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1. Arrangements for the validation of non-formal and informal learning

2. Information and guidance

3. Quality assurance

Arrangements for the validation of non-formal and informal learning

As a candidate country for EU membership, the Republic of North Macedonia has committed to aligning its education and training systems with European standards. One of the central challenges identified in the Education Strategy 2018–2025 is the establishment of a comprehensive system for the validation of non-formal and informal learning (VNFIL).

For many years, validation was addressed mainly through pilot initiatives, conceptual papers, and strategic roadmaps. The 2016 Roadmap for Implementing a System for VNFIL and the 2015 Concept Paper for Non-formal Adult Education and Informal Learning laid the foundation, recognizing validation as essential for increasing employability, mobility, and motivation for lifelong learning. However, they also acknowledged that the system was still in its initial, experimental phase.

A major milestone was reached with the adoption of the new Law on Adult Education . For the first time, validation is now formally regulated, with the Adult Education Centre (AEC) designated as the coordinating institution responsible for accreditation of providers, assessor and counselor training, and oversight of validation processes.

Validation can result in module certificates or full qualifications registered in the Macedonian Qualifications Framework (MQF), particularly at Level I (primary education) and vocational qualifications up to Level Vb. Eligibility is open to all individuals aged 18 and above, with the possibility for 16-year-olds to validate primary-level competences. The system combines national regulation with decentralized delivery through accredited institutions.

Building on these achievements, the newly adopted Adult Education Strategy 2025–2030 sets out a long-term vision for strengthening lifelong learning and explicitly prioritizes the further development of VNFIL. The Strategy emphasizes improving access to validation for vulnerable groups, introducing digital solutions to streamline processes, and ensuring that validation results are systematically integrated into the MQF. By placing validation at the core of adult education policy, the 2025–2030 Strategy seeks to move beyond pilot initiatives towards a fully operational and sustainable system, aligned with EU standards and responsive to labor market needs.

Overview of the legal and strategic documents containing references to VNFIL

Several key policy and legal instruments frame the development of VNFIL in North Macedonia:

• Law on Adult Education (2008, amended 2024): provides the first comprehensive legal framework for lifelong learning and now explicitly regulates validation procedures, accreditation, digitalization of processes, and recognition of qualifications.

•  National Qualifications Framework (2013): establishes validation as a principle of the MQF and highlights the integration of formal, non-formal, and informal pathways.

• Education Strategy 2018–2025: identifies the operationalization of a national validation system as a strategic measure.
   
• Adult Education Strategy 2025–2030: emphasizes the need for validation of prior learning as part of modernizing education and recognizing diverse learning outcomes.
   
• Roadmap for Implementing VNFIL (2016): defines steps for introducing a national validation system and highlights the role of validation in improving employability and lifelong learning.
   
• Concept Paper for Non-formal Adult Education and Informal Learning (2015): provides a vision for integrating non-formal adult education into the national system and ensuring results are recognized within the MQF.
   

Together, these documents show a gradual evolution from conceptual planning (2015–2016) to a fully regulated legal system (2024).

Information and guidance

The validation process in North Macedonia follows the four stages outlined in the 2017 Guidance Note on VNFIL Processes, adapted to current legislation:

1. Identification of competences acquired through non-formal and informal learning.

2. Documentation of competences, supported by portfolios, certificates, or work records.

3. Assessment of competences against MQF standards.

4. Certification, leading to module or qualification recognition.
    

The Adult Education Centre plays a central role in providing methodological guidance, training assessors and counselors, and coordinating accredited institutions. The new law introduces digital platforms that allow citizens to apply, upload documentation, and track progress online.

While legal and methodological frameworks exist, public awareness remains limited. Outreach and information campaigns are therefore a priority, especially for youth, workers, and marginalized groups (e.g., Roma, women, and persons with disabilities). Strengthening guidance and counseling services at the local level will be key for ensuring equitable access to validation opportunities.

Quality assurance

Quality assurance mechanisms are embedded within the new legal framework. The Adult Education Centre is responsible for accrediting validation providers, monitoring their compliance, and ensuring consistency of procedures. Accredited institutions must:

• conduct regular self-assessments,

• submit annual activity reports, and

• implement internal quality assurance rules.

External monitoring is carried out jointly by the Adult Education Centre and the Ministry of Education and Science, with support from bodies such as the State Education Inspectorate or the State Examination Centre. Monitoring includes both desk reviews of annual reports and on-site inspections.

Quality assurance principles stress fairness, transparency, and consistency in assessment decisions. Institutions are required to follow strict rules for evidence collection and evaluation to ensure the credibility of the VNFIL system.