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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 strategy on civic or social competences. In fact, a recent policy review notes “no specific national strategy” addressing civic or social competence development. Civic citizenship education falls under broader youth and education strategies. The new National Youth Strategy 2023–2027 (covering participation, education, etc.) includes goals to counter polarization and strengthen civic values (e.g. focusing on tolerance in the civic curriculum, but it is not a dedicated “civic education” plan. More generally, the country’s 2018–2025 Education Strategy envisioned broad reforms, but implementation has been slow (key laws like the Secondary Education Law are still pending). In short, formal policy instruments mention civic issues within youth policy or education strategy, but there is no separate action plan exclusively for civic/social competences.

Formal learning

Civic Education has been part of the Macedonian school system since 2002. At present, Civic Education is offered as a separate subject in vocational secondary schools. In vocational high schools it is taught in the first year (new curriculum from Sept 2020, 2 classes per week, 72 hours/year) and in the fourth year (older curriculum, 66 hours/year). Outside vocational tracks, civic themes are integrated into other subjects. For example, primary schools cover civic topics through Social Studies, Ethics, and Life Skills programmes (There is no standalone civic subject in general academic high schools.) To date, no major changes were introduced between 2023 and 2025; the post-2020 curricula are still being implemented and schools are recovering normal instruction after the pandemic. Ongoing education-sector reforms (e.g. the new law on secondary education) are under discussion, but as of 2025 no new civic-education subject has been legislated.

The civic curricula emphasize democratic values, human rights, and active citizenship. Official objectives stress that students should “act as responsible citizens,” participate fully in civil life, and develop interest in social and political affairs. Key learning goals include understanding democracy and elections, knowing citizens’ rights and duties, respecting diversity, and developing tolerance. For example, one curriculum lists outcomes such as: knowledge of democratic values, human rights and freedoms, the role of the citizen, conflict management skills, and the ability to evaluate information and think critically. In practice, teachers work on themes like the nature of democracy, elections, ethical and civic responsibilities, interethnic coexistence, and media literacy. Civic lessons also highlight European values and social inclusion. In earlier grades, related competences are built through Society and Ethics classes (covering children’s rights, local communities, social roles, respect for diversity, etc.) . Overall, the curriculum aims for socially conscious, informed youth who respect rights, engage in civic life and can navigate complex social issues.

Non-formal and informal learning

Currently, formal student voice structures are minimal. Macedonian law does not guarantee student councils or parliaments in schools, and no standard model of pupil participation is adopted by legislation. In practice, some schools establish student clubs or loose “parliament” bodies in their own statutes, but these usually have limited influence. Recognizing this gap, youth NGOs have proposed reforms. For example, the Youth Educational Forum drafted amendments to the Secondary Education Law and a rulebook to regulate school student organizing and participation. These drafts envision formal roles for student bodies, but as of 2025 they are still awaiting official adoption. 

On the broader legislative front, North Macedonia’s 2020 Law on Youth Participation and Youth Policies provides structures for youth involvement at national and local levels (national youth assemblies, municipal youth councils, etc.), but it does not extend to creating student bodies within schools. However, this law does define youth civic engagement and helped spur new measures - to establish youth centers (within five years) to run programmes for young people’s personal and social development. These youth centers may host civic workshops or assemblies that include students, but they operate outside the formal school system.

Besides law reform efforts, participation is fostered largely through project-based initiatives. Youth organisations and CSOs play a central role in civic education outside schools. The National Youth Council of Macedonia (an umbrella for dozens of youth NGOs) and groups like the Macedonian Center for Civic Education run programmes on democracy, volunteering, media literacy, human rights, and interethnic dialogue. International donors (EU, USAID—until its withdrawal in 202, Council of Europe, etc.) often fund these efforts.

The government maintains institutional links to CSOs but cooperation is still developing. A dedicated Unit for Cooperation with NGOs exists within the General Secretariat of Government to coordinate with civil society, including youth groups. Yet partnerships between schools (or authorities) and youth organisations are not systematically organized. Most collaboration comes through ad-hoc projects led by NGOs rather than stable programmes. 

On the positive side, a new Ministry of Social Policy, Demography and Youth (established in 2024, replacing the old Agency for Youth and Sport) now oversees youth affairs. Youth leaders welcomed this change, hoping that a dedicated ministry and the recent youth law will lead to better funding and more consistent support for non-formal civic activities. 

Quality assurance/quality guidelines for non-formal learning

The Law on Youth Participation and Youth Policies , adopted in January 2020, provides formal definitions of youth work and youth workers. Youth work is defined as an organized and systematic process that supports the holistic personal, social, and civic development of young people, aiming to foster their active engagement in the community. Youth workers are recognized as qualified individuals who possess the competencies to support young people through informal and non-formal learning processes.

The profession of youth worker was officially recognized in 2018 through the Standard of Profession  adopted by the former Ministry of Labor and Social Policy. According to this standard, youth workers are responsible for planning, implementing, and evaluating youth activities and programs tailored to the needs of young people. Their role includes training, mentoring, informing, and advocating for youth, with the goal of promoting personal growth, civic participation, and community engagement. Youth workers operate across diverse settings—youth organizations, clubs, cultural centers, and NGOs—organizing exchanges, festivals, educational camps, and campaigns.

The curriculum for youth workers is certified by the Adult Education Center, ensuring a recognized path for professional development in the field.

Notably, in 2023, a master’s program in youth work was introduced for the first time in North Macedonia, further institutionalizing the profession and enabling a structured academic pathway for those seeking to specialize in youth work. This marks a significant milestone in the professionalization of the field and in strengthening the support system for young people across the country.

Educators' support

For civic education specifically, there have been targeted training programmes in recent years. In late 2018 the Ministry, Education Bureau and the Civic Education Center held a four-day training for every primary-school civic education teacher, introducing a new 8th-grade civics curriculum and interactive teaching method. Similarly, in late 2020 over 100 teachers of vocational-school civic education took part in a series of online workshops to develop content and methods (creating a Teacher’s Guide) under a USAID inter-ethnic integration project. These initiatives emphasized engaging students actively and running school-based projects. Aside from these project-based efforts, ongoing teacher training in civic topics relies on general CPD programmes or bilateral/international workshops. Overall, teacher support for civic education has improved through such initiatives, but many educators still seek more guidance and resources to teach complex civic topics effectively.