. Opportunities for implementation of mechanisms for
validation of skills acquired outside of the formal system have still not found their rightful place.
In addition, the business sector puts higher values on the fundamental (for the occupation area)
and the specific (for the respective occupation) vocational competences. Small and medium
enterprises list the following qualities as having dominant priority for them: possession of
driving license, problem solving abilities, good communication abilities, foreign language
command, professional attitude towards work, ability to work under pressure, ability to detect
errors, ability to take criticism and learn from it. The other qualities are ranked in the category
least needed. Unlike them, the large companies strongly emphasise the need for
candidates/workers to demonstrate confidence, teamwork abilities and adaptability.
Qualities such as: mathematical skills, entrepreneurial skills, broad general culture, leadership
skills and IT knowledge and skills, are assessed as having a very low priority. This is only
seemingly surprising, as we need to keep in mind the features of the sample covered in the
research, as well as the general picture of the countrys economy. The companies in question
are mainly small and medium sized companies, representative of companies with small and
medium-sized companies which make up for over 90% of the total number of companies in the
country. As a rule they have a small number of staff and are engaged in production or services.
On the other hand, we need to keep in mind that the bulk of the countrys production
(measured as gross output at basic prices) is based on low technology content (45%), 43 per
cent is medium technology production and only 1 per cent falls in the category of high
technology production.112 In such an environment, when domination of high technology
production, which most often assumes application of IT and sophisticated technology is absent,
the position of mathematical, entrepreneurial and IT skills should hardly surprise us. However,
this does not diminish the necessity of developing these competences/skills, because there is
only one path for the development of the countrys economy high technology production.
Therefore, education and training, by its nature focused on the future and preparing individuals
for the future, will have to ensure the development of these desired competences.
112
Mojsoska-Blazevski, N., Kostadinov, A., Greg, K., von Uekskul, E. (2012): Policies for skills towards economic diversification in
the Former Yugoslav Republic of Macedonia, International Labour Organization; Team for Technical Assistance to Decent Work
and Office for Central and Eastern Europe. - Skopje: MOT, 2012, p. 12
39
In addition to skills needed for successful transition to work, it is extremely important to also
develop skills for continuation of education. The analysis demonstrated that graduates
continuing to university lack a number of skills necessary for successful continuation of their
education. In the opinion of university professors, they have not developed and/or acquired
sufficiently time management abilities, leadership skills, strong work ethics, abilities to accept
criticism and learn from it, research abilities, problem solving skills, logical thinking abilities,
error recognition skills, ability to work under pressure, general broad culture, independence,
presentation skills, professional ethics and ability to handle stressful situations. Half of the
surveyed professors also stated that VET graduates completely lack above all entrepreneurship
skills. Their interpersonal skills, communication skills, mathematical abilities and foreign
language command were also assessed as missing.
Although the satisfaction percentages given are not very high, tertiary education is satisfied
with the following skills and qualities of graduates: self-confidence (61.5%), team work abilities
(53.8%), IT knowledge and skills (53.8%), obedience (46.2%) and positive attitude (46.2%).
The results point to the shortcomings of secondary vocational education in the satisfactory
imparting of skills and qualities necessary for successful continuation of education. In an
environment where higher education is the dominant destination for secondary school
graduates, there is a clear need for improving and strengthening the students acquisition of
skills/qualities they require.
The Strategy needs to highlight this fact and recommend measures for overcoming the gap
between skills supply and demand, i.e. between the three types of skills: certificated (skills
represented by the certificate/diploma), personal (skills that the person actually possesses) and
market (skills demanded by the labour market). 113
2.6.2. Collaboration with the business sector

The collaboration with the business sector and the realisation of practical teaching are the most
challenging aspects of VET. This question must receive fullest attention in future. The problems
and obstacles are diverse: business sector partners are difficult to find, the dynamics of
realisation of practical training is difficult to plan, resources (consumables and materials) for
effective carrying out of practical teaching in the schools are scarce, the equipment and
technology students use in the process of practical teaching in schools is out-dated and
obsolete and differs greatly from the one used in companies, the motivation of companies for
enhanced collaboration with schools is poor, etc.
113
Velkovski, Z. (2005): Lacrimae mundi, Bureau for Development of Education, Skopje
40
The collaboration between educational institutions and the business sector on policy and
regulatory levels has been yielding results recently. However, it is unfortunate that a number of
provisions focusing on this topic contained in the regulations have not been fully
operationalized, thus limiting their applicability in the practice. For example, the VET Centre has
signed a number of Memoranda for collaboration with VET stakeholders, but this initiative has
not resulted in anything concrete yet. The Law on vocational education provides in Article 11
for the possibility for the Chambers to submit proposals to the VET Centre for innovation of VET
syllabi and curricula and proposals for design of new standards of occupations. This possibility is
not used in practice. Article 15 of the same law entitles employers to use incentives (financial,
tax and customs benefits) if they take part in the realisation of practical training of VET
students. This option has also not been used due to the lack of defined mechanisms for its
implementation.
The education and the business sectors achieve more dynamic and strategic collaboration in
higher education. Motivated by the legal obligations and needs for new skills for the new jobs,
universities are investing enhanced efforts in the intensification of the collaboration with the
business community. This includes development of mechanisms to bring students closer to the
world of labour and improve their employability. The efforts for a systemic approach have been
yielding effects lately through the conclusion of agreements between universities, chambers of
commerce and the business sector.
2.6.3. Practical teaching and training

Vocational education and training consists of general education, vocational-theoretic
education, practical teaching (theoretical part of the practical training) and practical training.
The allotment and share of practical teaching/training in the syllabi needs to undergo change.
Its scope has been revised in the 2-year and 3-year VET, but needs to be revised also in
technical vocational education and training, which caters for the greatest number of students in
VET. The time allotted currently to practical teaching and training in TVET lies between 9% and
20%, and merits increasing. Global tendencies indicate that employers are increasingly inclined
to hiring secondary school graduates with technical qualifications, thus improving the chances
for their successful transition to the labour market. To this end, it is necessary to strengthen, in
addition to the acquisition of competences for continuation of education, also the acquisition of
competences/skills necessary for transitioning to the labour market.
Planning of practical training is a problem in itself. The rigidity of the syllabus makes it hard to
plan efficiently and effectively the concentration and time distribution of practical training,
which are closely linked to the character of the respective profile, and companies are not
always ready and able to adapt to the schedule foreseen in the syllabus. A higher degree of
flexibility needs to be introduced to enable schools to decide more independently on the timing
41
when practical training is to be carried out and to harmonise the schedule with their business
partners, respecting in the process the requirements for quality realisation of practical training.
Infrastructural capacities in VET present an additional problem. It is necessary to improve the
situation in secondary VET through provision of laboratories, workshops, demonstration
facilities, equipment and consumables. This improvement will facilitate strengthening the
practical teaching in schools and ultimately improvement of the quality of learning. We also
need to keep in mind the possibility for utilising existing infrastructure and capacities of
companies, with a view to their greater involvement in the process of students acquisition of
practical-vocational competences, thus decreasing the costs for this purpose.
Internship is included in the educational programmes and is part of the active labour measures
at national and local level. Internship is primarily focused on students and the unemployed. The
internship programmes enable employers to identify suitable future personnel. Therefore,
national and developmental programmes targeting this issue include initiatives to encourage
this process.
Gaining work experience by training through volunteering marginalises VET students. The
current form of volunteering allows for the practice to be carried out only in non-profit
organisations, thus limiting opportunities for graduates/students to volunteer in companies
corresponding to their occupational area, which are as a rule profit companies, to enhance their
skills and gain working experience that carries significant weight in the process of employment.
2.6.4. Syllabi and curricula

Analyses show weaknesses in the development of syllabi and defining of profiles in VET due to
the lack of a quality analysis of the labour market and its needs. The relevance of the profiles
produced by the VET system for the labour market and types of competences graduates
possess and their applicability in an environment of technologies are key challenges facing VET.
The current set-up of the VET system does not allow for fast and timely reaction to the changes
in the demand for new profiles and skills. The absence of quick procedures for changes in the
syllabi and curricula, introduction of new and deletion of unnecessary profiles, and mechanisms
for forecasting the needs of the labour market are bottlenecks in the functioning of the VET
system.
In this sense, the research identified need for changing the procedures for syllabus and
curriculum innovation and amendment. They are said to be slow and long, adversely affecting
the possibility for the curricula to timely respond to the changing demands for skills of the
labour market. The current procedures hamper quick reaction of VET to the developments in
the business sector and achievement of a higher degree of relevance.
42
2.6.5. Quality
Control of quality in VET is regulated with the provisions of the Law on amendments and
supplements to the Law on secondary education114, Law on amendments and supplements to
the Law on secondary education115, Law on amendments and supplements to the Law on
secondary education116, Law on education inspection117 and Rulebook on integral inspection118,
Law on vocational education and training119 and Indicators for quality of the work of school120.
Although quality assurance in VET is partly regulated through laws and by-laws, the impression
remains that it is one of the most pronounced weaknesses in VET. For example, the Law on
vocational education and training makes no reference to the issue of quality assurance.
Control of the quality in VET is carried out internally (self-evaluation) and externally (integral
evaluation). Self-evaluation as regular practice for defining the development directions of the
secondary VET schools has still not come to life and still serves the purpose and is carried out
only as part of the integral evaluation.
The external quality control is defined through the role of the State Education Inspectorate. By
carrying out the external integral evaluation, it carries out the obligation for conducting
supervision/control of the quality in the VET institutions. The Rulebook on the manner and
procedure for conducting the inspection supervision of the education inspection121 makes
reference only to the integral evaluation, without addressing the issue of quality assurance,
with special focus on indicators developed for assessing the quality of the work of the schools.
Unfortunately, some of the quality indicators are not appropriate for the specificities of VET,
are too general and in poor communication with the European Quality Assurance Reference
Framework for VET.
Apart from the system for quality control in VET, there is not system for support and/or system
for quality assurance, which would decentralise the issue of quality assurance through active
participation of a broad base of stakeholders in the process of strengthening the quality in VET.
In addition to systems for control/quality assurance, teaching and learning play a central role in
strengthening the quality in VET, as well as the teachers as implementers of this activity.
114
Official Gazette of the RM No. 67/04 from 04.10.2004, art. 50 to amend art. 108
Official Gazette of the RM No. 35 from 23.03.2006, art.89-b
116
Official Gazette of the RM No. 33 from 9.03.2010, art. 29, para 2
117
Official Gazette of the RM No.52 from 04.07.2005
118
Official Gazette of the RM No. 86/06, Skopje
119
Official Gazette of the RM No. 71 from 08.06.2006
120
RM, MoES, SEI, Skopje.
121
Official Gazette of the RM No. 86/2006
115
43
The consultation process demonstrated that the in VET is less than satisfactory both from the
viewpoint of employability and vocational competences of graduates, and also of their
competences for continuation of education. Teaching and learning in VET are plagued by
weaknesses in the area of use of contemporary learning models and strategies and assessment
of student achievements.
The initial education of VET teachers and instructors in VET does not provide future and current
teachers and instructors with appropriate pedagogical-didactic and andragogical competences.
The pedagogical qualification VET teachers and instructors, as part of the initial training system
of those studying at teacher training but also non-teacher training faculties has been
inconsistent in the last several decades. It does not nearly satisfy the requirements for training
a competent and effective teachers or trainers for VET.
During the consultation process, the VET teachers themselves identified as areas in greatest
need of attention: the improvement of practical teaching/collaboration with the business
sector (57.57%), innovation of syllabi and curricula (51.51%), changes in the educational profiles
(48.48%), improvement of textbooks and equipment/didactic aids (48.48%) and strengthening
the school budget (45.45%).
The issue of textbooks is a frequently highlighted problem in VET. Too much time is wasted in
discussions how many and what kind of textbooks the VET system needs. Too great a focus and
dependence on the textbooks is connected to the unyielding idea that teaching and learning
serve the purpose of delivering the contents of the textbooks instead of developing the
competences of students. Without wanting to marginalise the important of textbooks, it must
be said that teaching based on learning objectives and outcomes makes use of the textbook as
only one of the many teaching and learning resources. This approach puts at the forefront the
competences that students need to acquire and eases the tension around textbooks and the
too great teacher focus and dependence on them.
The teaching and learning approach needs to move away from the traditional notion of
focusing on fundamental vocational and specific vocational competences. New pedagogical
approaches take into account the skills of the workforce that are constantly evolving and the
respective emphasis on the flexibility and importance of transversal competences, such as:
problem solving, change management, entrepreneurial skills, communication skills, pair work,
relations with co-workers and clients, IT literacy, creativity, self-confidence, professional ethics,
etc. These demands need to find their answer in the goals and contents of teaching and
learning in vocational education and training.
44
2.6.6. Financing and decentralisation

