On this page

1. Policy Framework

2. Formal learning

3. Non-formal and informal learning

4. Quality assurance/quality guidelines for non-formal learning

5. Educators' support

Policy Framework

North Macedonia does not have a standalone national strategy dedicated exclusively to civic or social competences. Instead, civic and social competence development is embedded within broader strategic frameworks, primarily the National Youth Strategy 2023–2027, adopted under the Law on Youth Participation and Youth Policies (2020).

The National Youth Strategy identifies youth participation, active citizenship, and democratic engagement as cross-cutting priorities. Its Action Plan 2023–2025 includes measures aimed at strengthening youth participation in decision-making processes, improving civic values, and countering polarization.

A significant development occurred in 2025, when amendments to the Law on Secondary Education were adopted. These amendments introduce, for the first time, a legal basis for student self-organization and participation within secondary schools. This represents an important step toward institutionalising student representation in formal education settings.

At the national level, a secondary-school student union exists in practice — the Union of High-School Students of the Republic of North Macedonia. The Union operates nationwide and is a member of the Organising Bureau of European School Student Unions (OBESSU), demonstrating its de facto national representational role. However, although active and recognised in practice, it is not formally established as a statutory public body within the education governance framework.

Overall, civic and social competences are therefore supported through sectoral youth and education policies rather than through a dedicated civic-competence strategy.

Formal learning

Civic education has been part of the Macedonian education system since 2002. Civic and social themes are currently delivered through a combination of:

• Civic Education (as a subject in vocational secondary schools),

• Society and Ethics in primary education,

• Cross-curricular content embedded in various subjects.

There is no standalone civic education subject in general academic high schools; instead, civic themes are integrated into other disciplines.

The curricula emphasise:

• Democratic values and human rights,

• Understanding of institutions and elections,

• Rights and responsibilities of citizens,

• Media literacy and critical thinking,

• Respect for diversity and intercultural dialogue.

The intended learning outcomes focus on developing informed, responsible, and socially engaged citizens capable of participating in democratic life and evaluating information critically.

The 2025 amendments to the Law on Secondary Education further strengthen the participatory dimension of formal learning by enabling structured student representation within schools.

Non-formal and informal learning

Non-formal learning plays a central role in developing civic and social competences in North Macedonia.

Youth organisations and civil society organisations implement programmes focusing on:

• Democracy and participation,

• Human rights education,

• Media literacy,

• Volunteering and community engagement,

• Interethnic dialogue and social cohesion.

The Law on Youth Participation and Youth Policies (2020) introduced structures such as:

• National Youth Assembly,

• Local Youth Councils,

• Youth centres (to be established at municipal level).

Youth centres are intended to function as local spaces for non-formal learning, civic engagement, dialogue, and personal development. Implementation across municipalities remains uneven, but these centres are envisioned as key infrastructures for civic participation outside formal education.

Student engagement in the wider community is therefore often supported through youth organisations, municipal initiatives, and project-based activities rather than systemic school-community partnerships.

Partnerships between schools and youth organisations exist but are primarily project-based and donor-driven, rather than embedded in stable institutional cooperation frameworks.

Quality assurance/quality guidelines for non-formal learning

The Law on Youth Participation and Youth Policies (2020) provides formal definitions of youth work and youth workers, establishing a legal foundation for quality development in the sector.

Youth work is defined as an organised and systematic process supporting the personal, social, and civic development of young people through non-formal and informal learning.

Quality assurance elements include:

• Recognition of the profession of youth worker through the Standard of Profession for Youth Worker (adopted in 2018);

• Clearly defined competencies, including programme planning, facilitation, mentoring, advocacy, and evaluation;

• Certification pathways for youth workers through the Adult Education Center;

• Structured curriculum for youth worker training.

In 2023, a Master’s programme in Youth Work was introduced for the first time in North Macedonia, strengthening professionalisation and establishing an academic pathway in the field.

However, while professional standards exist for youth workers, a comprehensive national quality assurance framework with measurable national indicators for non-formal civic competence outcomes is still developing. Evaluation of impact is largely project-based rather than system-wide.

Educators' support

Teachers are required by law to complete 60 hours of continuous professional development every three years, including at least 10 hours on priority topics determined by the Ministry of Education and Science.

Support for civic education includes:

• General in-service teacher training programmes,

• Training organised by the Bureau for Development of Education,

• Project-based workshops supported by international organisations.

In recent years, targeted initiatives have included:

• National training programmes for civic education teachers introducing updated curricula and interactive methodologies,

• Workshops for vocational secondary teachers focused on participatory and inclusive teaching methods.

Despite improvements, teacher support for civic education remains partly dependent on externally funded projects. Many educators report the need for additional methodological guidance, updated materials, and stronger institutional backing for participatory approaches in classrooms.