Steps Towards Integrated Education in the Education System
of the Republic of Macedonia
Ministry of Education and Science of the Republic of Macedonia
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Table of Contents
EXECUTIVE SUMMARY .................................................................................................................... 3
LEGAL FRAMEWORK ....................................................................................................................... 6
OVERALL AIM ..................................................................................................................................... 8
THEMATIC STRAND 1: PROMOTION OF INTEGRATION THROUGH JOINT ACTIVITIES
................................................................................................................................................................ 10
OBJECTIVE 1: PROMOTE INTEGRATION THROUGH JOINT CURRICULAR ACTIVITIES. ................................. 10
OBJECTIVE 2: PROMOTE INTEGRATION THROUGH JOINT EXTRA-CURRICULAR ACTIVITIES. ..................... 11
THEMATIC STRAND 2: INTEGRATION THROUGH LANGUAGE ACQUISITION............. 13
OBJECTIVE 1: PROMOTE INTEGRATION THROUGH LANGUAGE ACQUISITION ............................................ 13
THEMATIC STRAND 3: CURRICULA AND TEXTBOOKS ....................................................... 18
OBJECTIVE 1: IMPROVE THE PREMISES FOR INTEGRATION THROUGH STRENGTHENING THE CONTENT AND
THE STANDARDS IN THE CURRICULA, AIMING AT ACHIEVING INTER-PERSONAL, INTER-CULTURAL, SOCIAL
AND CIVIL COMPETENCES. ....................................................................................................................... 19
OBJECTIVE 2: IMPROVE THE PREMISES FOR INTEGRATION THROUGH THOUGH TEXTBOOKS ..................... 20
THEMATIC STRAND 4: TEACHERS’ QUALIFICATIONS ........................................................ 21
OBJECTIVE 1: IMPROVE QUALIFICATIONS OF TEACHERS AND OF SCHOOL SUPPORT STAFF REGARDING
INTEGRATION .......................................................................................................................................... 21
OBJECTIVE 2: INTEGRATION IN PRE-SCHOOL EDUCATION ........................................................................ 23
THEMATIC STRAND 5: SCHOOL MANAGEMENT IN THE CONTEXT OF
DECENTRALIZATION ...................................................................................................................... 24
OBJECTIVE 1: INCREASE JOB SECURITY OF TEACHERS AND SCHOOL SUPPORT STAFF ............................... 26
OBJECTIVE 2: CLARIFY SELECTION AND EMPLOYMENT CONDITIONS FOR ASSISTANT HEADMASTERS AND
MUNICIPAL INSPECTORS .......................................................................................................................... 26
OBJECTIVE 3: STRENGTHENING THE COOPERATION BETWEEN CENTRAL AND LOCAL AUTHORITIES IN THE
AREA OF EDUCATION. .............................................................................................................................. 27
OBJECTIVE 4: PROFESSIONALIZATION AND CONFLICT PREVENTION ........................................................ 28
IMPLEMENTATION MECHANISMS ............................................................................................................ 29
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Executive Summary
Despite considerable progress over the last decade in the education system with regards
to mother-tongue education, developments have taken a turn that gives cause for concern
and should be focused, addressed and corrected, with particular emphasis on interethnic
relations, in order to reduce ethnic distance caused by too little knowledge about each
other and by almost no interaction, increased additionally by serious language
deficiencies.
In a joint effort and as a follow-up measure to the recommendations by the OSCE High
Commissioner on National Minorities (OSCE HCNM), provided in January 2008, the
Ministry of Education and Science and the OSCE HCNM have elaborated this policy
paper, which will initiate a comprehensive Government strategy towards an integrated
education system. The aim is to bring about a tangible and considerable change in the
general approach within the education system in accordance with the multi-ethnic reality
of the country and so contribute to achieving the country’s strategic targets, for which
stability and internal cohesion are just as key as good interethnic relations.
The policy measures are divided in five thematic strands, each one representing a
complex issue in itself. The strands touch upon questions of democratic school
governance in a decentralized environment, the issues of joint curricular and extracurricular activities, language acquisition, the complex of curricula, textbooks and
teacher training, all of which are complemented by a set of guiding principles aimed at
avoiding separation along ethnic lines in new schools.
The first thematic strand deals with integration through joint activities involving
students receiving tuition in different languages and proposes a set of measures to
introduce or enhance joint curricular and extra-curricular activities on various levels,
within schools and between different schools, in the same municipality as well as across
the country.
The second strand aims at integration by increasing the mutual knowledge of each
other’s languages among students and adults, thus raising the level of communication
between persons belonging to different communities. Another set of measures targets the
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training of teachers in second-language methodologies with special attention placed on
the languages of the smaller ethnic communities.
The third strand touches on the complex issues of curricula and textbook adjustment.
The measures laid out propose to adjust all existing textbooks with particular emphasis
on history, geography and language teaching, as well as an amendment to the
mechanisms of approval and control of textbooks. With regards to curricula, an
adjustment of primary and secondary school syllabuses is envisaged to allow schools to
address specific needs arising in their community, as well as to mainstream concepts of
tolerance education and intercultural communication and understanding. Also, the
introduction of a subject on the history of all main religions is envisaged, supported by
measures to ensure that teachers receive the appropriate training.