Problems in the financing of VET are one of the most important topics affecting its
stockholders. The costs of financing VET fall mostly on the Ministry of Education and Science,
on the basis of its work programmes and annual budget approved by the Government.
Financing of VET schools follows a methodology for establishing criteria for allocation of
block/lump sum grants for secondary education to municipalities and the city of Skopje.122 The
municipalities receive block grants from the Ministry of Education and Science which are in
general used for salaries, student transportation and heating costs. Part of the funds is
allocated to development issues. Part of the operational costs is covered by the schools
themselves or by the respective municipality.
Municipalities maintain on-going dialogue with the institutions of the government around
increasing their financial resources and improving the methodology of determining the criteria
for allocation of block grants, with special emphasis on the differences between and
specificities of municipalities and education institutions.123 To this end, in the period between
2009 and 2013, The Government undertook measures for strengthening the financial power of
the municipalities, through124:
- Permanent increase of the percentage of the revenues from the VAT that is allocated to
municipalities from 3% (in 2009) to 3.4% in 2010, 3.7% in 2011, 4% in 2012, and to 4.5%
in 2013, ensuring increase in the municipality budget revenues;
- Increase in the distribution of the revenues from sale of construction land to a 20 : 80
ratio in favour of the municipalities;
- Increase in the distribution of the revenues from mineral ore concessions to a 22:78
ratio in favour of the municipalities;
- Introduction as of 2013 new revenues from concessions for use of water resources for
production of electrical energy, which are to be distributed to a 50%:50% ratio (until
2016 the ratio will be 25% for municipalities and 75% for the state budget.125
To complement these systemic measures, the Government, through loans from international
financial institutions, carries out intervention projects in education, aimed at reconstructing
primary and secondary schools, equipping classrooms, constructing and reconstructing school
gyms, tennis playgrounds, opening and equipping laboratories, etc.126
122
Budget of the RM for 2011 and 2012, Directive on the methodology for allocation of dedicated and block grants in secondary
education, Official Gazette of the RM 176/2011; interviews with directors, review of school budgets
123
ZELS, Glasilo, July 2012
124
Ministry of Finance Sector for budgets and funds, Opinion following the letter from the Ministry of Education and Science
from February 2013, 21 March 2013
125
Ibid
126
Ibid
45
It is expected that these measures will contribute to strengthening the financial power of
municipalities, and thus help create dynamic and quality support to vocational training and
education. It is especially important for the municipalities to strengthen their capacities for
utilisation of local sources to enhance their potentials for support.
The countrys allocation of resources for education has been between 5% and 6% of the GDP in
recent years, which is at the level of OECD developed countries.127 The amount of the state
expenditures and overall expenditures for initial VET is difficult to calculate, because they fall
into the overall funding of secondary, post-secondary and higher education, or are part of
intervention measures and international projects, and because there is no clear distinction
between general and vocational education at the respective level.
Public financing of continuing VET is mainly carried by the Ministry of Education and Science
through, the work of the Centre for Adult Education, and the Ministry of Labour and Social
Policy, through the Active Labour Market Programmes. The ESARM, funded by the state budget
and resources it generates (membership fees, user charges, etc.), covers most of the costs of
training for employment, new qualifications and training for acquisition of skills demanded by
the labour market for persons without any or with low qualifications levels.
In addition to funding allocated from the state budget, VET receives additional funds through
projects, most often implemented by international donors, and special funds from different
Government ministries. Some schools organise income generating activities, such as training for
outside users, provision of diverse services and production and sale of products. Unfortunately,
such practices are rare.
Recent developments indicate that decentralisation does not entail mere redistribution of
power, but also devolution of responsibilities which directly determine the status and role of
local political and administrative centres of power. Assuming responsibilities in education
requires also assuming responsibility for its financing.
In an environment of increased allocation of resources from the state to the municipalities, it is
to be expected that the financial support of local authorities for VET should also increase.
However, despite this, the consultative process revealed dissatisfaction on the part of schools
with the financing system. Most often, this dissatisfaction is focused on the lack of resources for
developmental issues, equipment and expendables, pointing to the existence of open issues
between the state, local governments and VET schools in the area of financing, highlighting the
need for strengthening the social dialogues between these stakeholders.
127
Ibid
46
3.
Strategy Framework
The VET Strategy represents further operationalization of the strategic goals and objectives
defined in the National Programme for Development of Education in the Republic of
Macedonia 2005-2015128 and the country Vocational Education and Training Policy129. These
documents reflect the recommendations contained in the European initiatives for development
of vocational education and training, such as Lisbon (2000), Copenhagen (2002), Maastricht
(2004), Helsinki (2006), Bordeaux (2008) and Bruges (2010). The recommendations adopted in
and governing the actions in the European Union in the area of modernisation and reform of
vocational education, with special emphasis on the Bruges Communiqu, present the basic
platform on which the solutions offered in this Strategy rest.
The VET Strategy pays due attention to the solutions presented in other strategic documents
adopted by the Government of the Republic of Macedonia, which address different sectors,
such as: employment, economic development, poverty reduction and elimination, etc. It takes
also into account the experiences from the reforms carried out in the education system in the
Republic of Macedonia, as well as the results of internationally funded projects in this area,
initiated and implemented with the assistance of the European Training Foundation, the
PHARE, CARDS and IPA Programmes, GTZ, USAID and other programmes and projects
implemented by the Government of the Republic of Macedonia and the Ministry for Education
and Science, in cooperation with the Bureau for Development of Education and the Centre for
Vocational Education and Training.
The foundations of the VET Strategy are rooted in the consultation process with the expert and
policy-making communities on the future of VET in the country.
The VET Strategy outlines a system well positioned to adequately respond to the established
current and future challenges. The proposed harmonisation is founded on flexible institutional
set-up and development of mechanisms and instruments that will enable it to timely offer skills
and demanded by the labour markets, and necessary for continuation of education and life in
general. VET needs to be in a constant dynamic relation with the labour market and society as a
whole. Changes occurring in all areas impose the need for establishing such a system that can
timely react to and implement change for this relation to be maintained and for VET to fulfil its
role of a distributor of competent workforce, on one hand, and individuals prepared for
continuation of their education, on the other.
128
Ministry of Education and Science (2005), National Programme for the Development of Education in the Republic of
Macedonia 2005-2016, Skopje
129
Ministry of Education and Science (2010), Concept for VET in the Republic of Macedonia, Skopje
47
3.1.
Guiding principles
The basic principles on which the reform and modernisation of vocational education and
training in a lifelong learning context is to rest, must reflect the contemporary situation and
tendencies in VET, the economic, political and cultural development of the country, trends
resulting from globalisation processes and the international context, as well as the interests of
stakeholders.
Vocational education and training is founded on following principles:
Quality: The principle of quality is a key principle in vocational education and training. VET must
be in tune with the standards of quality developed applied in the international environment
and with the mechanisms for quality assurance relevant for this tier of education and training.
Improvement of the quality of VET will have as its outcome increased attractiveness of and
confidence in VET.
Relevance: VET must be relevant to the successful transition to and performance of young
people and adults in the areas of work, further education and life in general, and respond to
demands coming from the labour market and society.
Collaborative approach: Vocational education and training must develop in partnership with
stakeholders: the Government, the business sector, unions, employer associations and
chambers, research institutes and institutions, VET service providers, local government, sectoral
committees, parents and students. The collaborative approach to creating education policies
and to delivery of VET is the only possible approach in an unpredictable future.
Decentralisation: Decentralisation in VET is a necessity which improves its efficiency, agility and
alertness, and enables it to timely react to changes in the economic and overall social sector.
Any VET system able to timely adapt to changing demands is and will remain a recognised
priority sector. Decentralisation in education facilitates redistribution of competences and
responsibilities for the main education issues, such as:
control and quality of education,
teacher professional development,
allocation and distribution of funds,
development of VET,
(mis)match between workforce and local job offer, and learning opportunities available
to young people and adults,
improvement and efficient use of research and innovation results,
quality collaboration between education and the economy,
management of human and material resources,
speedier revision of standards of occupations, education profiles, curricula and modules,
openness of syllabi and curricula;
48
better coordination in the revision and functionality of the network of VET providers,
etc.
Inclusiveness and equity: VET must be accessible to all regardless of age, sex, social
background, religion, physical or mental disability, political or ideological affiliation, etc. This
implies realising the right of all individuals to education in line with his/her potentials, interests
and needs. VET reflects the measures and qualities for better integration of all citizens in the
economy and society in general.
Institutional and programme diversity: VET must be designed so as to meet the needs of all
groups at risk, including: the employed and the unemployed; persons returning to the labour
market, the long-term unemployed, persons with developmental challenges, early leavers, etc.
The VET system must develop a network of diverse institutions and programmes aimed at: 1)
addressing economic and social demands, and 2) meeting the needs of diverse groups of users.
Effectiveness and accountability: Proper monitoring of progress in VET should result in
transparent and easily accessible evidence for the general public and stakeholders.
Accountability, based on the realisation of short-term and long-term goals, should be an
inseparable feature of VET and institutions involved in it. The future VET system requires
competent management and transparency of results and achievements. Efficient utilisation of
available funding and diversification of funding sources (national and international, private and
public, central and municipal, and such as obtained through income generation activities of
providers themselves) is the only way to achieve the desired better results in an environment of
scarce resources.
3.2.
Vision and goals of the VET Strategy
Interventions in the countrys vocational education and training will result in a system which
reflects the demands and visions of all its citizens and the intentions for the future vocational
education and training to be an attractive destination for young people and adults, operating at
a level of quality that enables all to adapt to and transform the quickly changing future.
VET will become a key factor in the development of the workforce, in the establishment of an
economy that makes better use of its human capital and evolves towards an information and
knowledge-base, in strengthening individual and social productivity, in the economic
development and growth of the country, in the improvement of the quality of life, in achieving
full social participation, in employment, in strengthening the employability and professional
development of young people and adults, and realisation of mobility on national and
international level.
What is the goal of VET? There is more than one answer to this question. The business
community demands that the goal of VET should be to train and prepare students and learners
49
for successful transition to the labour market (Homo faber, Homo technologicus), to provide
them with necessary knowledge and skills that employers demand. For universities, the goal of
VET should be to prepare students for successful continuation of their education and mastering
of scientific knowledge (Homo scientificus, Homo educanus). For parents, it is important that
VET meet the wishes and inclinations of their children and ensure them a quality and safe
future. For politicians, the goal of VET varies often and depends on their interests. If they speak
from an economic viewpoint, then, in their opinion, VET should prepare capable workers. In this
sense, there are continuing appeals for youth to enrol in VET. If the topic is higher education,
then VET should prepare them for successful continuation of education. Very rarely do we hear
that VET should develop an independent and creative person (Homo sentimentalis, Homo
creator), with potentials that enable him/her to successfully accomplish his/her civil and
societal role (Homo politicus, Homo socius) and with competences for developing an
appropriate culture of living (Homo amans). Rarely, extremely rarely, are these goals spoken of
in combination.
VET must be viewed and defined in the context of lifelong learning, i.e. educating a man
capable to learning in continuation (Homo discens).
VET needs to become an attractive and credible option for youth, and an effective opportunity
for skills refreshment / retraining of youth and adults in urban and rural communities,
contributing to competitiveness of the employed and for employability of job seekers.
In order to make the vision for VET in the country a reality, the Strategy for VET in a lifelong
learning context aims to meet the following goals:
To enhance the attractiveness, relevance and quality of VET and enable it to play a key
role in the improvement of professional performance, competitiveness and innovation.
To offer more diversified and flexible learning opportunities to young people and adults
to acquire the skills that are necessary for their career development and that stimulate
entrepreneurial spirit, whilst fostering participation in further education and training,
and contributing to active citizenship and personal fulfilment.
To promote excellence and social inclusion, contribute to greater employability, mobility
and job security enhance anticipation and management of labour market changes and
encourage business competitiveness.
50
4. The future VET system

The analysis of the challenges and trends in the countrys VET system, which is the basis of this
Strategy, reveals different levels of development in separate parts of the VET system,
bottlenecks and critical intervention points. If we want vocational education and training to
reach the desired development level and to assume in future the role of generator of change
and factory for production of educated and with skills armed young people and adults, that
not only adapt to the future unpredictable reality, but are also able to change and innovate it,
then the priority areas for implementation within the proposed Strategy are as follows:
1.
2.
3.
4.
VET in the function of strengthening social cohesion and social inclusion

Attractiveness vocational education and training
Quality and relevance guarantee for competitiveness
Good governance, resources, capacities and accountability in the future VET system.
The following elaboration of each goal provides for the measures that need to be implemented
in the coming period.
4.1.
VET in the function of strengthening social cohesion and social

inclusion
Vocational education and training must strengthen its function for prevention of possible social
exclusion. The number of persons without any qualification is a very high (41.67% of the
working age population130). If we add to this number those persons with low qualifications that
are not in demand at labour market any more, and also the persons who have completed 4year general education, then the percentage becomes alarming, as they are not competitive at
the labour market and can hardly be regarded as employable. This puts them at a very high risk
of exclusion from work, and thus of social exclusion. This population group must in the coming
period be at the forefront of concern in the development and implementation of education and
training and employment policies.
Within this diverse category of persons at risk of social exclusion are persons with low skills who
have left school / dropped out or have not continued their education and training after the
completion of compulsory education.131 Decreasing the number of early school leavers is an
important measure for enhancing the skills of the population, increasing the employment rate
130
131
SSO, Labour Force Survey 2011, Skopje, 2012

