Organisation of vocational upper secondary education and training

Vocational upper secondary education and training (VET) in North Macedonia is provided in vocational schools and Regional Centres for Vocational Education and Training. It is organised at ISCED level 3 and includes programmes of different duration.

VET is offered through two-, three- and four-year programmes leading to different qualification levels. Two- and three-year programmes provide vocational qualifications primarily oriented towards direct entry into the labour market. Four-year programmes provide broader qualifications and enable progression to higher education upon successful completion of the State Matura (Državna matura).

Vocational education has a dominant role in upper secondary education. In the 2025/2026 school year, around 70% of students are enrolled in vocational programmes.

Enrolment in VET is regulated annually by the Ministry of Education and Science. Municipalities, in cooperation with schools and employers, participate in planning enrolment policies, taking into account regional labour market needs and available capacities.

Regional Centres for Vocational Education and Training play an important role in the organisation of VET. The country is divided into eight planning regions, with several centres established and one additional centre planned. These centres provide formal education, training and cooperation with businesses.

Vocational education is increasingly organised through dual education. In this model, students combine school-based learning with practical training in companies. Employers and social partners are involved in defining qualifications and organising practical training. Dual education has become a key policy priority in recent reforms.

Sources: Law on Vocational Education and Training (2025); Ministry of Education and Science; Centre for Vocational Education and Training Development.

Alternative Organisational Structures and Variations

Organizational variations exist in both general and vocational upper secondary education, including the Sports Academy, bilingual programs, and the International Baccalaureate (IB) program. Additionally, private international schools operate as alternative structures.

Sports Academy

The Sports Academy is a public upper secondary school designed for students with outstanding athletic skills in specific sports fields of national interest.

• Admission: Enrollment is based on a public call by the Ministry of Education and Science. Candidates must have completed primary education and pass a specialized entry exam.
• Requirements: Students must maintain a grade of at least 4 in their chosen sport and an overall GPA of at least 3.5 to remain in the academy.
• Structure and Staff: The process lasts 4 years and ends with State or School Matura. Teaching involves teachers, professional associates, and professional coaches.

Bilingual Programmes

Public secondary schools organize bilingual teaching programs in world languages, approved by the Ministry of Education and Science.

• Macedonian–French: Supported by the French Institute in Skopje; operates in eight classes (seven general, one vocational). Students study at least two subjects in French and participate in exchange programs.
• Macedonian–German: Offered in five general schools and requires an entrance exam. Includes 6 weekly hours of German. Leads to the DSD diploma (DSD I at A2/B1 in 2nd year; DSD II at B2/C1 in 4th year), providing access to German universities.
• Macedonian–English: Organized in several schools with 6 weekly hours of English, following the standard national curriculum with enhanced language focus.

International Baccalaureate (IB) Programme

Select public schools implement the IB Diploma Programme for students in their 3rd and 4th year (ages 16–17).

• Admission: Competitive entry for around 20 students. Requires completion of the first two years of high school, fluency in English, entrance tests (English, Macedonian, Mathematics/Chemistry), and an interview.
• Curriculum: A two-year program consisting of 6 courses, an Extended Essay, Theory of Knowledge (TOK), and Creativity, Activity, Service (CAS).

Private International Schools

Private international schools (such as NOVA, QSI, and American High School) operate with programs approved by the Ministry of Education and Science. They typically follow American or British curricula, offer smaller class sizes, and use English as the primary language of instruction.

• Nova International Schools - Offers an American curriculum and the IB Diploma Program (accredited by CEESA and NWAC).
• QSI International School of Skopje - Follows the Quality Schools International curriculum for students aged 3–18 (accredited by MSA).
• American School of Macedonia (ASM) - Provides instruction in English and prepares students for SAT, TOEFL, and State Matura.
• American High School Skopje (AHSS) – Focuses on small-group learning and preparation for business and academic communities.

5.5 Teaching and Learning in Vocational Upper Secondary Education and Training

Teaching and learning in vocational upper secondary education and training (VET) in North Macedonia combine theoretical instruction with practical training and are based on learning outcomes.

Recent reforms have introduced modular and competence-based curricula, in line with the Law on Vocational Education and Training (2025). These reforms aim to better align education with labour market needs and European approaches.