The fourth strand addresses the topic of teachers’ qualifications related to competence of
integration in education. The proposed measures entail a standardization of pre-service
teacher training with regards to interethnic issues; the introduction of regular in-service
training for teachers and headmasters; and a system of external evaluation and
monitoring of the performance of teachers. The integration of pre-school education in all
these efforts is also proposed.
The fifth thematic strand, dealing with school management in the context of
decentralization, proposes measures to increase the job security of teachers; to clearly
define recruitment and employment conditions for assistant headmasters, municipal
education inspectors and municipal education officers; and to clarify responsibilities of
state institutions versus municipal authorities in the area of education and thus improve
the co-operation between the centre and the regions. Also, several measures are
suggested to further de-politicize the education system and to enhance the participation
of stakeholders in questions of school governance and management.
The activities foreseen by this policy paper will be implemented according to a scaled
approach:

Ongoing activities will be intensified;

Where possible, implementation will start immediately;

Some activities will start within short term;
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
Activities that require a broader consensus in society will be implemented upon
creation of such conditions.
Last but not least, the creation of a mechanism for regular stakeholder consultation to
function as a participative democratic corrective is particularly important.
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Legal Framework
A series of international documents deal with the question of minority education. The
relevant instruments and articles are as follows: Article 26 of the Universal Declaration
of Human Rights; Article 27 of the International Covenant on Civil and Political Rights;
Article 30 of the Convention on the Rights of the Child; Article 5 of the UNESCO
Convention Against Discrimination in Education; Paragraphs 34 and 35 of the
Document of the Copenhagen Meeting of the Conference on the Human Dimension of
the CSCE; Article 2 paragraph 4 of the UN Declaration on the Rights of Persons
Belonging to National or Ethnic, Religious and Linguistic Minorities; Articles 5, 6, 12,
13, 14 and 15 of the Framework Convention for the Protection of National Minorities;
The Council of Europe European Charter for Regional or Minority Languages.
Other documents of importance to this issue are: the thematic commentaries of the
Advisory Committee on Education1, the Compilation of ACFC Opinions on Articles 12,
13 and 142; and the OSCE-HCNM’s The Hague Recommendations Regarding the
Education Rights of National Minorities and the Lund Recommendations on the
Effective Participation of National Minorities in Public Life.
Furthermore, minority protection is an integral part of the EU’s Copenhagen Criteria for
accession.
The process of implementation of the Ohrid Framework Agreement (OFA) has brought
about a variety of pieces of legislation, allowing for a wide range of integration
measures as foreseen in this document without major interference in the legal system.
The Constitution provides for the right of communities “to establish institutions for
culture, art, science and education, as well as scholarly and other associations for the
expression, fostering and development of their identity” as well as the right to
“instruction in their language in primary and secondary education”. The article also
1
http://www.coe.int/t/dghl/monitoring/minorities/3_FCNMdocs/Thematic_Intro_en.asp
2
http://www.coe.int/t/dghl/monitoring/minorities/5_IntergovWork/DH-
MIN_WorkingDocuments_en.asp
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foresees that “in schools where education is carried out in another language, the
Macedonian language is also studied.”3
The law on primary education provides for mother-tongue tuition in Article 9, while the
law on secondary education does the same in Article 4.
The laws relating to the Education Inspection and the Bureau for Development of
Education (BDE) do not have specific provisions regarding multi-ethnicity, they are
more technical texts.
In the document titled “Indicators for the quality of the work of schools” issued by the
State Education Inspectorate in 20094, the list of quality indicators relating to the work
of schools, to acceptance and respect for multiculturalism, features operational
indicators with emphasis on two areas of self-evaluation and integral evaluation:
securing high quality educational climate and securing quality in the school curricula.
The National Strategy for the Development of Education 2005–2015 identifies the
reinforcement of ethnic and cultural co-operation5 as one of the challenges still to be met
in the education system. It stresses that integration should start at pre-school age and
urges for more attention to curricula and textbooks. The Strategy also argues in favour of
finding common denominators among ethnic groups in order to increase internal
cohesion.6
The Concept for the Nine Year Primary School education, developed by the BDE in
2007, introduces building competences for inter-personal, inter-cultural, social and civic
competences, as part of the basic principles for the functioning of primary education and
the development of integrated education.
3
Art. 48, §§ 3, 4 of the Constitution.
4
Following a decision of the Minister of Education in May 2009, the evaluation is conducted according to
a list of indicators for the quality of the work of schools. It also envisages that the list is made available to
schools in order to use the same in the process of self-evaluation as tasked by the law on elementary and
secondary education.
5
Ministry for Education and Science: National Strategy for the Development of Education 2005–2015, p.
9
6
Ibid. p.45-46, 56.
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In conclusion, the groundwork for an integrated approach to education has been laid in
the existing legislation and policy documents and no major interventions are needed.
The measures proposed in this document can easily be implemented with decisions
taken by the appropriate ministry – primarily the MoES, but in some instances also the
Ministry of Local Self-Government (MLSG) or the Ministry of Labour and Social
Policy (MLSP) or another appropriate institution.
Overall Aim
The overarching aim of this policy is to bring about tangible and considerable change in
the general approach within the education system in accordance with the multi-ethnic
reality of the country, as it is reflected in the Constitution and relevant legislation
deriving from the OFA.