Persons schooled in the system where compulsory education lasted 8 years.
51
and promoting social inclusion. In 2011, early leavers made up for 13.5% of the total number of
persons with primary education or less for the same age group.132 In the period from 2002
(when it was 30.1%) to 2011, this percentage dropped by 16.6%. This decrease is mainly due to
the extension of duration of compulsory primary and introduction of compulsory secondary
education.133 Drop-out is more pronounced among the female population (15%) then among
the male population (12%).134 The EU Strategy 2020 requires that by 2020 the percentage of
early leavers should not exceed 10%.135
In addition to the attention that needs to be devoted to early leavers and persons with low
basic skills levels, care must be also taken of other groups at risk of social exclusion, which
include: women (in regions and among ethnic groups with a high unemployment rate), persons
who have lost their job and are looking for work again, the long-term unemployed, members of
ethnic minorities, migrants/persons returning from abroad who have acquired
qualification/skills, persons with education handicap on account of industrial reorganisation,
older workers, young people facing problems during the transition towards work, persons with
developmental challenges, etc. It is necessary to undertake measures that will decrease the
threat of their exclusion.
There is growing awareness of the importance of recognition and validation of competences in
a number of countries in Europe. It is often the case that an individual embarks on a process of
learning without completing it. During that period, specific knowledge and skills are acquired
which are then lost in educational abstinence. Young people and adults acquire knowledge and
skills in a formal, non-formal and informal way. Significant resources, energy and time are
invested in this process, which are not valued and validated and which do not help the
individual in question meet the formal requirements for employment and/or work. This reality
and fact, that knowledge and skills are created outside of the confines of formal education and
training has challenged almost all European countries to develop legal provisions for their
recognitions irrespective of whether they were acquired in the formal, non-formal or informal
sector. This new policy enhances employment and inclusion, strengthening at the same time
the self-confidence of the respective beneficiaries.
On the other hand, the new framework for recognition of non-formal learning require reforms
for the introduction of a quality assurance system and strengthening the necessary trust; for
developing new forms of assessment based on competences and flexible and modularised
training; and for strengthening individuals and institutions willing to participate in and benefit
from this new paradigm.
132
SSO, Situation from 16.11.2012; According to SSO, this indicator is defined as participation of persons aged 18-24 who have
no or at most primary education in relation to the total population from the same age group.
133
SSO, Macedonia in numbers, 2012
134
SSO, Women and men in the Republic of Macedonia, 2012
135
European Commission (2010): EUROPE 2020 - A strategy for smart, sustainable and inclusive growth, Brussels, 3.3.2010
52
Undertaking measures in this respect will respect the set-up of the system for vocational
education and training in the country; initial focus will be placed recognition and validation of
lower levels of skills acquired by way of non-formal and informal learning.
To strengthen this priority area, in the period until 2020 the following goals and measures shall
be realised:
A1: Strengthening the monitoring of secondary VET early leavers
By 2015 introduce a system for monitoring VET students
By 2015 to establish school-based mechanisms and practices for detection of
students under risk of leaving school early
A2: Strengthening career guidance services in VET schools
By 2015 hire and train staff for career guidance in VET schools
A3: Preventing early leaving
By 2015 link social welfare to the obligation for regular attendance and completion
of compulsory education
By 2014 strengthen scholarships to students from socially vulnerable groups
By 2015 introduce educational mediators as additional assistance in primary
education to ensure Roma students stay at school and graduate, and transition into
secondary education
By 2015 introduce educational mediators as additional assistance in secondary VET
to ensure Roma students stay at school and graduate, and transition into higher
education or to the labour market
A4: Supporting students with special education needs
By 2015 provide training for VET teachers for working with students with SEN in
mainstream schools
By 2020 adjust syllabi and curricula in mainstream VET schools to students with SEN
By 2016 improve the physical infrastructure in mainstream VET schools for students
with SEN
53
A5: Strengthening interethnic integration and cohesion in VET

By 2015 commence implementation of joint curricular and extracurricular activities
in VET schools aimed at strengthening inter-ethnic integration and cohesion,
including practical training (practical teaching, vocational practice and summer
internships)
A6: Strengthening the employability of the workforce
By 2020 train youth and adults without qualifications at ISCED 3 level and higher
By 2016 prepare and commence with the implementation of short, dynamic and
flexible courses for acquiring skills that respond to the needs of the labour market for
youth and adults with qualifications
A7: Establishing a system for validation of non-formal and informal learning
By 2015 analyse the possibilities for establishing a system for validation of nonformal and informal learning
By 2018 develop procedures, mechanisms and programmes for VNFIL within the
NQF, following competence/learning outcome based curricula and appropriate
assessment procedures
By 2020 ensure implementation of the system for VNFIL
4.2.
Attractive vocational education and training
There are evident weaknesses in the process of curriculum development. Strong criticism and
requests can be heard also in regard to practical teaching, the need for introduction of new
subjects, revision of the ratio between general education and vocational subjects, the need for
introduction of new profiles, strengthening of the students acquisition of skills with special
emphasis on soft skills (communication skills, team work, interpersonal skills, leadership skills,
time management, etc.), need for textbooks, etc.
Vocational education and training needs to grow into an attractive destination for youth and
adults and increase its significance in the eyes of the general public as an instrument for
individual and social development. In this context, system must be developed that entails
diverse pathways for learning for youth and adults, that is open and accessible for all,
irrespective of gender, physical condition and social background, ethnic and religious origin,
that collaborates with the labour market and serves the function of development of the
country, etc.
54
VET must become a pleasant place and environment for learning, innovation, research and
acquisition of key skills imperative for successful transition to further learning and/or work and
life in general.
To strengthen this priority area, the following goals must be achieved by 2020:
Goal B1. Raising public awareness on the attractiveness and opportunities offered by VET
To make VET attractive, strong mechanisms need to be built will improve and enhance practical
teaching and work-based training and learning of students in order to prepare them for
integration into the world of labour. It is exceptionally important to introduce incentives for the
business sector to ensure its greater involvement in and collaboration with VET, and also to
introduce different models of practical training, such as apprenticeship (learning a trade/craft
as an apprentice).
Student workload is another factor that determines the attractiveness of VET. Syllabi and
curricula are extensive, and the workload of VET students is far greater than that of general
education students. The research revealed significant dissatisfaction among VET students,
teachers and management with the workload and volume of teaching prescribed by the VET
syllabi and curricula. This situation marginalises the efforts for application of contemporary
teaching models, extracurricular activities, learning based on research and investigative
procedures, as well as greater interaction in the teaching and learning processes.
Possibilities for transitioning into higher education also affect the attractiveness of VET.
Problems arise in the realisation of the State Matura. Due to differences in duration of periods
certain subjects, eligible to be selected in the State Matura, are studied, students in technical
VET are at a disadvantage in comparison to secondary general students. In addition, the Law on
higher education, which regulates the transition of students from secondary VET to higher
education, allows for enrolment into university studies with School Matura and even Final
Exam. The importance of the State Matura is marginalised in this way, calling into question its
role and function within the education system.
In the absence of a well-developed system of post-secondary and higher vocational education
and training, the main pressure of VET graduates continuing their education is in higher
academic education. This practice, despite our commitment to increasing the number of
persons with higher education, causes a number of problems, such as: the importance of the
State Matura, which was designed as a condition for transition into higher education is
marginalised and its application is undervalued; the motivation of students for taking the State
Matura declines because of the option to continue into higher education also with completed
School Matura or Vocational Exam; a vacuum appears on the workforce market of persons with
secondary school qualification which puts additional stress on the processes of employment
55
and meeting the demands of the labour market; the transition of persons with lower
competences directly leads to decline of the quality in higher education, etc.
This situation must be remedied by on one hand revising the concept for the State Matura as it
relates to VET and undertaking measures to align it with the specificities of technical VET, and
on the other introducing mechanisms that will enhance both the attractiveness of higher
education and the adequacy of the transition. Introduction of higher levels of vocational
education and training, namely post-secondary and higher vocational education and training
will ease the pressure on university academic programmes and will enable young people to
build a professional career, to advance in their occupation, outside of university academic
programmes.
These shortcomings have an adverse effect of the attractiveness of VET to young people and
adults; it is not an attractive destination and the pressure for enrolment in secondary
vocational education is far smaller than for enrolment in general education. The only way to
change this is to undertake coordinated measures for increasing its attractiveness.
To achieve this goal, the following measures need to be undertaken and realised by 2020:
In 2014 establish the optimal student workload in secondary VET
In 2013 carry out revision of the State Matura and adapt it to the specificities of
secondary VET
In 2013 analyse the effects and application of the legal possibility for enrolment into
university education with School Matura or Final Exam
By 2015 undertake activities to raise public awareness on the importance and
attractiveness of VET
By 2020 continuing modernise the equipment and laboratories in VET schools
By 2016 conclude agreements for increasing the attractiveness of research and
innovation through systematic and structured collaboration between university
laboratories, new laboratories in VET schools and industry research centres
Between 2014 and 2020 continuously organise regional/national innovation
competitions for VET students by occupational area
By 2018 establish of a system for monitoring processes (progression of students and
work of VET schools) and tracking outcomes (destinations of graduates)
Goal B2. Building diverse and flexible pathways for learning and professional guidance in the
context of lifelong learning
Vocational education and training is expected to meet the needs and interests of different
groups of clients. Globalisation, aging of the population, the economic crisis and the humbling
dynamics of technical-technological development, and the dynamics of everyday life in general,
keep generating new target groups, such as: older workers, persons returning to the labour
56
market, long-term unemployed, etc. These groups differ from the young VET users in their
education history, prior knowledge, experiences, ambitions, desires and motives. Their
education and training cannot follow the traditional set-up of the VET system and learning
models practiced therein. Therefore, it is necessary to develop diverse pathways and
opportunities for education and training that will help these groups acquire new or upgrade the
existing qualifications/competences, and this can be achieved through introduction of a high
degree of flexibility in the approach and delivery of education and training services. These
flexible pathways for learning and training presuppose integration of formal, non-formal and
informal learning and development of an institutional basis for delivery of learning and training.
They will be invaluable and irreplaceable to the said groups and will help increase the
attractiveness, efficiency and cost-effectiveness of vocational education and training. This
approach makes the concept of lifelong learning a reality. In addition, flexible learning
pathways can make a fundamental contribution to improving the relevance of VET also for
youth students.
Education supply can be strengthened by adapting the curricula to regional and local demands
and individual needs, by introduction of modularised programmes for learning and training,
establishment of new programmes based on competences, accumulation and transfer of
credits and setting up and putting into operation a system of post-secondary vocational
education and training. In the process, care should be taken to enhance opportunities for skills
acquisition by means of fast and short courses, as an addition to secondary VET or as part of the
non-formal system of education and training. Installing such programmes will increase the
flexibility of the VET system as well as educational offer and the capacities of the system to
quickly respond to and meet the demands of the labour market with the necessary skills.
Of supreme importance is the completion of the process of development of the National
Qualifications Framework; it will serve as the foundation for revision of qualification level,
development of standards of competences, new programmes, syllabi and curricula,
improvement of the vertical mobility of students and learners, delineation between academic
and vocational higher education study programmes, etc.
The state needs to broaden the scope of its interest to not only students in the formal
education process, but also those who are employed. It is necessary to focus attention in
vocational education and training to workers in small and medium sized companies and to
older workers. The potentials of companies must be used for their transformation into
learning organisations. The working place needs to develop into an environment for offering
services for professional orientation and training, and social partners must give due attention
and priority to information, support and professional guidance.
Future focus should also cover skills for career and learning management. How young people
choose their future profession is a process with many shortcomings. Broad, timely and relevant
data and information on opportunities available for transitioning to the labour market and for
continuing education are lacking. Introduction of professional orientation in primary education,
57
expansion and development of career centres and student services in secondary and higher
education, respectively, as well as human resource development centres in the local selfgovernment, is a pertinent action for the future. Support must be provided to young people in
the development of their identity from the very start of primary education and in the planning
of their career during secondary education, as well as assistance to adults for career change.
This should result in early detection of interests and inclinations and timely acquisition of skills,
knowledge and attitudes necessary for planning and management of life, work and career.
By 2015 develop and implement a methodology for revision of curricula following the
principles of outcome/ competence based learning and modularisation with the aim of
their harmonisation with European trends for implementation of ECVET
By 2016 complete the process of development of standards of occupations and curricula
for 2-y., 3-y. and 4-y. VET
By 2014 evaluate the effects of the work of the existing career centres in VET schools
By 2016 new career centres operate in all VET schools
By 2015 develop mechanisms for provision of career guidance to VET students and
information on career opportunities
By 2016 establish mechanisms for provision of information and career guidance to
primary school students, acquainting them with career possibilities
By 2015 introduce apprenticeship as a model for practical training in secondary VET
By 2015 introduce apprenticeship as a model combining training and practical work as a
practice leading to a recognised qualification in line with current ALM, skills training and
other forms of non-formal training
By 2016 revise the laws, bylaws, procedures and programmes for post-secondary
education in accordance with the Concept for Post-secondary Education and the NQF
(level 5 of the EQF or higher)
From 2013 to 2020 enhance the mobility of VET teachers, trainers and students through
international cooperation, learning and work in partner VET schools and companies,
including practical training (practical teaching, vocational practice and summer
internships abroad)
Goal B3. Developing key competences for lifelong learning visa for the future
Current research reveals that the development of vocational competences linked to an
occupation is a key dimension for the innovativeness in vocational education and training.
Changing conditions impose integration of the general and vocational competences so they
become an inherent element of VET curricula, and the context in which learning takes place has
its reflection in learning outcomes.
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Curricula are required to develop the necessary vocational competences sought by the labour
market or sectors beyond national borders. Timely identification and/or forecasting of
competences and skills demanded on the labour market is invaluable for the development of
the economy, workforce and society. They must be identified and taken into account in the
process of redesigning and reforming of VET curricula and the continuing training of young
people and adults.
Curricula must ensure the acquisition and development of key competences for lifelong
learning, which enable young people and adults acquire basic skills that create the foundation
for future life and work, namely: Competence for communication in the mother tongue;
Competence for communication in a foreign language; Mathematical competence and basic
competences for science and technology; Digital competence; Competence for learning how to
learn; Social and civic competences, Sense of initiative and entrepreneurship 136; and Cultural
awareness and expression.
It is especially important to strengthen entrepreneurship in education and training at all levels,
including schools, universities and VET in general. The Rethinking Education Initiative of the
European Commission states that This will encourage education institutions to develop more
entrepreneurial approaches in areas including leadership, teacher development as well as
curriculum delivery.137 Development of entrepreneurial skills and spirit must not depend only
on the quality of realisation of a separate subject taught in primary and secondary education. It
is a process which is to be realised in a cross-curricular manner and become a constituent part
of the work of all teachers irrespective of the level of education (primary, secondary, postsecondary, higher) and irrespective of the manner of realisation (regular teaching,
extracurricular activities, project work, research, etc.). Its presence must be strengthened also
in initial training which prepares teachers for all tiers of education.
The future procedures for validation and assessment of teaching and learning outcomes in VET
must promote a process of identification of the level of development and acquisition of key
competences among VET students. To this end, we must ensure that teachers possess the
necessary competences for imparting and developing key competences for lifelong learning
among young people and adults in the teaching and learning process, and apply appropriate
learning strategies and assessment and validation practices.
136
Sense of initiative and entrepreneurship refers to an individuals ability to turn ideas into action. It includes creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports
individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of
their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those
establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good
governance. In Key Competences for Lifelong Learning A European Framework, annex to the Recommendation of the
European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, Official Journal of the
European Union of 30 December 2006/L394.
137
Commissioner Vassiliou's press statement on Rethinking Education, Strasbourg, 20 November 2012
59
By 2016 revise study programmes for initial education of VET teachers to integrate key
competences for lifelong learning
By 2016 revise secondary VET curricula to include key competences for lifelong learning
and career management skills
By 2018 train VET teachers in development of key competences for lifelong learning
career management skills in curricular and extracurricular activities
From 2014 to 2020 introduce a cross-curricular approach and strengthen entrepreneurial
learning that enhances self-confidence, critical thinking, creativity, economic and
financial literacy, knowledge of the world of labour, communication skills, etc.
4.3.
Quality and relevance guarantee for competitiveness
Improving the attractiveness, accessibility and quality of VET is of paramount importance in

