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1. Educational support

2. Social cohesion and equal opportunities

Educational support

The Constitution of the Republic of North Macedonia guarantees the right to education for all citizens, stipulating in Article 44 that education is available on equal terms, without discrimination on the basis of sex, race, ethnicity, social background, political or religious beliefs, or economic status. Building on this foundation, national legislation and strategies have progressively advanced the inclusion agenda, framing education as a key driver of social cohesion, equal opportunities, and poverty reduction.

The Law on Primary Education, adopted in 2019, was a landmark in introducing inclusive practices, stipulating that children with disabilities should be enrolled in mainstream education. This was followed in 2020 by the Concept for Inclusive Education, which serves as a comprehensive guideline for all stages of implementation of inclusive principles in schools. These reforms laid the groundwork for systemic inclusion, accompanied by targeted training for teachers, equipping of schools with special educators, psychologists, and pedagogists, and the provision of assistive technology and physical accessibility measures.

Further progress has been made under the Education Strategy 2018–2025, which emphasized access, equity, and adaptation of the education system to labor market needs. The strategy focused on improving quality and inclusiveness in education, supporting vulnerable groups, and fostering skills that enhance employability and lifelong learning opportunities. It highlighted the importance of creating an education system that responds to social and economic challenges while ensuring equitable opportunities for all learners.

The legislative framework has been reinforced through the April 2025 amendments to the Law on Secondary Education, which introduced wide-ranging provisions to enhance inclusion and equity. These amendments expand affirmative measures for disadvantaged groups, including exemptions from recognition and equivalence fees for certificates and diplomas obtained abroad, free transportation for students with disabilities and their companions, and broader access to educational support services. Vulnerable groups such as students in correctional facilities, children with individualized education plans (IEPs), and returnee or foreign students are provided with targeted measures, while gifted and talented students benefit from new recognition and award schemes.

Inclusive education is now formalized as a comprehensive process that addresses the diverse individual needs of students and ensures institutional, staffing, and content-related adaptations in schools. Each secondary school is required to establish inclusive teams tasked with coordinating inclusion practices, designing individual support plans, and monitoring implementation. Specialized teams are formed for students with IEPs, bringing together teachers, parents, school professionals, special educators, and educational assistants.

A major innovation is the introduction of Centers for Learning Support, resource units established within selected secondary schools to provide specialized professional assistance, training, and guidance to students, teachers, and parents across municipalities. These centers, alongside regulated standards for the selection and employment of educational assistants, ensure systemic support at both the institutional and community level.

The law also diversifies organizational forms of secondary education. Instruction can now be provided not only in schools but also in resource centers, at employers, in healthcare institutions, in correctional facilities, and at home. For students undergoing long-term treatment due to chronic illness, schools are obliged to deliver education digitally, physically, or through a blended model, ensuring uninterrupted access to learning opportunities.

Parallel to these reforms, targeted strategies address specific vulnerable groups. The National Strategy on Roma Inclusion 2022–2030 includes education as a central pillar, providing quotas for Roma enrollment in higher education institutions and initiatives for greater representation of Romani language and culture in the education system. Similarly, the National Youth Strategy 2023–2027 integrates objectives on combating discrimination, fostering tolerance, and expanding access to education for disadvantaged young people, with explicit attention to Roma youth, LGBTI youth, and those from marginalized backgrounds.

Together, these policies and legislative reforms demonstrate a gradual but consistent shift toward a modern, inclusive, and flexible education system in North Macedonia. 

Social cohesion and equal opportunities