The multi-ethnic character of the country, as defined in the Constitution, is recognized in
both the laws on primary and secondary education as well as in strategic government
documents concerning education, such as the National Strategy for the Development of
Education, covering the period 2005-2015, and the Concept for Nine-Year Primary
School Education, developed by the BDE. Furthermore, all relevant documents stress
compliance with international agreements.
Multi-ethnicity is mirrored in the education system by a variety of arrangements
enabling children and young people to enjoy education in their mother tongue. Notably,
this has led to considerable progress in the last decade in the implementation of the
linguistic rights of communities. However, the specific interpretation of the rights of the
communities, mainly by the political factors in the country, has not always led to more
integration. On the contrary, the ethnic distance,7 especially between younger children,
has increased and knowledge about the other groups is becoming anecdotal. While on a
macro-political level, interethnic relations are continuously improving, not least due to
an institutional approach linked to the implementation of the OFA, the lack of
integration on a personal level could present a long-term threat to the very cohesion of
the society. A more integrated approach to education will not only help such negative
7
Institute for Democracy Societas Civilis, unpublished survey.
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prospects to be avoided, but it will contribute to a deeper understanding of the
constituting elements of the multi-ethnic society and what is required to achieve more
stability and coherence.
In recognizing this positive potential, the Government would be adopting the policy
measures contained in this document as a contribution to achieving the country’s
strategic targets, for which stability and internal cohesion are just as key as good
interethnic relations.
Moreover, as the implementation of the measures proposed in this policy paper would
also coincide with discussions for a new National Strategy for the Development of
Education, the Government would in fact be committing itself to incorporate the
objectives of this paper in the follow-up strategy for 2015–2025, shaping them such as
to be in line with national interests, but also embedded in long-term policies and social
constellations.
In order to achieve the overall aim of an integrated education system, a number of
concrete measures will be implemented. Many of these have been proven to be
successful when implemented in individual schools, either by International
Organisations or by local NGOs in cooperation with the MoES. Although it is still early
as far as evaluation and impact assessment are concerned, some of the measures have
already had a concrete impact and have led to tangible changes in students’ and
teachers’ attitude. These measures represent a set of good practices, from which
experience can be drawn and which can be applied in a systematic, comprehensive
approach.
Donor activity has in the past concentrated on the general goal of improving interethnic
relations. Current activities focus primarily on joint activities between students of
different ethnic backgrounds. One of the aims of this policy paper is to direct donor
attention to other areas needing urgent attention.
The proposed policy measures are divided in five thematic strands, each one
representing a complex issue in itself. The strands touch on the issues of joint curricular
and extra-curricular activities, language acquisition, the complex of curricula and
textbooks and teacher training as well as questions of democratic school governance in a
decentralized environment.
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Thematic Strand 1: Promotion of Integration through Joint
Activities
A systematic and structurally coherent approach to the issue of joint multi-ethnic
curricular and extra-curricular activities in primary and secondary education will provide
for a solid base for more mutual understanding among students, thus laying the
foundation for their future integration. It is crucial that the creation of physical barriers
between students of different ethnic background and who are following tuition in
different linguistic streams is prevented. Primary schools are an excellent terrain to
initiate the integration process, which is to be intensified further in secondary schools.
Joint activities will be implemented in the most acceptable language and modality, while
alternative opportunities will be sought for in the developing phase.
Objective 1: Promote integration through joint curricular activities.
OUTPUT (1)
ACTIVITIES
INDICATORS
TIMELINE
 Programmes for joint curricular activities for groups of
students belonging to different ethnic communities in the
subjects that are integrated into the curricula for primary
and secondary education.
 MOES, the Bureau for Development of Education and the
Centre for Vocational Education and Training, jointly, will
develop curricula and local and international experts will be
consulted;
 As result of the programmes, groups of students belonging
to different ethnic communities will be taught in following
subjects, in an inter-active and inter-disciplinary approach,
using contemporary teaching methods in the following
subjects: foreign languages, IT, art and physical education.
 Number of workshops for preparation of programmes for
joint activities conducted
 Number of programmes created
 Level of implementation of the programmes
 2011- development phase (6 workshops)
 2012- pilot implementation (evaluation, monitoring, final
workshop)
 School year 2013-2014- implementation
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OUTPUT (2)
ACTIVITIES
INDICATORS
TIMELINE
 Interdisciplinary programmes for developing intercultural
skills are integrated into the curricula of vocational schools.
 MOES, the Bureau for Development of Education and the
Centre for Vocational Education and Training, jointly, will
develop curricula, local and international experts will be
consulted;
 Groups of studentsbelonging to different ethnic
communities will jointly use school laboratories and
technical facilities to acquire technical and intercultural
skills.
 Number of workshops held for preparation of integrated
curricula
 Number of programmes created
 Level of implementation of the programmes
 6 months - development phase (6 workshops)
 School year 2011 - 2012 - pilot implementation (evaluation,
monitoring, final workshop)
 School year 2012 - 2013- implementation
Objective 2: Promote integration through joint extra-curricular activities.
OUTPUT (1)
ACTIVITIES
INDICATORS
TIMELINE
 Programmes to improve and reward interethnic interaction
through joint extra-curricular activities are prepared.
 Conditions and opportunities for multilingual
communication and association are created
 MOES, the Bureau for Development of Education and the
Centre for Vocational Education and Training, will jointly
develop the programmes and local and international experts
will be consulted;
 Mixed groups of students will participate in: drama clubs,
debate clubs, sports activities, municipal events, student
exchange in school camps etc.