order to allow vocational education and training to play a major role in the strategies for
lifelong learning and to facilitate enhancement of equality, business performance,
competitiveness and innovation, and to create opportunities for young people and adults to
acquire skills that are necessary for their career development, that enable them to participate
in training, to be active citizens and achieve personal fulfilment. This entails improvement of
the quality of VET, through enhancement of the quality and competences of school teachers,
trainers and management, through introduction of flexible pathways in all education levels and
through improving the public awareness on the opportunities offered by VET.
Quality as an overarching value in any education system and subsystem, including VET,
permeates all goals and measures presented in this Strategy, but also embraces specific ones,
aimed at improving practical teaching and training, ensuring delivery and acquisition of key
competences, improving management of and support to the VET system, etc. In order to assure
that quality is sought and achieved, we must develop appropriate procedures, mechanisms and
instruments, organised in a system for quality assurance.
To strengthen this priority area, the following goals need to be achieved by 2020:
Goal C1. Quality assurance

In addition of highly motivated and high quality teachers and trainers, quality in VET requires
the establishment of a quality assurance system, which includes a sustainable monitoring and
evaluation system based on processes and outcomes in VET, which assess the situation in VET,
the impact of new programmes on students, on the labour market and higher education,
registers and timely responds to feedback from VET beneficiaries - students, employers,
universities, schools and other stakeholders.
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The quality assurance system to be instituted in support of improving the quality of VET as a
guarantee for employability and competitiveness, must take into account specific requirements
and principles:
- QA should be constituent and integral part of the management and development of VET
providers and foster accountability and transparency;
- Policies and procedures for QA should be harmonised with the NQF and the national ECVET
system, and with EQAVET (EQARF) on an EU level, and address adequately input, context,
process and output dimensions and pay special attention to outcomes, including
destinations of graduates;
- QA procedures in VET should bring together internal and external mechanisms, and serve as
a platform for stakeholder involvement and empowerment; and
- the Republic of Macedonia should join and actively participate in the EQAVET Network.
QA affects all stakeholders in that it by facilitates on-going insight into the quality of VET
identifies ways for its improvement. To this end, the state will undertake measures for
establishing procedures, mechanisms, instruments and collaboration practices for monitoring,
evaluating and enhancing quality in VET, to ensure competitiveness not only on an individual,
but also on a general socio-economic level.
By 2015 define a system and framework for quality assurance in VET, which integrates
internal and external mechanisms and involves stakeholders, in line with EQAVET
In 2013 redefine indicators and procedures for quality assurance in VET, in line with EQF,
EQARF and NQF
By 2015 develop instruments and mechanism for monitoring and control of the delivery
of practical training
By 2015 establish a system for professional and career development of teachers and
trainers in secondary VET
By 2016 deliver didactical training of SEI inspectors
From 2014 to 2020 ensure on-going participation of RM in international assessments of
quality of education (PISA)
From 2014 to 2020 strengthen the technological competences of the employed in all
strategic sectors defined in the Strategy for promotion of export 2011
Goal C2. New skills through new pedagogy

The demands for new skills require changes in the current ways of teaching and learning they
require a new pedagogy. If the new demands are focused on strengthening different kinds of
competences, i.. fundamental, specific vocational and transversal competences, then it is
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questionable whether the current organisation of teaching and learning and the learning
models respond to the new demands.
Inclusion of VET-appropriate IT in the teaching, work and business processes is of special
importance for the future of the VET system. IT supported learning enhances innovativeness in
teaching and learning, both in initial and continuing VET. It not only aids understanding, but
also enhances the development of IT competences of students in a given context. IT cannot and
must not be simply a subject of theoretical learning and application of basic operations. It must
come to life in the everyday work of teachers and students, and must reflect the reality or
simulate the future destinations of students, above all the jobs towards which they aspire.
In order to harness this potential, the role of support mechanisms for teachers and trainers
need to be revised, new models of creating and using learning contents must be designed, new
pedagogical methods need to be developed and greater involvement of the business sector
needs to be ensured. Teaching and learning must not be left to lag behind changes in work and
everyday life, they must develop alongside. They need to take into account the lifestyles of the
young people and properly and cleverly use them in the processes of learning. Application of
teaching models based on young peoples lifestyles, such as use of social networks, of the
internet, preoccupation with mobile telephony, non-formal associations, value preferences,
etc., which differ from the lifestyles of the older generation, can lead to greater attractiveness
of VET, better outcomes from learning and training and higher motivation among young people
for learning.
Assessment of student achievements is one area in need of substantive changes. Current
assessment is focused on verification to what extent the students can reproduce the contents
of the textbook, mostly through tests of knowledge. This approach favours memorising on the
part of students and debases the functionality of learning. The future must bring greater focus
on development of models for assessment which take into account student competences
(knowledge, skills and attitudes) and which reflect the goals of VET, demonstrating greater
connectivity with the labour market and life in general.
All these shortcomings necessitate interventions in the initial education and training of teachers
and trainers. This system needs to prepare teachers and trainers to efficiently work with young
people and adults in an environment of evolving conditions for work and life. Teacher training
must inevitable include training in companies, during their initial education and their work in
the VET system. This requirement is especially valid for teachers responsible for practical
teaching.
The new approach to pedagogy requires that appropriate support and assistance services are
provided by professional institutions mandated with curriculum development and monitoring.
In this sense, the capacities of the VET Centre, the AEC and the BDE need to enhanced through
further building the skills of advisers for innovative curriculum development, including
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introduction of ECVET and distance learning programmes for adults, and for competence-based
student/learner assessment.
The concept learning organisation stresses the need for companies and their employees to be
actively involved in a dynamic process of learning as a source of and place for improving
performance. This concept can ensure that teaching and learning in VET are carried out through
innovative way of links and collaboration between companies and education and training
providers. Promotion of team work, learning partnerships, and more extensive presence and
involvement of employees in the teaching and learning processes in education institutions will
to a large extent improve the quality of learning
From 2014 to 2020 continuously strengthen andragogical competences of teachers in
secondary VET
From 2013 to 2020 continuously enhance innovativeness and entrepreneurial spirit
through training of VET teachers on learning through research
From 2014 by 2020 continuously strengthen the competences of VET teachers for
development and application of new models for developing of student competences
through teaching and learning adapted to their lifestyles
By 2015 modernise assessment in secondary VET
By 2016 improve the quality of VET textbooks and teaching/learning resources that
encourage development/acquisition of competences
By 2016 strengthen the quality of trainers and teachers delivering practical teaching in
VET
By 2020 develop distance learning in VET
Goal C3. VET relevant for the labour market

The analysis of the labour market needs to be created through an open dialogue with the
business community, as a starting point for the development of the curriculum. VET curricula
are over a decade old.138 That is too long; things have changed greatly in the meantime. The
need for new knowledge and skills, for new profiles and new technologies has changed to a
large degree. It is the opinion of the business sector that the profiles produced by the VET
system do not meet its needs, not only in regard to necessary skills, but also in regard to types
of profiles.139 This directly and adversely impacts also the attractiveness of VET. In future, each
138
At the moment, education profiles in 3-year VET are being revised, and standards are being developed for every profile.
Educational profiles in TVET and post-secondary are out-dated and in need of revision and designing following the new
methodology.
139
This conclusion was arrived at in the Evaluation of reformed 4-year VET in 2010, and was confirmed through the research
carried out for the needs of the Strategy.
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syllabus needs to be aligned with the tendencies in the given vocational area and achieve high
compatibility with the syllabi delivered in the education systems of EU countries.
The network of VET schools must correspond to the economic, demographic and cultural
environment in which it operates. Forecasts of workforce development and skills needed
should be in tune with local development and the local economy in the context of the wider
economic development of the country. The planning of education profiles and skills that will be
required in the future should primarily stem from local needs and development plans.
In regard to mechanisms for curriculum interventions, it is evident that the VET Centre, as
institution competent for curriculum development, needs to strengthen its presence and work
in the field; only through more frequent contacts with schools and employers can it find out
how the curriculum functions and what are the proposals and demands of the stakeholders.
In 2013 introduce the National Qualifications Framework in VET
By 2018 harmonise current syllabi and curricula and study programmes in VET with the
adopted NQF
By 2015 improve the process of development and application and stakeholder
involvement of the annual analysis of the labour market and necessary profiles,
knowledge and skills
By 2016 strengthen the capacities of VET Centre and ESARM for anticipation of
necessary skills
By 2016 establish a system collaboration between ESARM, VET Centre and higher
education for continuing monitoring of skills needs and availability/ dissemination of
information on labour market needs and employability / abilities for further education of
graduates
From 2014 to 2020 continuously strengthen the relevance of VET syllabi and curricula
From 2013 to 2020 strengthen the relevance and functionality of the network of
secondary VET schools with operational plan for gradual adjustment to the needs of the
local economy and development plans
By 2015 improve the quality and relevance of practical teaching and training of students
in secondary VET
In 2013 increase the share of practical teaching and training in technical VET
In 2013 establish mechanisms for strengthening the participation of companies in
practical teaching and training of VET students
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4.4.
Good governance, resources, capacities and accountability in the