Work-based learning is an integral part of VET. Practical training is organised in cooperation with companies, where students acquire skills in real working environments. The number of companies involved in dual education has increased significantly in recent years.

Dual education has expanded considerably. In the 2025/2026 school year, 269 dual classes are planned, offering 6,725 student places. Students participating in dual programmes receive financial support in the form of monthly scholarships.

Curricula have been revised to integrate key competences, including digital and green skills. Updated programmes are supported by new teaching materials and implementation guidelines.

Teachers and company mentors are involved in the delivery of VET. Professional development activities are organised to support the implementation of new curricula, including training in digital competences and innovative teaching methods.

Sources: Law on Vocational Education and Training (2025); Ministry of Education and Science; Centre for Vocational Education and Training Development; Chamber of Commerce.

5.6 Assessment in vocational upper secondary education and training

Student assessment in vocational upper secondary education and training (VET) in North Macedonia includes continuous assessment during the school year and final examinations at the end of programmes.

During the school year, students are assessed through written and oral examinations, practical tasks and project work. Assessment is based on learning outcomes defined in curricula and qualification standards.

At the end of VET programmes, students take different types of final examinations depending on the duration and type of programme.

Students in four-year vocational programmes may take the State Matura (Državna matura), which provides access to higher education. In addition, the State Vocational Matura (Državna stručna matura) is being introduced as part of recent reforms. It confirms vocational competences and enables progression to higher education in related fields.

Students in two- and three-year programmes take a final or school-based examination, which confirms the acquisition of vocational competences and is primarily oriented towards entry into the labour market. These examinations do not provide access to higher education.

Recent reforms aim to strengthen the transparency, relevance and quality of assessment in vocational education, including the introduction of the State Vocational Matura (Državna stručna matura) and the revision of qualification standards aligned with the National Qualifications Framework.

Sources: Law on Vocational Education and Training (2025); Law on Secondary Education; Ministry of Education and Science.

5.7 Organisation of post-secondary non-tertiary education

Post-secondary non-tertiary education in North Macedonia is provided within the vocational education and training system at NQF Level V. It is developing as an emerging pathway within the education system.

These programmes are organised in vocational schools and Regional Centres for Vocational Education and Training. They are accessible to learners who have completed upper secondary education.

Post-secondary education is aimed at providing advanced vocational competences and specialisation. It is particularly relevant for qualifications such as master craftsperson (majstor) and specialist profiles, which respond to labour market needs.

The development of post-secondary education is supported by recent policy initiatives, including the Concept for Post-Secondary Education (2025). These programmes are designed in cooperation with employers and social partners and are aligned with labour market demand.

Sources: Concept for Post-Secondary Education (2025); Ministry of Education and Science; Law on Vocational Education and Training.

5.8 Teaching and learning in post-secondary non-tertiary education

Teaching and learning in post-secondary non-tertiary education in North Macedonia are oriented towards advanced vocational training and specialisation.

Programmes are based on learning outcomes and focus on the development of specialised professional competences. Teaching combines theoretical instruction with a strong practical component.

Practical training is organised in cooperation with employers and is often carried out in real working environments. This supports the development of skills required for specific occupations and facilitates the transition to employment.

Programmes are designed to respond to labour market needs and are aligned with qualifications at NQF Level V, including master craftsperson and specialist profiles.

Sources: Concept for Post-Secondary Education (2025); Ministry of Education and Science.

5.9 Assessment in post-secondary non-tertiary education

Assessment in post-secondary non-tertiary education in North Macedonia includes continuous assessment during the programme and final assessment at the end of studies.

Learners are assessed through practical tasks, projects and other forms of evaluation aligned with learning outcomes and qualification standards.

Final assessment focuses on the demonstration of specialised professional competences required for specific occupations. It may include practical examinations and the evaluation of work-based learning.

Successful completion of post-secondary programmes leads to the acquisition of a qualification at NQF Level V, such as master craftsperson or specialist qualifications, which are recognised within the national qualifications framework.

Sources: Concept for Post-Secondary Education (2025); Law on Vocational Education and Training; Ministry of Education and Science.