 Number of workshops held aimed at finding ways of using
all types of extracurricular activities for integration
purposes
 Number of programmes for extracurricular activities
prepared
 Number of students participating in the programmes.
 6 months- development phase (6 workshops)
 School year 2010-2011 - pilot implementation (evaluation,
monitoring, final workshop)
 School year 2011-2012- full implementation
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OUTPUT (2)
ACTIVITIES
INDICATORS
TIMELINE
 Programmes to provide opportunities to students attending
school in ethnically homogenous areas to interact with their
peers from other ethnic or linguistic backgrounds are
created.
 MOES, the Bureau for Development of Education and the
Centre for Vocational Education and Training, will jointly
create the programmes and local and international experts
will be consulted;
 As a result, mixed student groups will participate in subjectbased school competitions; twinning/partnerships of
schools, students’ exchange programs, summer camps,
youth parliament, etc.
 Number of workshops held aimed at finding ways for
integrating students of different ethnic environments.
 Number of programmes for prepared.
 Number of students participating in the programmes.
 6 months- development phase (6 workshops)
 School year 2010-2011 - pilot implementation (evaluation,
monitoring, final workshop)
 School year 2011-2012- full implementation
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Thematic Strand 2: Integration through Language Acquisition
The mother-tongue education system is well developed for the two larger ethnic
communities, but more remains to be done for children belonging to the smaller ethnic
communities, especially in areas where the use of the mother tongue is declining.
There is a notable need to increase mutual proficiency in each other’s languages on local
level. To this aim, the Government will carry out promotional and information
campaigns aiming at:

Learning the neighbours’ languages

Early learning of the Macedonian language for children with different mother
tongues.
Since language proficiency is not only important to students but also to adults, schools
will be encouraged to act as community service providers by offering language courses
to interested adults.
Objective 1: Promote integration through language acquisition
OUTPUT (1.1)
ACTIVITIES
INDICATORS
TIMELINE
 Curricula are created and adopted to introduce
Macedonian language in the first phase of primary
education in schools where the language of instruction is
the language of the ethnic communities.
 The Sector for primary and secondary education,
Directorate for development of education in the
languages of communities and Bureau for Development
of Education will jointly develop curricula and with
expert support.
 All students in the country will learn the Macedonian
language at the earliest time possible.
 Number of meetings held for preparing syllabus for
Macedonian language as a school subject.
 Curricula prepared for Macedonian language for primary
schools (first to fourth grade)
 Evaluating the quality of delivering the programme.
 school year 2011-2012- full implementation.
OUTPUT (1.2)
 Standardized programmes are created for introduction of
facultative and elective classes to learn the languages of
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the local communities spoken by at least 20% of the
population and of the languages of other local ethnic
communities, starting at earliest stage possible in all
regions of the country.
ACTIVITIES
INDICATORS
TIMELINE
OUTPUT (2.1)
ACTIVITIES
 MoES ( Sector for primary and secondary education, the
Directorate for development of education in the
languages of the communities) and the Bureau for
Development of Education will jointly develop the
programme template with expert assistance, and in
cooperation with the education committee of ZELS,
 Each municipality through certain schools will offer
facultative courses/classes for at least one of the
languages of the local ethnic communities.
 Introducing facultative classes for Serbian and Turkish
language;
 Introducing Serbian and Turkish language as elective
subjects in secondary schools.
 Number of workshops held for the preparation of the
program template for facultative and elective classes in
the languages of the ethnic communities;
 Number of students attending elective or facultative
classes for the languages of the ethnic communities.
 Quality of classes/courses offered.
 6 months- development phase (6 workshops)
 School year 2011-2012 - pilot implementation
(evaluation, monitoring, final workshop)
 School year 2012-2013- full implementation
 A programme template is created for schools in multiethnic areas to provide for extra-scholar language courses
to interested persons (students, parents or others) in
languages of local ethnic communities
 Relevant didactic material is created(textbooks,
guidebook, tests etc)
 An incentive scheme is created for schools applying the
programme template.
 MoES ( Sector for primary and secondary education, the
Directorate for development of education in the
languages of the communities) and the Bureau for
Development of Education with expert assistance, and in
cooperation with ZELS Education and Sports
Commission will develop and create the programme
template and will prepare a system for incentives for
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

INDICATORS

TIMELINE








OUTPUT (2.2)
ACTIVITIES
INDICATORS
TIMELINE
schools delivering the programme;
BDE will announce a tender for the preparation of
appropriate didactic material,
MoES will adopt a program for financing schools
delivering the programme.
Number of workshops held for preparation of a
programme template for language courses
Evaluation of regularity of the tender procedure;
Quality of didactic materials;
Number of schools delivering the programme.
6 months- development phase (6 workshops)
3 months- preparation of tender procedure
3 months- tender period
School year 2011-2012 – pilot implementation
(evaluation, monitoring, final workshop)
School year 2012-2013- full implementation
 A programme template is created to provide for language
courses in the Macedonian language to interested persons
(students, parents or others) to be offered in schools in
multi-ethnic areas
 Relevant didactic material is created.
 An incentive scheme is created for schools applying the
template.