future VET system
The operationalization of the VET Strategy and the building of the future VET system in the
country is directly dependent on the systems of governance in VET, available resources,
physical and human capacities of the institutions and professional bodies directly involved in
VET, who should shoulder the burden of the implementation of the Strategy, as well as on the
decisions for delegating competence and responsibility.
The improvement in this priority area will directly depend on the successful realisation of the
following goals:
Goal D1: Improving the efficiency of the national VET governance and support framework
The institutional set-up of VET is adversely affected by insufficient capacities and lack of clarity
and overlap in the real execution of the functions. Delineation of competences and of the
interaction related to VET policies is of key importance in the improvement of the collaboration
between the key bodies and in their accountability. Consolidation of the institutional set-up and
operation should follow an appropriate analysis of the legal foundation and an assessment of
its impact.
The VET Centre lacks the necessary physical capacities in comparison with the responsibility it
has for vocational education and training in the country. Conditions regarding space,
equipment, materials, vehicles, IT equipment, etc., must be improved if this Centre is to provide
the quality services it is expected to. In addition, the number of professional staff employed in
the Centre is symbolic given the volume and nature of assignments it is expected to perform.
An increase in their number is more than imperative; this increase must respect the necessity
for any newly employment to follow the logic of professional competence. Also, the work of the
Centre needs to be organised following criteria for establishment of goal-oriented services. In
practice, this will result in establishment of institutional and individual planning and reporting
procedures, which is expected to improve the institutional and individual performance and
accountability. It will also help eliminate the practice of staff performing a wide spectrum of
assignments, which in the present situation of understaffing is a great burden for them.
A need has also been identified for establishing a special department tasked with monitoring
and tracking of the situation in vocational education and training and on the labour market. At
the moment, the Centre lacks such a department or service, or a person responsible for this, for
the purpose of professional execution of its tasks, necessary activity. A possible solution, in line
with the latest developments in the EU e.g.: Cedefop research, Skills Panorama and other
actions linked with the New Skills and New Jobs initiative) and using funding from accessible EU
programme, could be the establishment of a Qualifications Council, which would establish and
maintain a dynamic collaboration with the business sector and would carry out regular analyses
65
of the relevance of the education supply to the labour market demands for qualifications /
skills.
It is of paramount importance for the VET Centre to obtain financial independence from the
BDE, in line with its professional autonomy. The current situation creates a multitude of
problems in the operation of the VET Centre and impedes its development into an active
partner in the processes of consultation, collaboration, research and implementation, as well as
international collaboration and networking.
Some of the problems plaguing the VET Centre are common to the Adult Education Centre as
well. Given the high expectations from this Centre in the future VET system, additional efforts
need to be invested in strengthening its physical and human resources. Competence-based
employments and goal-oriented services, enhancing in a similar way institutional and individual
planning, reporting and accountability of this institution, and enhanced collaboration with the
VET Centre are crucial for the future of this institution.
By 2014 harmonise the domestic VET terminology with the terminology in the EU
In 2013 strengthen the legislative support to VET and eliminate overlaps in competences
of institutions and professional bodies and speed up procedures for changes in
educational profiles
By 2018 strengthen the material and human resources of the VET Centre in line with the
Strategy for development of the VET Centre
By 2018 strengthen the material and human resources of the AEC
By 2014 establish mechanisms and instruments for improving the strategic advisory
function in VET
From 2014 to 2018 carry out activities for raising the awareness of VET clients and
service providers on the work of the VET Centre and the AEC
In 2013 improve the capacities of competent institutions for their own capacity
assessment and development planning
Goal D2: Strengthening social dialogue

Governance in VET throughout the world operates on a multi-level and between multistakeholders, with the latest improvements in the legal framework of the country testify for the
efforts for systematic involvement of key stakeholder communities, municipalities/local
government and the relevant state bodies and agencies in VET policy.
For the country, it is especially important for the social dialogue to be enhanced in the VET
governance and management processes. The role of stakeholders currently limited to use of
66
results of the functioning of the VET system needs to expand through participation in decisionmaking processes and governance in VET. This will help increase the level of their accountability
for the interventions in VET and their effects, and provide a broader spectrum of opportunities
for their active involvement in the functioning of VET.
The participation of the business sector in management and decision-making in secondary
vocational schools and in quality assurance processes requires legislative measures and
development and implementation of new collaboration models and mechanisms, to aid the
transformation of the business sector as a stakeholder into a partner in VET.
Successful implementation of the Strategy requires further strengthening of the legislative
framework and mechanisms for implementation and effectuation of partnership incentives at
all levels in order to ensure effective relations between schools, students and employers, and
the expected reduction of the mismatch of qualifications and skills that adversely affect
transition to employment in the country.
By 2018 introduce the European Peer Review Model for quality assurance in secondary
VET
By 2015 establish a Council for Qualifications at the VET Centre
By 2015 establish Occupational Councils for VET
By 2015 establish Municipal Centres for Human Resource Development Planning (on
pilot basis)
In 2013 create conditions for improved collaboration participation of the business
community in management of VET schools through legislation amendment
Goal D3: Improving the efficiency of local VET governance and support
Funding for the public secondary VET system is provided by the Government. Enhanced efforts
are needed and recommendable for seeking out and benefiting from diverse funding sources
and schemes, and mechanisms should be developed for their utilisation as models of costsharing between different partners in the educational process the state, businesses and
individuals, foundations and alumni with public investment helping to leverage private sector
match-funding.140 In the context of devolution of responsibilities, local governments should be
encouraged, and on their part be interested, to secure additional resources to support local VET
development, and companies should increase investment in initial VET notably through their
140
European Commission: Communication from the Commission to the European Parliament, the Council, the European
Economic and Social Committee and the Committee of the Regions: Rethinking Education: Investing in skills for better socioeconomic outcomes, Strasbourg, 20.11.2012, COM(2012) 669 final
67
involvement in alternate training models, but also by supporting schools with adequate
equipment141. Education providers themselves should be encouraged to, and rewarded for,
initiating and developing additional income generation activities, which whilst ensuring staff are
remunerated and motivated for additional efforts, should also be used to improve the quality
and relevance of education and training provided to all beneficiaries throughout the institution.
Similarly, it is necessary for measures to be undertaken to intensify the links between financing,
strategic priorities and management of the planned changes. Change management must
include mechanisms and procedures that guarantee that results from implemented activities
reflect and are also assessed against planned goals. Efficient change management can be
achieved through establishment of transparent goals and objectives, monitoring and evaluation
of outcomes, and establishment of clear procedures for reporting achievements and
mechanisms guarantee accountability for outcomes and results.
By 2015 strengthen the capacities of VET management structures

In 2013, through legislative amendments provide opportunity for VET schools themselves
to allocate the time provided for in the syllabus for practical teaching/training according
to the needs of the occupational area
In 2013 through legislative amendments strengthening the role of local government in
VET
In 2013 through legislative amendments increase the funding from the local government
to VET
By 2018 create conditions for strengthening the financial support of the business sector
to secondary VET
141
Ibid.
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5.
Efficient and effective implementation of the VET Strategy and

Action Plan
The VET Strategy is part of the overall efforts of the state for strengthening its economy and
improving the quality of social development. Thus, the Strategy should be viewed as an integral
component of the state development plans in the coming period and as one of a number of
strategies for attracting foreign aid and donations. For this to actually happen, coherent
intersectoral/interagency collaboration and agreements are necessary to ensure its
implementation, supported by capacity building of national VET experts. The implementation of
the Strategy and the overall development of vocational education is a complex process,
determined by a multitude of factors and highly dependent on the professionalism and
competence of those responsible for the implementation of the planned goals and measures.
Its monitoring requires pooling of capacities.
In order for the Strategy for Vocational Education and Training in a Lifelong Learning Context to
be implemented efficiently and effectively, it is necessary to realise the following objectives at
the very beginning of the process:
In 2013 establish a Council for implementation of the VET Strategy
In 2013 organise a donor conference aimed at ensuring coordination and support to the
implementation of the VET Strategy and Action Plan
6.
Stages in the implementation of the Strategy
The implementation of the Strategy and Action Plan for Vocational Education and Training in a
Lifelong Learning Context will be carried out in several stages:
1. Presentation and dissemination of the VET Strategy
This stage entails development of informational and promotional materials (slogans,
posters, fliers, video presentations, dedicated website, etc.) to facilitate transparency
and timely availability of information related to and/or contained in the VET Strategy.
The aim is to raise awareness among VET clients and the general public on the
importance of the expected outcomes and planned measures, as well to mobilize them
and rally their support. This activity will be implemented through the information
services of the MoES/GoM with support from the VET Centre.
In addition, regional meetings and roundtables will be held with VET providers with
participation of stakeholders, especially the business sector. The aim of these meetings
69
is to share the vision and goals of the VET Strategy with the groups that will implement
the activities and measures and will benefit from the expected outcomes. The VET
Centre will be responsible for this activity. School managers, teachers and trainers,
learners and other stakeholders must be timely informed and actively included in order
to avoid a top-down perception of the proposed innovation and reform and strengthen
the sense of ownership.
2. Establishment of a Council for monitoring the implementation of the VET Strategy
This Council is an intersectoral body at a high decision-making level and comprises
representatives of the key institutions directly responsible for respective aspects of VET,
i.e. MoES, MoLSP, MoE, MoF, VET Centre and AEC, complemented by the business
community. It is necessary for the members of this Council to have at their disposal the
time, skills and systems necessary for performance of their assignments. The Council is
tasked with coordination and monitoring of the implementation of the VET Strategy,
collection of feedback from the field and maintaining links between all sectors,
harmonization with respective sectoral strategies that have impact of the VET System or
that the VET Strategy impacts, its review and revision (if necessary), and addressing of
emerging obstacles (if any). This Council, on the basis of the goals and measures
provided for in the Strategy and operationalized in the Action Plan delegates the
responsibility for implementation of actions to respective institutions and/or individuals.
On the basis of reports submitted by the designated implementers and based on the
outcomes of the realization of the work plans for each goal and/or measure, it adopts
decisions on completion, extension, revision or amendment of the interventions.
The Council may invite representatives of key donors and other relevant international
partners to its meetings and discussions.
3. Implementation of the VET Strategy
The responsibility for this component rests with the institutions/individuals mandated
with the implementation of respective goals/measures.
4. Monitoring of the implementation of the VET Strategy
The monitoring is based on review of regular written and oral reports submitted by
designated implementers to the Council. Reports are to be submitted on a quarterly
basis.
5. Mid-term Review of the implementation of the VET Strategy
The Review, carried out by independent experts, will evaluate the results of the
interventions half way into the implementation period, preferably in 2017. It is expected
also to provide recommendations for possible amendments to the Action Plan, if any are
deemed necessary, to improve the quality of interventions in the second half of the
implementation period.
70
6. Evaluation of the implementation of the VET Strategy

The evaluation will seek to appraise the final results and outcomes of the interventions.
Under the guidance of the Council, the Evaluation will be carried out by independent
experts, with logistical support from the VET Centre.
It is important to ensure that this process makes good and effective use of available EU
programmes and funding in the areas of education as well as in employment, research and
entrepreneurship. Moreover, capacity building opportunities accessible within the framework
of EU cooperation in education and training, e.g. in the areas of quality in VET and
qualifications/NQF, should be pursued and utilised.
This Strategy offers for the first time a long-term perspective for sector-wide reforms in VET
and harmonization of the contribution and plans of international partners in the area of VET.
The coordination between donors can be coherently structured and their interventions in and
financing of VET reforms can be harmonised with the general sectoral policies and priorities set
out in this Strategy. Its implementation will greatly benefit from coordinated and harmonised
donor involvement and assistance. It is however, a responsibility of the institutions of the VET
system to ensure preconditions for coherence and sustainability of project achievements and
results.
The final outcomes and achievements of the VET Strategy will depend on the professionalism
and dedication of all stakeholders mandated with implementation of its activities. Given the
huge significance currently attributed to vocational education and training in the country, we
expect strong support, commitment and constructive approach from all, regardless of any
existing differences. The goals larger than any of us.
71
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78
ACTION PLAN
79
STRATEGY FOR VOCATIONAL EDUCATION AND TRAINING IN A LIFELONG LEARNING CONTEXT

2013 - 20
ACTION PLAN
A: VET in the function of strengthening social cohesion and social inclusion
Outcome Indicators:
- Number of early school leavers decreased to 10%
- Number of persons with low skills levels and from other at risk groups who are in the process of learning and acquire skills increased
- Inclusive nature of VET schools strengthened
- Procedure for VNFIL for persons in need of certification of acquired skills developed and tested
Goal
Target Groups
Measure
1. Introducing a system for
monitoring VET students
A1:
Strengthening
monitoring of
secondary VET
early leavers
A2:
Strengthening
career
guidance
services in
VET schools
early school
leavers
students at risk
of early leaving
students at risk
of early leaving
A3: Preventing
early leaving
2. Establishment of school-based
mechanisms and practices for
detection of students under risk of
leaving school early
1. Allocation/hiring of staff and their
training
socially
vulnerable
students
1. Linking of social welfare to

obligation for completion of
compulsory education
2. Providing scholarships to students
from socially vulnerable groups
3. Introducing educational mediators

as additional assistance in primary
education to ensure Roma students
stay at school and graduate, and
transition into secondary education
Activities
-
Develop indicators for monitoring

