WHAT DOES IT TAKE TO IMPROVE LEARNING OUTCOMES AND QUALITY IN EDUCATION IN NORTH MACEDONIA

Abstract

Our country faces a declining school-age population, partly due to internal migration to urban centers and external migration of families and young graduates. This situation requires reshaping the educational landscape and finding efficient ways to deliver school services to all. Children’s learning experiences across key domains (language, communication, numeracy and science) at early age are inconsistent and of insufficient quality to promote the development of key readiness for school skills and abilities. Results in international student assessments reveal comparatively weak levels of student achievement in primary grades, suggesting that learning deficiencies start early. Gaps that begin in the early years can be hard to close, especially for children who are vulnerable and/or from poorer communities. The education system fails to provide students with the skills they need to successfully complete each stage and move confidently to the next.
Assessing the level of learning outcomes is of outmost priority, in order to enable improved system and capacities for functional and effective data collection and analysis in a harmonized manner (at school, local/municipal and national levels). Educational system has to create effective feedback mechanisms between institutions responsible for assessment and evaluation, on the one hand, and schools on the other, with a particular focus on developing competencies and defining responsibilities in the evaluation process. This will provide efficient identification of challenges, but at the same time guidelines on priority areas for urgent actions and policy measures.