 MoES (Sector for primary and secondary education, the
Directorate for development of education in the
languages of the communities) and the Bureau for
Development of Education with expert assistance and in
cooperation with ZELS’ Education and Sports
Commission will develop and create the programme
template and will prepare a system for incentives for
schools delivering the programme;
 BDE will announce a tender for the preparation of
appropriate didactic material,
 MoES will adopt a program for financial incentives to
schools delivering the programme.
 Number of workshops for the preparation of a program
template for language courses in Macedonian language;
 Transparency and accountability of the tender procedure;
 Quality of didactic materials;
 Number of schools delivering the programme;
 Number of sponsors.
 6 months- development phase (6 workshops)
 3 months- preparation of tender procedure
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 3 months- tender period
 School year 2011-2012 – pilot implementation
(evaluation, monitoring, final workshop)
 School year 2012-2013- full implementation
OUTPUT (3.1)
ACTIVITIES
INDICATORS
TIMELINE
OUTPUT (3.2)
ACTIVITIES
INDICATORS
TIMELINE
 A training scheme for teachers on advanced techniques
for teaching Macedonian are created and put into
practice.
 BDE will announce a tender for the preparation of a
unified training plan
 Training providers will prepare training programmes on
the basis of the unified plan.
 Teachers of Macedonian as a second language will attend
the trainings.
 Transparency and accountability of the tender process;
 Transparency and accountability of the process for
selection of training providers;
 Number of teachers trained.
 6 months- development phase (6 workshops)
 3 months- preparation of tender procedure
 3 months- tendering period
 School year 2011-2012 – pilot implementation
(evaluation, monitoring, final workshop)
 School year 2012-2013- full implementation
 A set of specific in-service training programmes is
created for teachers of classes in languages of smaller
ethnic communities.
 BDE will announce a tender for the preparation of a set
of in-service training programmes;
 Training providers will prepare a set of in-service
training programmes;
 Teachers of classes in languages of smaller ethnic
communities will attend the training.
 Transparency and accountability of the tender procedure;
 Quality of the training;
 Transparency and accountability in the selection process
of training providers;
 Number of training sessions offered;
 Number of teachers trained.
 6 months- development phase (6 workshops)
 3 months- preparation of tender procedure
 3 months- tendering period
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 School year 2011-2012 – pilot implementation
(evaluation, monitoring, final workshop)
 School year 2012-2013- full implementation
OUTPUT (4)
ACTIVITIES
INDICATORS
TIMELINE
 Programmes to introduce and reward the use of the
Macedonian language as a means of instruction in
facultative courses are created.
 MoES and BDE will jointly prepare the programme with
expert assistance;
 Sponsors will be searched for public-private partnerships.
 Number of workshops held for preparation of the
programmes;
 Number of schools delivering the programme;
 Number of sponsors.
 2011- development phase (6 workshops)
 School year 2012-3 full implementation
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Thematic Strand 3: Curricula and Textbooks
School curricula are an essential element in the development of a strategic approach
towards an integrated education system. Interventions here are direct and have a deep
impact. It is therefore essential to make a series of adjustments in order to mainstream
the issues of mutual tolerance and intercultural communication into all school curricula,
both for primary and for secondary schools. Any references leading to negative
stereotyping and intolerance will have to be removed; a critical way of presenting
subjects will have to be introduced in order to encourage analytical thinking.
These principles must also be reflected in the textbooks used in schools. Here, the MoES
will have to take the responsibility not only to license the production of textbooks, but
also to install a control mechanism in order to monitor the contents of the books that are
produced. The methodology and criteria employed by the MoES for the preparation of
textbooks will be revised and the approach towards integrated education will be
mainstreamed throughout. The control mechanism established for textbooks will not
only check for content but also for adherence to accepted methodology and official
criteria before they go to print.
A regional approach to schoolbooks and bilateral agreements on cooperation with the
neighbouring countries will be considered, taking into account already existing
initiatives. The establishment of bilateral or regional textbook commissions will actively
be pursued.
As for the contents, international best practices can serve as examples for mainstreaming
the multi-ethnic character of the society and the issues of intercultural competence and
communication into the textbooks. Here, specific attention needs to be given to the idea
that children should not only learn about their own ethnic or linguistic community, but
also about all other groups residing in the country in an inclusive and reality-oriented
way.
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Objective 1: Improve the premises for integration through
strengthening the content and the standards in the curricula, aiming at
achieving inter-personal, inter-cultural, social and civil competences.
OUTPUT (1)
ACTIVITIES
INDICATORS
TIMELINE
OUTPUT (2)
ACTIVITIES
 >Content and standards in the curricula for elementary
and secondary education are strengthened, aiming at
achieving inter-personal, inter-cultural, social and civil
skills of tolerance and intercultural communication and
understanding;
 The respective concepts are mainstreamed as a specific
component in the school subjects Civic Culture (primary
education) and Civic Education (secondary education).
 MoES, BDE and VET with expert assistance will
strengthen the contents and standards of the curricula in
the elementary and secondary schools, in achieving interpersonal, inter-cultural, social and civil skills ;
 Number of workshops themed around the
mainstreaming of concepts and perceptions of tolerance
education and intercultural communication and
understanding;
 Level of mainstreaming of the concept in the curricula.
 2011-2012- 18 months- development phase (10
workshops)
 School year 2013-2014- pilot implementation
(evaluation, monitoring, final workshop)
 School year 2014-2015- full implementation.
 A concept for learning history of all main religions is
prepared.