Develop a software solution
Develop Rulebook on tracking
Amend/supplement the Law on VET and
Law on SE in regard to tracking
- Develop manual
- Train school support services
- Train VET teachers
- Develop Programme for guidance support to
parents and students at risk of early leaving
- Train pedagogues and psychologists from
VET schools
Output Indicators
- # of established indicators
- software developed
- Rulebook developed and
operational
- # of amended/supplemented laws
- manual developed
- # of trained support service
members
- # of trained teachers
- Programme developed
- # of trained pedagogues and
psychologists
Responsibl
e
Institution
VET Centre
ESARM
SSO
VET
schools
VET Centre
BDE
VET
schools
MoES, VET
Centre,
BDE
Pedagogical
Service,
VET
schools,
USAID
MoES
MoLSP
- Amend the Law on VET, Law on SE and the

Laws regulating social welfare
- Establish criteria for awarding and keeping

scholarships
- Publish Open call
- Select candidates
- Introduce mentoring system for supporting
Roma students
- Develop manual for mentoring
- Establish criteria for meeting conditions for
mentor
- Publish Open call
- Select candidates for mentors
- Develop instruments and mechanisms for
M&E
- criteria established
- open call published
- # of selected candidates
MoES
MoLSP
- mentoring system introduced and

operational
- manual developed
- criteria established and operational
- instruments and mechanisms
developed
MoES, BDE
MoF,
MoLSP
Directorate
for
Communitie
s, NGOs
80
Time
frame
2013
2014
2013
2014
2013
2014
2014
2013
2014
2014
2013
2014
2014
2013
2013
2013
2014
2014
2013
4. Introducing educational mediators

as additional assistance in secondary
VET to ensure Roma students stay at
school and graduate, and transition
into higher education
1. Training of VET teachers for

working with students with SEN in
mainstream VET schools
A4: Supporting
students with
SEN
students with
SEN
2. Introduction of syllabi & curricula

for technical qualifications for special
schools for students with SEN
3. Improvement of physical
infrastructure in mainstream VET
schools for students with SEN
A5:
Strengthening
interethnic
integration and
cohesion in
VET
A6:
Strengthening
the
employability
of the
workforce
A7:
Establishing a
system for
validation of
non-formal
students and
teachers from
different ethnic
groups
1. Implementation of joint curricular

and extracurricular activities in VET
schools aimed at strengthening interethnic integration and cohesion,
including practical training (practical
teaching, vocational practice and
summer internships)
1. Training of youth and adults
without qualifications at ISCED 3
level and higher
youth
adults
VET Centre,
AEC,
institutions
partaking in
VNFIL
2. Delivery of short, dynamic and

flexible courses for acquiring skills
that respond to the needs of the labour
market for youth and adults with
qualifications
1. Review on possibilities for
establishing a system for validation of
non-formal and informal learning
(VNFIL)
- Introduce mentoring system for supporting

Roma students
- Develop manual for mentoring
- Establish criteria for meeting conditions for
mentor
- Publish Open call
- Select candidates for mentors
- Develop instruments and mechanisms for
M&E
- Develop teacher training programme for
development and implementation of
individual learning programmes
- Establish training dynamics/plan
- Train 100 teachers annually
- Develop syllabi and curricula for technical
qualifications for students with SEN
- mentoring system introduced and

operational
- manual developed
- criteria established and operational
- instruments and mechanisms
developed
MoES, VET
Centre
BDE, MoF
MoLSP
Directorate
for
Communitie
s, NGOs
2013
- training programme developed

- training dynamics/plan established
- 100 teachers trained annually
VET Centre
BDE
University
2013
- Conduct Analysis of necessary physical

infrastructure in VET schools
- Improve necessary physical on the basis of
results from the analysis
- Develop Programme for curricular and
extracurricular activities
- Publish Open call for supporting projects on
intercultural dialogue
- Selection of projects
- Evaluation of effects
- Analysis conducted
- Infrastructure improved
- Conduct Analysis of the real educational

needs of persons without qualifications on
national and regional level
- Establish desirable low level qualifications
and/or skill sets
- Develop ISCED 3 Project
- Develop programmes
- Accredit programmes
- Select training providers
- Publish Open call for training
- Deliver training
- Develop Rulebook on skills upgrade for
students with completed secondary VET
- Develop programmes for skills upgrade
- Accredit programmes
- Deliver training
- Conduct Study (SWOT) analysing the
possibilities for establishing a system for
validation of non-formal and informal
learning (VNFIL)
-
81
- Syllabi and curricula for technical

qualifications developed
Programme developed
open call published
# of selected projects
# of participating VET schools
# of participating students
participant satisfaction level
intercultural dialogue improved
Analysis conducted
Desirable low level qualifications
and/or skill sets agreed and
established
Project developed
# of selected training providers
Open call published
# of persons having acquired a
qualification
Rulebook developed
# of programmes developed
# of programmes accredited
# of courses organised
# of learners having acquired skills
Study conducted
recommendations for system for
VNFIL identified
MoES, BDE
VET Centre
VET
schools
MoES, BDE
VET Centre
local
government
VET Centre
BDE
MoES
SEI
2013
2013
2014
2014
2013
2013
2014
2014 - 20
2014
2015-6
2014
2014
2014
2015-6
VET Centre
AEC
MoES
ESARM
MoLSP
companies
VET Centre
AEC, MoES
ESARM
MoLSP
companies
VET Centre
AEC
MoES
2014
2014
2014
2014
2014
2014
2014
2014 -20
2014
2014
2015
2016 -20
2014-5
and informal
learning
(VNFIL)
Persons with
competences
acquired
through NFIL
2. Development of procedures,
mechanisms and programmes for
VNFIL within the NQF, following
competence/learning outcome based
curricula and appropriate assessment
procedures
3. Implementation of the system for
VNFIL
- Develop Rulebook on procedures and

mechanisms for VNFIL
- Identify competent institutions
- Form commissions
- Rulebook developed
- procedures and mechanisms
established
- competent institutions identified
- # of commissions formed
VET Centre
AEC
MoES
MoLSP
2016-8
- Piloting of the system for VNFIL in 1

occupational area (following the interest
identified in the Study)
- system for VNFIL piloted

- # of persons whose NFIL has been
validated
VET Centre
AEC,
ESARM
2018-20
2016-8
2016-8
B: Attractive vocational education and training

Outcome Indicators
- Students are capable of making informed decisions on their future career and learning
- Students at all levels have better opportunities to reach their potential and meet their needs through flexible curricula programmes and learning
pathways
- Number of students considering secondary VET attractive and increased enrolment
- Local economy meets better its demand for workers
- Comprehensive post-secondary and higher VET introduced on system level
- Increased interest and enrolment in post-secondary education and training
- Key competences for LLL integrated in study programmes for initial teacher training and secondary VET curricula
- Key competences for LLL acquired and appropriately assessed in secondary VET
Goal
Target Groups
Measure
1. Establishing optimal student
workload in secondary VET
VET students
B1: Raising
public
awareness on
the
attractiveness
and
opportunities
offered by VET
VET students
2. Revision of State Matura to take

into account the specificities of
secondary VET
VET students
3. Revision of the possibility for

enrolment into university education
with School Matura or Final Exam
students, parents,
employers,
broader public
4. Raising public awareness on

importance and attractiveness of
VET
Activities
- Revision of syllabi and curricula in
secondary VET and harmonisation of student
workload in secondary VET students with
that in general secondary education, creating
a common standard of workload
- Conduct Analysis of the relevance of the
State Matura Concept for VET students
- Establish commission for amendments/
changes in the State Matura Concept
- Amend/supplement pertinent legislation
- Conduct Analysis of the effects from the
possibility for enrolment into university
education with School Matura or Final Exam
- Undertake measures in line with the results
of the Analysis
- Develop Campaign programme
- Organise/carry out campaign
82
Output Indicators
(output)
- syllabi and curricula in secondary
VET revised
- workload of students in secondary
general and VET equal and optimal
- commission established and
operational
- # of laws reviewed and
amended/supplemented
- # of laws and rulebooks reviewed
and emended/supplemented
- solutions/recommendations
identified and implemented
- campaign realised
- perceptions improved
Responsibl
e
Institution
VET Centre
BDE
MoES
VET Centre
BDE
SEC
MoES
universities
Time
frame
2014
2013
2013
2013
2013
2013
MoES,
MoLSP
VET Centre
ESARM
companies
Chambers
2013
2014
5. Modernisation of equipment and

laboratories in VET schools
- Conduct Analysis of needs of VET schools

- Procure didactic equipment
- Equip laboratories for practical teaching in
VET schools
- # of VET schools receiving new
didactic equipment
- # of new laboratories
- amount of funds invested per year
6. Increasing attractiveness of
research and innovation through
agreements for systematic and
structured collaboration between
university laboratories, new
laboratories in VET schools and
industry research centres
- Sign Cooperation Protocols

- Publish Open call for innovative projects
- Sector support by the Government of the RM
for development of joint innovation and
research projects
- Select applications
- Support of Government of the RM to the
selected projects
- Publish Open call for proposals
- Initially assess received proposals
- Provide training for contestants
- Organise competitions
- Provide awards for winners
VET students
VET teachers
professors
university
students
VET schools
companies
7. Organisation of regional/national
innovation competitions for VET
by occupational area
VET students
VET clients
8. Establishment of a system for

tracking processes (progression of
students and work of VET schools)
and outcomes (destinations of
graduates)
B2: Building
diverse and
flexible
pathways for
learning and
professional
guidance in the
context of
lifelong
learning
advisers from the

VET Centre, BDE
and AEC,
VET providers
teachers
companies
advisers from the

VET Centre, BDE
and AEC,
VET providers
teachers
companies
VET students
VET students
1. Development and
implementation of methodology for
revision of curricula following the
principles of outcome/ competence
based learning and modularisation
with the aim of their harmonisation
with European trends for
implementation of ECVET
2. Completion of the process of

development of standards of
occupations and curricula for 2-y.,
3-y. and 4-y. VET
3. Review of the network of career

centres in VET schools
4. Opening of new career centres in
Establish tracking indicators

Develop Rulebook on tracking
Develop software solution
Sign Protocols for transfer of information in
line with the Law on Data Protection
Develop Integrated base of quantitative and
qualitative data on VET, higher education
and the labour market
Develop methodology syllabus and
curriculum development based on
competences/learning outcomes and
modularisation
Train advisers from VET Centre, BDE and
AEC, VET providers, teachers, companies
Develop new syllabi and programmes
Accreditation of the new syllabi and
programmes
Complete standards of occupations for 2-y.
VET
Complete standards of occupations for 3-y.
VET
Develop standards of occupations for 4-y.
VET
Complete curricula for 2-y. VET
Complete curricula for 3-y. VET
Develop curricula for 4-y. VET
Conduct Analysis of the work of career
centres existing in VET schools
Establishment of 51 career centres in VET
83
# of Protocols
open call published
# of applications submitted
# of applications accepted and
finances
- stakeholder satisfaction level
increased
-
Open call published

# of received proposals
# of accepted proposals
# of contestants
training organised
# of competitions organised
# of prises awarded
# of established indicators
Rulebook developed
software developed
# of signed Protocols
Integrated data base developed and
operational
quantitative and qualitative data
available and accessible
Methodology developed
# of trained advisers, training
providers, teachers, companies
# of new accredited syllabi and
curricula
MoES
VET
schools
municipaliti
es
companies
VET Centre
Universities
VET
schools
companies
o, MoF
Chambers
2013-20
(ongoing)
VET Centre
VET
schools
business
community
2014-20
(ongoing)
MoES
VET Centre
MoLSP
2016-8
VET Centre
BDE
AEC
Chambers
20146
2013
2014
2014
2014
2014-5
2014-5
2014-20
2014-20
- standards of occupations for 2-y.

