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EACEA National Policies Platform: Youthwiki
Republic of North Macedonia

Republic of North Macedonia

9. Youth and the World

9.4 Raising awareness about global issues

On this page
  1. Formal, non-formal and informal learning
  2. Youth-targeted information campaigns on global issues
  3. Information providers
  4. Key initiatives

Formal, non-formal and informal learning

Curricula Structure in Secondary Education in the Republic of North Macedonia:

  • High school education (Gymnasium)
  • Secondary vocational education
  • Education for children with special needs
  • Student homes

In the context of formal learning, global issues are not covered as a separate subject. The Ministry of Environment and Physical Planning is implementing the project GLOBE- Global Learning and Observations to Benefit the Environment, within primary and secondary educational institutions. GLOBE is a worldwide science and education program that coordinates the work of students, teachers and scientists in order to study and understand the global environment. Main goals of the program are: to increase the environmental awareness of individuals around the world, to contribute to the scientific understanding of the Earth and to help students everywhere to achieve higher standards in science and mathematics. GLOBE is an international partnership that involves countries around the world and is managed by the US Government through partnerships with other countries. So far, more than 100 countries with over 10,000 schools have been included in the program. In 2021 this program was reactivated with the financial support of the US Embassy and this program currently includes a total of 27 primary and secondary schools in the country.[1]

 

Global Issues as Climate Changes and Climate Influence are covered within the subject Geography in High school education (Gymnasium) curriculum within the natural-mathematical area of studies. Climate elements, Climate changes, Air and Water Pollution are covered within the mentioned curriculum. Globalization and its challenges and social changes are covered within the subject Sociology within II year of high school education Curriculum (Наставна програма по Социологија за II година) as an obligatory subject. Students can also learn about the global historic development contained in the curriculum of the subject History, which is mandatory for three years in the High School education (Gymnasium).

 

Within Secondary Vocational education curricula, there is no focus on global issues as the learning process is focused on acquiring skills and knowledge on specific vocation and training. Geography, Sociology and History can be found in specific vocational areas, however the number of vocational areas that are including these subjects is not significant.

 

There are other noticeable and observed initiatives from Civil Society Organizations on global issues, however most of them are donor driven and receive only political support from public authorities.

 

No other public information available in the context of non-formal learning on global issues, besides local initiatives and project activities from Civil Society Organizations, mostly funded by international authorities.

 

Educators' support

In the Republic of North Macedonia other than the above mentioned curriculums in Geography, History and Sociology there are also available several programs and manuals for supporting educators in global issues, targeting young people.

“Guidelines for Global education” (Упатства за глобално образование) was translated on Macedonian Language by ADI Macedonia .The paper contains concepts and methodologies for global education for teachers and policy creators developed from the week of global education in coordination with the North-South Centre of the Council of Europe published in Lisbon 2008. There is no publicly available information whether and to what extent this Guideline is used by educators and North Macedonia.

 

In December 2020, UNICEF North Macedonia announced the launch of a new program for children aimed at promoting environmental education and climate change. Including pre-school, primary and secondary education, one aspect of the program is for teachers to gain resources and skills for the realization of interesting content and activities with students in support of environmental education. The program will also establish mechanisms for professional development and collegial learning of teachers. The program will provide children with a wide range of platforms and tools for experiential and practical learning in the field of natural sciences. [2] As part of one of its projects in 2021, UNICEF conducted a research on knowledge, attitudes and practices study on climate change and the environment with a main focus on teachers and educators employed in public educational institutions.