 The Bureau for Development of Education, with expert
assistance, will prepare a concept for a unified school
subject on the history of all main religions to foster
analytical thinking among students on the subject;
 BDE will announce a tender for the preparation of a
compulsory teacher training programme ensuring that
teachers have the necessary thematic and pedagogical
skills for delivering the subject;
 Private training providers will deliver the training
programme;
 Compulsory teacher training for teachers delivering the
subject.
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INDICATORS
TIMELINE
 Number of workshops for preparation of the syllabus for
the respective subject
 Transparency and accountability of the tender procedure.
 Quality of the syllabus for primary and secondary
education,
 Number of teachers trained.
 6 months- development phase (6 workshops)
 3 months for preparation of and announcing the tender
 3 months tendering period
 6 months developing period for implementer,
 Second semester of school year 2011-2012- 1 year pilot
implementation (evaluation, monitoring, final workshop)
 School year 2012-2013- full implementation.
Objective 2: Improve the premises for integration through by
strengthening content and acquisition of inter-personal, inter-cultural,
social and civic competencies though textbooks
OUTPUT
ACTIVITIES
INDICATORS
TIMELINE
 All existing textbooks are cross-checked aiming at
introducing contemporary currents to increase the quality
of education and to promote positive values.
 A multi-ethnic expert commission is created, coordinated
by MoES, and consisting of representatives from the
Bureau for Development of Education and the Pedagogic
service;
 The commission will improve the methodology and the
criteria for preparation of textbooks in light of integrated
education;
 The commission will prepare a report with concrete and
detailed proposals.
 Transparency and accountability of the procedure of
forming the expert commission.
 Number of commission meetings for cross-checking
textbooks and devising methodology and criteria for
textbook preparation,
 Number of cross-checked textbooks.
 2011- 2012 Development of methodology and criteria.
 2013- cross-check of existing textbooks and a report.
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Thematic Strand 4: Teachers’ Qualifications
The entire effort can only succeed if teacher training, both pre-service and in-service, is
developed to embrace new elements. Students studying to become teachers must be able
to understand the reality of a multi-ethnic society and must be equipped with the skills to
identify, analyse and manage situations related to such an environment. Furthermore,
teachers must be provided with the skills to avoid and prevent ethnic stereotyping and to
be able to adapt their teaching approach to this end.
Teachers currently in service must undergo a system of evaluation and be offered
incentives in order that they too can function competently in the same thematic complex.
They must be motivated to follow refresher courses in order to hone their thematic,
subject and intercultural communication skills.
Objective 1: Improve qualifications of teachers and of school support staff
regarding integration
OUTPUT (1)
ACTIVITIES
INDICATORS
TIMELINE
 Standardised graduate teacher and school support staff
studies in order to improve teachers’ qualifications
regarding integrated education.
 MoES and the Inter-University Conference will provide
for appropriate pre-service training, including training in
languages other than the mother tongue for future
teachers and school support staff from all ethnic and
linguistic groups.
 MoES and the Inter-University Conference will increase
the hours of teacher practice as part of the pre-service
training. Students studying to become teachers and
support staff will have the opportunity to be adequately
trained in sensitive issues of multi-ethnic relations.
 MoES and the Inter-University Conference will
cooperate as to find ways for teacher-trainees and
support staff to carry out teacher practice in multi-ethnic
areas.
 Increasing teacher practice hours in multi-ethnic areas;
 Percentage of students having teacher practice in multiethnic areas.
 2010- development phase
 2011- 2012- pilot implementation (monitoring,
evaluation, final workshop)
 2012-2013 – full implementation.
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OUTPUT (2)
ACTIVITIES
INDICATORS
TIMELINE
OUTPUT (3)
ACTIVITIES
INDICATORS
 Amechanism for in-service training for teachers and
support staff is established.
 MoES will establish a mechanism for regular in-service
teacher and school support staff training, so they could
benefit from modern insights into pedagogical science
and will be able to utilize modern teaching methods,
especially in the context of language teaching, including
languages other than the mother tongue.
 BDE will announce a tender for the preparation of such
training programmes.
 MoES will accredit a certain number of training
providers that will be assessed as competent to deliver
such training programmes.
 MoES will establish a system for subsidies for teachers
and support staff participating in the training.
 Number of workshops held.
 Transparency and accountability of the tender procedure
for preparation of the training programmes;
 Transparency and accountability of the process of
accreditation of training providers;
 Number of training providers receiving accreditation;
 Number of teachers attending the training.
 2010- preparation phase
 2011- tender preparation (3 months), tender period (3
months), period for the implementer (6 months)
 academic year 2012- 2013- pilot implementation
(monitoring, evaluation, report)
 school year 2013-2014 – full implementation.
 A system of regular in-service training for school
headmasters is established
 MoES will establish a mechanism for regular in-service
headmasters’ training to equip them with specific
management skills needed in multi-ethnic environments
 The National Examination Centre will announce a tender
for development of the respective training programmes
 The National Examination Centre will accredit a number
of training providers, which would be assessed as having
the capacity to deliver the training programmes.
 MoES will establish a system of subsidies for
headmasters participating in the training.
 Number of workshops held.
 Transparency and accountability of the tender procedure
for development of the programmes;
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TIMELINE
OUTPUT (4)
ACTIVITIES
INDICATORS
TIMELINE
 Transparency and accountability of the accreditation
process for training providers;
 Number of training providers receiving accreditation;
 Number of headmasters attending the training and
receiving certificates.