VET completed
VET completed
VET developed
- curricula for 2-y. VET completed
- curricula for 3-y. VET completed
- curricula for 4-y. VET developed
- insight in work of centres available
- 51 career centres established and
VET Centre
MoES
Business
community
BDE
MoES
VET Centre
MoES, VET
2013-4
2013-4
2014-5
2013-4
2013-4
2014-5
2014
2013-5
VET schools
VET students
primary school
students
5. Provision of career guidance to

VET students and information on
career opportunities
6. Establishment of mechanisms for

provision of information and career
guidance to primary school
students, acquainting them with
career possibilities
7. Introduction of Apprenticeship as
a model for practical training in
secondary VET
VET students
persons without
qualifications
unemployed and
employed
graduates,
other groups at
risk
teachers
trainers
managers students
teachers
trainers
8. Introduction of Apprenticeship as
a model combining training and
practical work as a practice leading
to a recognised qualification in line
with current ALM, skills training
and other forms of non-formal
training
9. Revision of laws, bylaws,
procedures and programmes for
post-secondary education in
accordance with the Concept for
Post-secondary Education and the
NQF (level 5 of the EQF or higher)
10. Enhancing mobility of VET

teachers, trainers and students
through international cooperation,
learning and work in partner VET
schools and companies, including
practical training (practical
teaching, vocational practice and
summer internships abroad)
11. Establishment of the National
Europass Centre
schools
operational
- Training of delegated/appointed teachers for

work in the centres
- Allocation of remuneration for the persons
responsible for the operation of the career
centres in the VET schools
- Develop Manual for career guidance
- Develop instruments for career guidance
- Train persons delegated for career guidance
- Manual developed
- instruments developed
- # of trained persons
Centre,
BDE
USAID
MoES, VET
Centre,
BDE
municipaliti
es
MoES
BDE
VET Centre
- Conduct Study to analyse possibilities for

introducing Apprenticeship in secondary
VET
- Develop Rulebook on apprenticeship
- Establish commissions for amendments and
supplements to the legislation on
employment, VET, qualifications, etc.
- Conduct Study to analyse possibilities for
introducing the Apprenticeship model
- Develop Rulebook on apprenticeship
- Establish commissions for amendments and
supplements to the legislation on
employment, VET, qualifications, etc.
VET Centre
social
partners,
esp. crafts
chambers
2014
MoES
MoLSP
VET Centre
ESARM
AEC, VET
providers
2014
MoES
VET Centre
MoLSP
MoE
companies
civil society
2014
- Develop Rulebook on levels and

qualifications in post-secondary education
- Establish commission (1) for amendments
and supplements to the Laws on VET and
HE
- Establish commission (2) for amendments
and supplements to by-laws regulating
licencing and accreditation of training
providers
- Develop programmes for post-secondary
education
- Licence institutions and accredit programmes
for post-secondary education
- Develop school applications for opportunities
offered by the NAEEPM
- Develop applications for accessible EU
structural funds
- Amend/supplement relevant existing laws to

ensure legal framework for the operation of
84
# of trained teachers
funds secured/allocated
# of teachers engaged
user satisfaction level
Study conducted
insight into possibilities available
Rulebook developed
# of established commissions
# of amendments and supplements
to the Laws
model accepted/adopted
Study conducted
insight into possibilities available
Rulebook developed
# of established commissions
to the Laws
model accepted/adopted
Rulebook developed
commission (1) established
to the laws
commission (2) established
# amendments and supplements to
the by-laws
# of developed programmes
# of licenced institutions
# of accredited programmes
2014
2014
2013-4
2014
2014-5
2014
2014
2014
2014
2014
2014
2015
2015
- # of developed applications
- # of accepted applications
- # of developed applications for EU
structural funds
- # of accepted applications for EU
structural funds
NAEEPM
VET
schools
MoES
VET Centre
BDE
2013-20
(ongoing)
- # of amendments/supplements to
existing laws
MoES
NAEEPM
2013-4
the Centre
Select location for the Centre
Employ staff at the Centre
Develop Rulebook for the work of the Centre
Implement Europass documents on a national
level
Amend/supplement relevant existing laws to
ensure legal framework for the operation of
the Office
Develop Rulebook for the work of the Office
Employ additional staff at the NAEEPM
Develop instruments and mechanisms for
collecting, creating and disseminating
relevant statistical education-related data
Collect data
Carry out comparative analyses and thematic
reports
Adopt Regulation for mandatory integration
of key competences for LLL in the study
programmes for initial education of VET
teachers
Revise study programmes
Accredit study programmes
Adopt Regulation for mandatory integration
of key competences for LLL and career
management skills in secondary VET
Revise secondary VET curricula
Develop training programme

Select trainers
Train at least 100 VET teachers annually
Carry out analysis and evaluation of effects
managers students
12. Establishment of National
Eurydice Office within the
NAEEPM
teachers
trainers
managers students
future secondary
VET teachers
B3: Developing
key
competences
for lifelong
learning visa
for the future
advisers from
VET Centre,
BDE, AEC,
teachers
experts
VET teachers
VET teachers and

students
1. Revision of study programmes

for initial education of VET
teachers to integrate key
competences for LLL
2. Revision of secondary VET

curricula to include key
competences for LLL and career
management skills
3. Training of VET teachers in
development of key competences
for LLL and career management
skills in curricular and
extracurricular activities
4. Introduction/strengthening of
entrepreneurial learning that
enhances self-confidence, critical
thinking, creativity, economic and
financial literacy, knowledge of the
world of labour, communication
skills, etc.
- implement activities planned for in the

Strategy for entrepreneurial learning in VET
schools
85
National Europass Centre open

# of employed persons
Rulebook developed
Europass documents accessible to
the public also in printed form
2013-4
2013-4
2014
2014-20
- # of amendments/supplements to
existing laws
- National Eurydice Office open
- 2 persons with relevant
qualifications employed
- # of instruments and mechanisms
developed
- # of comparative analyses and
thematic reports carried out
MoES
NAEEPM
- Regulation adopted
- # of revised study programmes
- # of accredited study programmes
MoES
HEAEB
universities
- Regulation adopted
- # of revised curricula for secondary
VET
2013-4
2013-4
2014
2014
2014-20
2015-20
MoES
VET Centre
BDE, AEC
2013
2014-5
2014-5
2013
2014-5
Programme developed
# of selected trainers
insight into effects provided
- activities implemented pursuant to

set dynamics/plan
- improved entrepreneurial
skills/knowledge
VET Centre
BDE
2014
2014
2014-8
2018
MoES
VET Centre
BDE
2014-20
C: Quality and relevance guarantee for competitiveness

Outcome Indicators:
- Quality in VET regularly monitored and improved with stakeholder participation
- Quality of teaching and learning improved
- Availability of information on labour market needs and quality and relevance of teaching and learning improved
- Quality of practical skills acquired by VET students improved
- Mismatch between skills needs and educational supply decreased
- Cooperation between the business sector and VET providers improved
- Employer satisfaction with relevance of skills and competences of graduates increased
Goal
Target Groups
VET schools
municipalities
companies
VET schools
VET schools,
companies where
vocational
practice and
summer
internships
C1: Quality
Assurance
VET teachers
SEI inspectors
students aged 15
employed
Measure
Activities
Output Indicators
(output)
Responsibl
e
Institution
MoES
VET Centre
SEI, SEC
Chambers
Time
frame
1. Defining a system and

framework for quality assurance in
VET, which integrates internal and
external mechanisms and involves
stakeholders, in line with EQAVET
2. Redefining indicators and
procedures for quality assurance in
VET, in line with EQF, EQARF
and NQF
3. Developing instrument and
mechanism for monitoring and
control of the delivery of practical
training
- Carry out broad consultation with

stakeholders on system for OK in VET
- Develop and adopt a Rulebook on
introducing a system for OK on VET level
- broad consultation carried out

- Rulebook developed and adopted
- system defined
- development and adoption of new general

indicators for monitoring quality adapted to
the specificities of VET
- # of adopted general indicators
VET Centre
SEI, BDE
MoES
2013
- develop and adopt Rulebook on monitoring

the delivery of practical training
- Training of SEI inspectors for monitoring
practical training

- # of trained inspectors
VET Centre
SEI
2014
4. Establishment of system for

professional and career
development of teachers and
trainers in secondary VET
- Develop Rulebook on career advancement

defining competences at different levels
(initial, apprentice, career advancement
stages) of teachers and trainers in secondary
VET
- Amend/supplement Law on VET
- Establishing remuneration system
- Deliver 4 cycles on pedagogical-didactical
and andragogical training of SEI inspectors
- # of provisions in Law on VET
- remuneration system established
- Participation in PISA
- improved results in PISA
- Organise in-depth and detailed technical

training in all strategic sectors defined in the
Strategy for promotion of export 2011
- # of organised training events

- # of learners trained
- improved competences of the
employed
- level of satisfaction of
learners/stakeholders
5. Didactical training of SEI

inspectors
6. On-going participation of RM in
international assessments of quality
of education (PISA)
7. Strengthening the technological
competences of the employed in all
strategic sectors defined in the
Strategy for promotion of export
2011
86
2014
2014
2014
- 4 cycles of training carried out

- # of training events
- # of trained inspectors
MoES
VET Centre
BDE
SEI, VET
Centre,
BDE
university
MoES
VET Centre
SEC, BDE
MoES
MoLSP
MoE
2013
2013-4
2013-4
2013-5
2013-20
2013-20
1. Strengthening andragogical
competences of teachers in
secondary VET
future secondary
VET teachers
VET teachers
VET teachers
C2: New skills

through new
pedagogy
3. Strengthening the competences

of VET teachers for development
and application of new models for
developing student competences
through teaching and learning
adapted to their lifestyles
4. Modernisation of assessment in
secondary VET
VET teachers and

students
VET teachers and

students
VET teachers and

trainers,
companies
unemployed and
employed
graduates,
other groups at
risk
V3: VET
relevant for the
2. Enhancement of innovativeness
and entrepreneurial spirit through
training of VET teachers on
learning through research
VET clients and

institutions
5. Improving the quality of VET

textbooks and teaching/learning
resources that encourage
development/ acquisition of
competences
6. Strengthening the quality of
trainers and teachers delivering
practical teaching in secondary
VET
7. Developing distance learning in

VET
1. Introducing National
Qualifications Framework in VET
- Develop Rulebook on andragogical

qualification
- Develop Programme for andragogical
qualification of secondary VET teachers who
work with adults learners
- Licence institutions and accredit programmes
for andragogical qualification
- Publish Open call for andragogical
qualification
- Deliver training
- Develop training programme
- Develop Manual for enhancing
innovativeness and entrepreneurial spirit in
VET teaching
- Train 100 VET teachers annually

- Develop Manual for application of new
models of teaching and learning in VET
- Train 100 VET teachers annually
- Introduce assessment based on

competences/learning outcomes in by-laws
regulating assessment in secondary VET
- Develop Rulebook on assessment based on
competences/learning outcomes in
secondary VET
- Train of 100 VET teachers annually
- Develop methodology for writing textbooks
for vocational subjects
- Publish Open call for textbooks
- Select submitted manuscripts
- Print new textbooks
- Publish Open call for companies that can
train trainers and teachers for practical
teaching
- Sign cooperation agreements between MoES
and companies
- Select teachers
- Train 50 VET teachers and trainers
- Develop Rulebook on distance learning in
VET
- Develop programmes for distance learning
for adults (secondary, post-secondary and
higher VET)
- Amend/supplement laws regulating VET and
HE
- Complete the process for development of
NQF
87
Rulebook developed
Programme developed
# of licenced institutions
# of accredited programmes
Open call published
# of applying and of accepted
candidates
- # of trained teachers
MoES
universities
HEAEB
Programme developed
Manual developed
# of training events
innovativeness and entrepreneurial
spirit in teaching enhanced
Programme developed
Manual developed
improved application of new
models of teaching and learning
by-laws revised/amended
Rulebook developed
improved assessment of
competences
VET Centre
BDE
Guidebook revised
Open call published
# of received manuscripts
# of new textbooks
Open call published

# of company applications
# of signed agreements
# of trained teachers and trainers
MoES
VET Centre
BDE
Pedagogical
Service
MoES
VET Centre
Chambers
companies
- # of developed programmes
2013
2013
2014
2014
2014-20
2013
2013
2013-20
VET Centre
BDE
2014
2014
2014-20
VET Centre
BDE
SEC
SEI
MoES
MoES
VET Centre
AEC
universities
2013
2013
2014-20
2014
2014
2014
2014-5
2014-5
2014-5
20145
2014 5
2016-20
2016-20
2016-20
- NQF completed and adopted
MoES, VET
Centre,
2013
labour market
2. Harmonising current syllabi and

curricula and study programmes in
VET with the adopted NQF
VET providers
business sector
VET Centre
ESARM
VET clients
3. Developing a new methodology

for conducting the annual analysis
of the labour market and improving
the relevance of the required
profiles, knowledge and skills
4. Strengthening of capacities of
VET Centre and ESARM for
anticipation of needed skills
5. Establishment of system
collaboration between ESARM,
VET Centre and higher education
for continuing monitoring of skills
needs and availability/
dissemination of information on
labour market needs and
employability / abilities for further
education of graduates
6. Strengthening the relevance of
secondary VET syllabi and
curricula
VET Centre
VET schools
companies
VET schools
companies
local government
7. Strengthening the relevance and

functionality of the network of
secondary VET schools with
operational plan for gradual
adjustment to the needs of the local
economy and development plans
- Develop Guidebook for harmonising syllabi

and curricula and study programmes with the
NQF
- Revision of syllabi and curricula and study
programmes in accordance with NQF
- Accreditation of new syllabi and curricula
and study programmes
- Develop indicators for analysis of the labour
market
- Develop Rulebook on Analysis of the labour
market
- Develop instruments for Analysis of the
labour market
- Carry out the Analysis
- Disseminate results
- Participate in Component I (Foresight) of the
Frame Project of ETF
- Train VET Centre and ESARM staff in
anticipation of needed skills
- Develop mechanisms for regular easy access
to information on knowledge and skills
needed at the labour market
- Develop mechanisms for regular easy access
to information on transition of graduates to
the labour market and further education
- Guidebook developed
- # of developed syllabi and curricula
programmes
- # of developed study programmes
- # of accredited syllabi and
programmes
- # of accredited study programmes
- # of indicators developed
- # of instruments developed
- Analysis carried out
- data and information collected and
available
- Develop Concept technical secondary VET