The general findings indicate that there is a certain number of teachers who lack motivation for developing climate change and environmental education. Thus, about 34 percent of teachers think that students learn enough about ecology and the environment through the existing educational programs (this answer is preferred by lower primary teachers and men), while 63 percent do not agree with this view. About 23 percent of the teachers surveyed think that teachers do not have a major role in contributing to a healthy environment and clean air (this is the opinion of high school teachers, men and teachers who teach vocational subjects, unlike other groups). [3]

 

 

[1] https://www.moepp.gov.mk/nastani/%d0%b3%d0%bb%d0%be%d0%b1%d0%b5-%d0%bf%d1%80%d0%be%d0%b3%d1%80%d0%b0%d0%bc%d0%b0%d1%82%d0%b0-%d1%80%d0%b5%d1%81%d1%82%d0%b0%d1%80%d1%82%d0%b8%d1%80%d0%b0%d0%bd%d0%b0-%d1%81%d0%be-%d0%b0%d0%bc%d0%b5/  (Accessed March 10, 2022)

 

[2]https://www.unicef.org/environment-and-climate-change (Accessed March 10, 2022)

 

[3]https://www.unicef.org/northmacedonia/mk/izvestai/istrazuvanje-za-znaenjata-stavovite-i-praktikite-vo-vrska-so-klimatskite-promeni-obrazovanie  p.13 (Accessed March 10,2022)

Youth-targeted information campaigns on global issues

Having in mind that according to Maastricht Global Education Declaration 2002 Global Education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education, top level authorities in North Macedonia do not run campaigns that target young people. Some of these questions are part of higher educational curricula, but when it’s coming to youth targeted educational campaigns they are usually carried out by CSO’s. Very often CSO’s are organizing summer schools for human rights education, intercultural dialogue, conflict prevention etc.

Information providers

Regarding disseminating information on global issues among young people, there is no specific delegated public institution that provides information on global issues. The process of providing information doesn’t have focus on youth or specific subjects; each public institution provides information from their field of work on general communication channels.

Key initiatives

In general, in North Macedonia, key initiatives in disseminating information on global issues are conducted by the Civil Society Sector and rarely by governmental institutions. Usually information has general focus targeting all citizens, but some campaigns are designed exclusively for young people.

On December 10th 2018 - International Human Rights Day, the National Agency for European Educational Programs and Mobility joined the initiative with 5 other National Agencies (Austria, Finland, Italy, Estonia and Slovenia) when a message storm was initiated through "Twitter" with the mark #YoungTogether, which touched more than 650,000 people in one day. National agencies have organized simultaneous national events in their countries with more than 200 young people who have joined online with their accomplices from Europe. These activities are part of a major European campaign called the "Aware and Active", which aims to give a new perspective on the situation of refugees and local reactions in Europe, by integrating youth actions on the differences and inclusion of the wider audience.

 

When it comes to initiatives that are coming from CSO’s, CSO Go Green (‘Биди зелен’) in 2018 implemented the project “Youth for Sustainable Development”. Project partners were 3 high schools from Skopje (the capital of North Macedonia). The overall goal of the project was to promote and raise awareness among young people and the key institutions for green jobs arising from the measures for adaptation and reduction of climate change in the energy sector. Specific objectives of the project were:

1. Education and involvement of young people in the implementation of awareness-raising campaigns for sustainable development goals, with a special focus on CSR7 (Renewable Energy Sources and Energy Efficiency), CSR8 (Decent Jobs and Economic Growth) and CSOR13 (Climate Action);

2. Developing teamwork and inter-disciplinary approach among students;

3. Involving key institutions from the public and private sector and public pressure for the goals of sustainable development and utilizing the potential of green jobs in the energy sector.

The project was supported by the Regional Environmental Center, within the framework of the SEEDLING program - Presentation of the UN goals for sustainable development in schools in Southeast Europe.

 

FRIDAYS FOR FUTURE…

Fridays for future Skopje is part of the global climate strike movement that started in August 2018 by Greta Thungberg.

FFFSkopje maintain the same demands as FFF International and they are:

  • Keep the global temperature rise below 1.6 °C compared to pre-industrial levels
  • Ensure climate justice and equity
  • Listen to the best united science currently available
  • Create a safe pathway under 1.5 °C
  • Follow the Paris Agreement
  • End fossil fuel investments

The Fridays for Future Skopje gathers non-formal every Friday in front of different Government institutions and protest for global or local problems about climate change.