 2010- preparation phase
 2011- tender preparation (3 months), tender period (3
months), development period for the implementer (6
months)
 academic year 2012- 2013- pilot implementation
(monitoring, evaluation, report)
 2013-2014 – full implementation.
 A system is created for external evaluation and
monitoring of the performance of teachers, school
support staff and headmasters, based on unified criteria
for inter-ethnic understanding, conflict management and
promotion of tolerance.
 Relevant institutions will jointly set the framework
criteria for the evaluation instruments;
 A number of workshops will be carried out to this end.
 Number of workshops held.
 Number of evaluations carried out.
 2010- development phase- 6 workshops
 2011- pilot implementation
 School year 2011-2012– full implementation.
Objective 2: Integration in pre-school education
OUTPUT (1)
ACTIVITIES
INDICATORS
TIMELINE
 MoES takes over the responsibility/competence for preschool education from the Ministry of Labour and Social
Policy
 MoES, Bureau for Development of Education and
MLSG, supported by external experts will elaborate a
transition plan for the transfer of competencies for
kindergartens to the MoES
 A number of workshops will be held to this end.
 Number of workshops held.
 Period of transfer of competences.
 2010- 2012 development of transition plan - 6
workshops
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 School year 2013-2014- pilot implementation
(evaluation, monitoring, report)
 School year 2014-2015– full implementation.
OUTPUT (2)
ACTIVITIES
INDICATORS
TIMELINE
 Inter-cultural approach is introduced in pre-school
education.
 BDE will create modules for pre-school training for
teachers and support staff
 MoES will announce a tender for training of pre-school
teachers and support staff, in order to introduce
intercultural approaches in pre-school education.
 Transparency and accountability of the tendering process
 Number of teachers and support staff applying the
concept
 2011- preparation of tender procedure (3 months), tender
procedure (3 months), development period for
implementer (6 months)
 School year 2012-2013 – pilot implementation
(evaluation, monitoring, final workshop)
 School year 2013-2014- full implementation
Thematic Strand 5: School Management in the Context of
Decentralization
In the context of the ongoing process of decentralization, a great deal of the
responsibilities and powers regarding education and school management has been
transferred to local level. This not only brings with it an increased workload for the
municipal administrative bodies, but also a major challenge. Given the different levels of
capacity among the 84 municipalities, it is essential that certain standards should be
defined in a co-operative and inclusive way under the guidance of central government
institutions. The legitimacy of such an approach is reinforced by the fact that the
Government regards education as an issue of strategic importance, a view that is shared
by the international community.
Many capacity-building and training activities are limited in their impact due to frequent
changes in personnel. While thorough monitoring and evaluation of the performance of
teachers is key to raising the quality of education in general, increased job security could
also contribute in a positive way to the general situation. Sustaining a certain level of
Page | 24
continuity in staffing, increases the likelihood of techniques acquired during training
(see Thematic Strand 3) being implemented in the classroom. However indirect the link
between the latter and a more integrated education system may appear, its impact will be
direct and measurable.
The envisaged changes to the education system can only be brought about and sustained
in a concerted and well co-ordinated effort, involving central and local authorities as
well as school-governance bodies. It is therefore of the utmost importance to further
define and strengthen the role of those involved in the governance of schools.
Some larger schools often appoint assistant headmasters to help cope with the
administrative workload. A clearer definition of the competencies required for assistant
headmasters, as well as more transparency and accountability in the process of their
nomination, would increase not only their capacity, but would also contribute to further
de-politicization of school management.
The process of decentralization has brought about two new professional profiles at local
level: the Municipal Education Inspector and the Municipal Education Officer. While
those carrying out these roles are decisive in ensuring that the competency framework of
municipal authorities in the education sector is implemented properly, there are no clear
standards defining their duties, thus exposing them to political pressure from a variety of
local interest groups. A standardized set of terms of reference (ToR) will increase not
only the levels of transparency and accountability, but will also be conducive to a more
efficient evaluation and monitoring mechanism. An inclusive recruitment process
involving all stakeholders will also greatly contribute to de-politicization of these
positions. All these measures will make a tangible and measurable contribution to the
professionalization of local education workers.
The issue of finding suitable school names acceptable to all local communities has raised
some concerns and has led to conflict in the past. In order to avoid this kind of tension in
the future, which, although localized, tends to reflect negatively upon the state of
interethnic relations in the country in general, it is important to create clear procedures
that are inclusive and consensus-based, involving all stakeholders. Municipal interethnic
councils could play a decisive role in addressing this issue.
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Objective 1: Increase job security of teachers and school support staff
OUTPUT
ACTIVITIES
INDICATORS
TIMELINE
 Increased job security for teachers and school support
staff.
 ZELS in cooperation with relevant institutions, the units
of local self-government and the City of Skopje will
initiate activities aiming at increasing job security for
teachers with fixed-term contracts, who meet the
employment criteria
 Number of meetings between ZELS and relevant
institutions looking at finding measures for providing job
security
 Number of teachers signing employment contracts
(achieving continuity in their positions)
 2010- 2011 development phase (6 workshops)
 School year 2011-2012 - full implementation
Objective 2: Clarify selection and employment conditions for assistant
headmasters and municipal inspectors
OUTPUT(1)
ACTIVITIES
INDICATORS
TIMELINE
OUTPUT(2)
 A template for clear ToR and nomination procedures for
assistant headmasters is created involving all the
stakeholders.