- Prepare Methodology for Development of
syllabi and curricula, embedding mechanisms
for greater compatibility with those followed
in the European Union
- Revise existing syllabi and curricula and
harmonising them with the needs of the
labour market for new profiles and skills
- Develop new syllabi and curricula for new
profiles needed at the labour market
- Accredit the new syllabi and curricula
- Develop Study on the relevance and
functionality of the VET school network
- Develop Operational plan for gradual
adjustment of the network to the needs of the
local economy and development plans
- Adjustment of the network
88
BDE, SEC,
AEC,
ESARM
MoLSP
companies
MoES
VET Centre
BDE
universities
VET
schools
MoLSP
VET Centre
ESARM
MoES
Chambers
companies
2014
2015-8
2015-8
2014
2014
2014
2014
2014
2013
- Foresight exercise carried out

- # of trained staff
VET Centre
ESARM
- mechanisms developed
- information on knowledge and
skills needed on the labour market
easily accessible
- information on transition of
graduates to the labour market and
further education easily accessible
MoES
VET Centre
ESARM
universities
2014-5
- Concept developed
- Methodology developed
- compatibility with EU curricula
increased
- # of revised syllabi and curricula
- # of developed and accredited new
syllabi and curricula
VET Centre
BDE
ESARM
Chambers
2013-14
2014
- Study developed
- Operational plan developed
- # of VET schools where
adjustments are made
- level of satisfaction of local
companies and government
MoES
MoLSP
MoE
VET Centre
municipaliti
es
2014-5
2014-5
2014-20
(ongoing)
2014-20
2014-20
2013
2014
2016-20
8. Improving the quality and

relevance of practical teaching and
training of students in secondary
VET
VET students
companies
VET schools
students in 4-y.
VET
VET schools
students in 4-y.
VET
9. Strengthening practical teaching

and training in technical VET
10. Strengthening the participation
of companies in practical teaching
and training of students
- Conduct Analysis on necessary resources to

establish a voucher-based training fund
- Establish training fund
alternatively
- Conduct Analysis on opportunities for
introducing levy-grant scheme model for
practical training
- Form levy-grant scheme fund for training
- Amend the Concept and syllabi for VET to

increase the time allotted to practical training
in technical VET to 30%
- Amend Law on VET to create opportunities
for companies to participate in the
formulation of the students grade in
practical teaching
89
- level of satisfaction of students

- training fund established
alternatively
- levy-grant scheme for training
established
- resources for practical training
increased
- amount of funds allocated annually
- # of companies participating
- Concept and syllabi amended
- time allotted to practical training in
technical VET increased to 30%
- Law on VET amended
- companies participate in the
formulation of the students grade
in practical teaching
MoES
MoLSP
2013
2014
2013
2014
MoES
VET Centre
BDE
MoES
VET Centre
2013
2013
D: Good governance, resources, capacities and accountability in the future VET system
Outcome Indicators:
- Professional bodies responsible for VET and adult education improve their performance
- Coordination and cooperation in VET improved
- Social dialogues strengthened
- Planning and reporting in VET improved
- Resources and management of VET schools improved
- Role of local government in VET strengthened
- Monitoring of implementation of VET Strategy ensured
Goal
Measure
Activities
1. Harmonisation of the VET

terminology with the EU
terminology
2. Strengthening of the legislative
support to VET and elimination of
overlaps in competences of
institutions and professional bodies
and speeding up procedures for
changes in educational profiles
- Develop terminological glossary
- terminological glossary developed
3. Strengthening material and

human resources of the VET Centre
- Improve the physical infrastructure of the

VET Centre
- Increase the number of staff in line with the
adopted Strategy for development of the
VET Centre
- Establish a separate budget line for the VET
Centre
- Improve the physical infrastructure of the
AEC
- Increase the number of staff in the AEC
(with goal oriented job descriptions)
- Merge the VET Council and the Adult
Education Council
- Amend/supplement the Laws on VET and
AE
- Allocate material and financial resources for
the work of the Council
- Law on VET
- Law on SE amended/supplemented
- Law on BDE
- Law on SEI
- procedures for changes in
educational profiles improved
- infrastructure improved
- # of new employments
- separate budget line established
Output Indicators
(output)
Target Groups
VET clients
VET providers
VET clients
D1: Improving
the efficiency
of the national
VET
governance
and support
framework
VET Centre
AEC
4. Strengthening of material and

human resources of the AEC
5. Improving the strategic advisory

function in VET
VET Council
AE Council
VET providers
VET clients
6. Raising the awareness of VET

clients and service providers on the
work of the VET Centre and the
Amend/supplement the Law on VET

Amend/supplement the Law on SE
Amend/supplement the Law on BDE
Amend/supplement the Law on SEI
Speed up procedures for changes in
educational profiles
- Organise VET festival

- Develop marketing materials
- Organise regional meetings between VET
90
Responsibl
e
Institution
VET Centre
BDE, AEC
MoES
MoES
MoLSP
VET Centre
BDE
VET Centre
Time
frame
2013-4
2013
2013
2013
2013
2013
2013-8
2013-5
2013
- infrastructure improved
- # of new employments
AEC
2013-8
2013-5
- new structure established

- Laws on VET and AE amended
and supplemented
- material and financial resources
secured
- amount of allocated resources per
year
- festival organised
- # of marketing materials
- # of regional meetings
MoES
VET Centre
AEC
2013
VET Centre
AEC
2014
2014
2014-8
2013
2014
AEC
MoES
MoLSP
7. Improving the capacities of

competent institutions for their own
capacity assessment and
development planning
1. Introducing European Peer

Review Model for quality assurance
in secondary VET
VET schools
stakeholders
2. Establishing Council for

Qualifications
VET providers
business sector
D2:
Strengthening
social dialogue
3. Establishing Occupational
Councils
VET Centre
VET providers,
business sector
local government
unemployed and
employed
graduates,
other groups at
risk
VET schools
chambers
D3: Improving
the efficiency
of local VET
managers of
public and private
VET providers,
VET Centre,
AEC
Centre and AEC and local authorities and

VET providers
- Participate in Component II (Institutional
Capacity Assessment) of the Frame Project
of ETF
- # of participants at the meetings
- Develop and adopt Rulebook on

implementation of the EPR model
- Develop and adapt manuals and resource
materials
- Pilot the EPR model in 6 VET schools
- Evaluate the pilot
- Apply the EPR model in all VET schools

- manuals and resource materials
developed/adapted
- # of pilot VET schools
- # of EPR evaluations carried out
- findings and lessons learned
available
- EPR institutionalised/scaled
- Council established
- Develop Rulebook for the work of the

Council
- Establish the Council
- Develop Programme for work of the Council
- Develop Rulebook for the work of the

Councils
- Delegate representatives of stakeholders for
each occupation
- Establish 14 Councils (for each occupational
area)
- Work of Councils
4. Establishing Municipal Centres

for Human Resource Development
Planning
- Prepare Study on Municipal Centres

- Create pilot centres in 3 municipalities
5. Improved collaboration and

participation of companies in
management of VET schools
- Amend/supplement Law on SE and Law on

VET to give the representative of local
companies in the School Board the right to
vote
1. Strengthening the capacities of

management in VET

- Train managers of VET providers on
outcome-based planning
- Monitor change
- Introduce new module Relations with the
business community and local government
into the Programme for preparation and exam
for secondary school director
91
- carried out
- results taken into account in the
process of planning of IPA II
- # of delegated representatives
- # of established and operational
Councils
- # of meetings per council per year
- information on occupation-related
skills needs available
- companies participate in
syllabi/curricula development
- Study prepared, findings available
- 3 pilot centres created
- # of activities carried out
- # of beneficiaries served
- HRD at local level improved
- Laws on SE and VET
- companies have right to vote on the
School Board
-
Programme developed
# of trained managers
improved change monitoring
Programme and examination for
director revised and improved
oES,
o,
MoLSP,
VET
Centre,
AEC, BDE,
ESARM
VET Centre
SEC
MoES
Chambers
municipaliti
es
2013
oES, o
MoLSP,
VET
Centre,
AEC, BDE,
universities
oES
National
Council
VET Centre
2014
2015
2015
2016-8
2016-8
2016-8
2014
2014
2014
2014
2014
2014-20
MoES
MoLSP
ZELS
VET Centre
2013
2014
MoES
VET Centre
Chambers
VET
schools
MoES
VET Centre
SEI
BDE
2013
2013
2014
ongoing
2014
governance
and support
VET students
ZELS
local government
2. Providing opportunity to VET

schools to allocate the time
provided for in the syllabus for
practical teaching/training
according to the needs of the
occupational area
3. Strengthening the role of local
government in VET
- Amend/supplement Law on VET
- Law on VET
- VET schools plan their practical
teaching/training individually
MoES
VET Centre
companies
2013
- Prepare Study on situation and potentials for

strengthening the role of local government in
VET
MoES
MoLSP
ZELS
2013-4
4. Increasing the funding from the

local government in VET
- Revise laws and by-laws to enable greater

involvement of local government in
management and funding of local VET
- Study prepared
- possibilities/potentials established
- role of local government
strengthened
- laws/by-laws revised
- local government participates in
management and funding of VET
2013
5. Strengthening the financial

support of the business sector to
secondary VET
1. Establishing Council for
Implementation of the VET
Strategy
- Develop mechanisms for participation of the

business sector in funding secondary VET on
local level
- Develop Programme for work of the Council
with clear role, competences and
responsibilities, and mechanisms for
accountability for its implementation
- Establish the Council at the Cabinet of the
President of the Government of the RM
- mechanisms developed
- business sector participates in
funding secondary VET schools
- Programme for work of Council
developed
- Council established and operational
- Strategy and AP implemented
according to the agreed
dynamics/plan
- Donor conference prepared

- # of donors participating
- financial support to the VET
Strategy secured
oES,
ZELS
MoF,
Ministry of
Local Selfgovernment
MoES
VET Centre
Chambers
MoES,
MoLSP
Cabinet of
the
President of
the
Government
of the RM
Strategy
Council
MoES
MoLSP
ZELS
local government
VET schools
companies
stakeholders
D4: Efficient
and effective
implementing
of the VET
Strategy and
Action Plan
stakeholders
2. Organising donor conference for

coordination and support to the
implementation of the VET
Strategy and Action Plan
Develop Programme
Secure spatial and material conditions
Copying/distribution of Strategy and AP
Informing and inviting stakeholders
(international institutions, embassies,
foundations, etc.)
- Organisation of the donor conference
92
2016-8
2013
2013
2013
93

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Ministry of Education and Science

STRATEGY FOR VOCATIONAL EDUCATION AND TRAINING

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VET system main features, opportunities and challenges ..................................... 21

Strategy Framework ..................................................................................................... 47

The future VET system ................................................................................................. 51

The strategic objectives of vocational education and training contemplate:

Enhancing the attractiveness, relevance and quality of vocational education and

Panche Kralev, M.Sc.

Secondary vocational education of 2-year duration

The Strategy is a product of collaborative research focused on perceptions of stakeholders on

1.1 Why do we need a VET Strategy

1.2 Life and work evolve

Information technology developments, especially in mobile technologies, made it possible for

According to Eurostart, accessible at:

1.3 New age new skills

Special emphasis is increasingly devoted to enhancing entrepreneurial competences of youth

1.4 The VET Strategy in an international context

Box 1: EU Education and training 2020 benchmarks - status: 21/03/201345

VET system main features, opportunities and challenges

strengthening the institutional capacities for support to VET (establishment of VET

2.1 The environment in which VET operates

Table 2: Key indicators on the labour market in Macedonia

In regard to length of unemployment, 82.6% of all unemployed are long-term unemployed;

SSO, Labour Market, Labour Force Survey, 2011

2.2 The structure of the VET system

COMPULSORY EDUCAT ION

Lower secondary education

2.2.1. Vocational skilling

2.2.2. Secondary vocational education

2.2.2. Post-secondary vocational education

2.2.3. Higher vocational education

Progression and transition

Modularisation is a relative novelty in our country. Higher education embarked on curricular

SSO, News release: Population and social statistics, 2.4.12.04/718

SSO, Situation 2001 and 2011

2.6.1. Need for new skills

2.6.2. Collaboration with the business sector

Velkovski, Z. (2005): Lacrimae mundi, Bureau for Development of Education, Skopje

2.6.3. Practical teaching and training

2.6.4. Syllabi and curricula

2.6.6. Financing and decentralisation

Vision and goals of the VET Strategy

4. The future VET system

VET in the function of strengthening social cohesion and social inclusion

VET in the function of strengthening social cohesion and social

SSO, Labour Force Survey 2011, Skopje, 2012

A5: Strengthening interethnic integration and cohesion in VET

Attractive vocational education and training

Quality and relevance guarantee for competitiveness

Improving the attractiveness, accessibility and quality of VET is of paramount importance in

Goal C1. Quality assurance

Goal C2. New skills through new pedagogy

Goal C3. VET relevant for the labour market

Good governance, resources, capacities and accountability in the

Goal D2: Strengthening social dialogue

By 2015 strengthen the capacities of VET management structures

Efficient and effective implementation of the VET Strategy and

Stages in the implementation of the Strategy