 MoES in cooperation with MLSG and ZELS will
announce a tender for preparation of a study to analyse
and evaluate school statutes and rulebooks in view of
nomination procedures and terms of reference for
assistant headmasters. Based on the findings, a standard
for the recruitment process and clear terms of reference
are created.
 Report from school statues and rulebooks analyses;
 Number of proposals for ToR templates in view of
integrated education;
 Degree of implementation of the standard/template.
 2010- 2011-preparation of tender procedure (3 months),
tender procedure (3 months), development period for
implementer (6 months)
 Ready for implementation in 2011
 Employment procedures are defined and ToRs for
Municipal Education Inspectors and Municipal
Page | 26
ACTIVITIES

INDICATORS

TIMELINE


Education Officers have been designed.
MoES will assist ZELS in the creation of inclusive
employment procedures and terms of reference for
Municipal Education Inspectors and Municipal
Education Advisors which will include compulsory
training as well as a control and appeal mechanism for
applicants.
Number and quality of discussions and proposals on
recruiting procedures and ToRs.
2010- development (6 workshops)
Ready for implementation in 2011
Objective 3: Strengthening the cooperation between central and local
authorities in the area of education.
OUTPUT(1)
ACTIVITIES
INDICATORS
TIMELINE
OUTPUT(2)
ACTIVITIES
 Procedures for communication and cooperation between
central and local authorities in the area of education are
defined
 MoES in cooperation with ZELS and headmasters
associations will define the procedures communication and
cooperation;
 Training sessions to promote procedures for communication
and cooperation.
 Number of meetings held,
 Number of training sessions held.
 2010- development (3 workshops)
 2010-2011 – first set of training sessions on local/regional
level
 2012-2013 second set of training sessions on local/regional
level
 A framework for cooperation between Municipal Education
Inspectors and State Education Inspectors is created.
 MoES will encourage ZELS to create a Municipal
Education Inspectors’ association, as an integral part of
ZELS (Commission on education and sport)
 Following its creation, it will become a partner in the
discussions on establishing a cooperation framework with
the State Education Inspectorate
 The association of Municipal Education Inspectors and the
State Education Inspectorate will share expertise and
experience.
Page | 27
INDICATORS
TIMELINE
 Discussions between MoES and ZELS for establishing a
Municipal Education Inspectors’ association,
 Association established and Rules of procedure adopted.
 Cooperation between the Association and the State
Education Inspectorate
 2010- concept development (3 workshops)
 2011 – establishing the association
 2011- framework for cooperation created (6 workshops)
 2011 – 2013 - training
Objective 4: Professionalization and conflict prevention
OUTPUT(1)
ACTIVITIES
INDICATORS
TIMELINE
OUTPUT(2)
ACTIVITIES
INDICATORS
TIMELINE
 A template on consensus-based procedures for re-naming
schools is created, involving all the stakeholders.
 MoES, MLSG and ZELS will engage in a cooperation
process and will establish an expert group for the
preparation of a model for the abovementioned procedure.
 Possibilities will be sought to make the procedure
compulsory for municipalities.
 Template procedure.
 2010- expert group appointed
 2010- developing the model
 2011- ready for implementation.
 Unified guidelines for school statutes aiming at enhancing
the involvement of all stakeholders in school governance
and inter-ethnic communication are prepared.
 MoES, MLSG and ZELS will commission an external study
to review existing appointment procedures for school board
members and their competences and to propose concrete
steps for further de-politicisation.
 The results of the study will then be translated into concrete
policy measures by the appropriate institutions;
 MoES and ZELS jointly will prepare the guidelines.
 Study to revise current practices,
 Quality of relevant policy measures;
 Degree of implementation of policy measures,
 Number of schools with statutes prepared according to the
policy measures.
 2010- 2011 – tender preparation (3 months), tender period
(3 months) development phase for the implementer (6
months)
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 2011- creating unified guidelines – 6 workshops
 School year 2011-2012- ready for implementation.
Implementation Mechanisms
As already mentioned, the implementation of the policy measures contained in this paper
will be carried out by a variety of bodies with the MoES as the driving force. To enable
the Ministry to efficiently co-ordinate and execute these tasks, a system of monitoring
and evaluation of the degree and quality of implementation will be established. A
reporting schedule will be elaborated and regular meetings involving the Office of the
Prime Minister, SEA, SIOFA, MoES, the OSCE Mission and the OSCE-HCNM will
carry out the assessment of the reports.
Furthermore, the aim is to embed the implementation plan in the structure of PBA
activities, especially those that fall into the “Human Capital” group, i.e. sections 1, 2 and
3 (Professional Development of Managerial, Teachers and School Support Staff; Quality
Assurance; and Inclusive Education, respectively). Consultations to this end will be
carried out with the working group and the institutions in charge as well as with donors.
The MoES, in co-operation with the OSCE-HCNM, will organize annual stakeholder
meetings to discuss progress on the implementation and to act as a participative
democratic corrective. The meetings are to be held in different municipalities, with
broad participation. Conclusions stemming from these meetings will be incorporated
into the implementation plan.
The implementation of any activity developed on the basis of this policy paper will be
accompanied by an evaluation mechanism to measure its qualitative and quantitative
impact.
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